FULLERTON Community & School Information

WWW.CALTITLE.COM This information is provided solely as a courtesy by California Title Company. It is deemed reliable, but not guaranteed. For the latest Title news and information go to www.caltitle.com. FULLERTON

Located 22 miles southeast of metropolitan Los Angeles, in the center of North Orange County, Fullerton is a full-service city renowned for its unique mix of residential, commercial and industrial, educational, and cultural environments which provide an outstanding quality of life for both residents and businesses alike.

Fullerton, one of the largest cities in Orange County, is a community with a strong sense of tradition, one that treasures its historic past as it prepares to meet the challenges of its future.

City of Fullerton 303 W. Commonwealth, Fullerton, CA 92832 714-738-6520 / www.cityoffullerton.com

Utilities Cable: Time Warner 1-888-892-2253 Gas: Southern California Gas Company www.socalgas.com Phone: AT&T 800-331-0500 Trash: MG Disposal 714-238-2444 Water: Fullerton Utility Services 714-738-6890 Building Dept: 714-738-6541

Downtown Fullerton After twenty years of steady revitalization, Downtown Fullerton is experiencing a “renaissance” evidenced by a growing number of sidewalk cafes, specialty restaurants, unique shops, entertainment venues, and upscale apartments.

Downtown Fullerton offers a rustic old town atmosphere with a cluster of more than 70 historic buildings, beautiful shade trees, and decorative walkways, providing a comfortable setting to gather with friends, enjoy music, and catch up on the latest news. Downtown is equipped with more than 2,500 “free” public parking spaces to support the over 350,000 square feet of retail and more than 275,000 square feet of ofﬁ ce space.

Downtown is more than just another shopping center - it also serves as a vibrant cultural center with facilities, such as the award-winning Museum Center, the Downtown Plaza, and Plummer Auditorium. It is also home to ﬁ nancial, religious, and governmental institutions, as well as a bustling regional transportation center that serves more than 350,000 passengers every year.

History of Fullerton “There is a secret in building a town,” George H. Amerige wrote in 1937. “Do you want to know what it is?”

“It takes a stiff backbone, a spirit of progressiveness and determination to win out, and a disposition that can stand all sorts of criticism.”

George Amerige wrote from experience: Some 50 years earlier, he and his brother, Edward, set the foundations for one of Orange County’s major cities.

In 1887, George and Edward Amerige founded Fullerton.

But Fullerton’s story is much older than the Ameriges. It stretches back to prehistoric times when animals such as saber-toothed tigers and mammoths roamed the land. Bones of these ﬁ rst inhabitants have been found in Ralph B. Clark Regional Park in northwest Fullerton.

The earliest evidence of human habitation in Orange County dates to as long ago as 17,000 years, which was the age determined by carbon dating of the famed “Laguna Woman,” whose skull was discovered in Laguna Beach.

These early humans gradually gave way over the centuries to a peaceful tribe of Indians who were skilled in basket weaving. They were called “Gabrielinos” after the San Gabriel Mission, under whose protection they fell. A small Gabrielino village was once located at what is now Bastanchury Road and Malvern Avenue.

No one knows how long the Gabrielinos lived in the area or why they gradually began to fade from the landscape; however, they were on hand to greet the ﬁ rst European explorers who entered the area in 1769. These were the soldiers of Gaspar de Portola, sent by Spain to claim the land and bring Christianity to the Indians. The soldiers passed through the Fullerton area on their way to establish the San Gabriel Mission.

By the 1830s, the face of the Fullerton landscape began to change. The broad unfettered expanses of mustard ﬁ elds and cactus became part of the vast 35,000-acre land grant of Juan Paciﬁ co Ontiveros, a Spanish soldier.

In 1848, California became part of the United States, triggering a rush of homesteaders, businessmen, and, with the discovery of gold in 1849, miners. Ontiveros began selling his Rancho San Juan Cajon de Santa Ana land to those newcomers, one of whom was Abel Stearns, a Massachusetts native. In the 1860s, Stearns, suffering a severe ﬁ nancial setback, saved his land from foreclosure by subdividing and selling it.

One of Stearns’ ﬁ rst customers was Domingo Bastanchury, a Basque shepherd who purchased the majority of the rancho land in what is now northern Fullerton for his own sheep ranch. St. Jude Medical Center sits on land once part of the Bastanchury Ranch.

With the advent of the 1880s, Southern California was the scene of a “land boom” sparked by the area’s growing prosperity and the promotional campaigns of the railroads. It is at this point that George and Edward Amerige join the Fullerton story.

The Ameriges were grain merchants in Malden, Mass., when, in 1886, they sold their business and headed west to investigate the land boom for themselves. Arriving ﬁ rst in San Francisco, they worked their way south, purchasing a fruit ranch in Sierra Madre.

On a duck hunting vacation to the Westminster marshes near Anaheim in early 1887, the Ameriges overheard the “locals” talking about the hot news of the day - that the California Central Railroad, a subsidiary of Santa Fe, was looking for land. George H. Fullerton, president of the Paciﬁ c Land and Improvement Co., also a Santa Fe subsidiary, had been sent west speciﬁ cally to purchase land for railroad right-of-way.

The Ameriges learned that a likely site for a town was located north of Anaheim. The brothers were so convinced of the potential of the area that they sold their Sierra Madre holdings and opened a real estate ofﬁ ce in Anaheim. They then began negotiating for the land, arranging to buy 430 acres at a cost of approximately $68,000.

Discussions next began with Paciﬁ c Land and Improvement, with the Ameriges offering free right-of-way and half interest in the land if the railroad survey were altered to include the proposed townsite. With George Fullerton’s assurance that the area would be included, the Ameriges purchased the 430 acres. On July 5, 1887, Edward Amerige drove a stake into a mustard ﬁ eld at what is now the corner of Harbor Boulevard and Commonwealth Avenue, and the townsite of Fullerton was born. The appreciative community voted to name the town in honor of its benefactor, George Fullerton.

Attractions

The Muckenthaler Cultural Center The mission of The Muckenthaler is to provide the public with experiences that stimulate creativity and imagination, while conserving the heritage and architecture of the Muckenthaler Estate.

The Muckenthaler Cultural Center offers extraordinary exhibitions, performances and engaging educational programs to Orange County’s diverse communities and beyond. We are a celebration of the human spirit through the arts.

1201 West Malvern Avenue, Fullerton, CA 92833 714-738-6595 / [email protected]

Fullerton Arboretum The Fullerton Arboretom is a 26 acre botanical garden with a collection of plants from around the world, located on the northeast corner of the California State University, Fullerton campus. It is the largest botanical garden in Orange County, with a collection of over 4,000 plants. The Arboretum saves species that are extinct or near extinction and serves as a learning place for agricultural history.

1900 Associated Rd. Fullerton, CA 92831 657-278-3407 / http://fullertonarboretum.org

Fullerton Museum Center 301 N. Pomona Ave., Fullerton, CA 92832 / 714-738-6545

Fullerton Public Library Main Library: 353 W. Commonwealth Ave. Fullerton, CA 92832 / 714-738-6333 Hunt Branch: 201 S. Basque Ave. Fullerton, CA 92833 / 714-738-3122 http://fullertonlibrary.org Community Events 4th of July, Farmers Market, Fullerton Market, Kid’s Fishing Derby, Memorial Day Ceremony, Snow Day, Summer Concert Series, Veterans Day Ceremony, Winter Market. For more information, visit www.cityoffullerton.com

Education

Fullerton School District 1401 W. Valencia Drive, Fullerton, CA 92833 714-447-7400 / http://fsd.k12.ca.us

Fullerton Joint Union High School District 1051 W. Bastanchury Rd., Fullerton, CA 92833 Phone: 714-870-2800 / Fax: 714-870-2807 / http://www.fjuhsd.net

Fullerton College 321 E. Chapman Avenue, Fullerton California 92832 714-992-7000 / www.fullcoll.edu MARELEN DR VALLE VISTA DR AVOLENCIA DR 1 Chapman Building N HIGHLAND AVE 110 E Wilshire Ave BREA BLVD

City of Fullerton SKYLINE DR 2 Church of Religious Science VIRGINIA RD " First Methodist Episcopal Church " National Register of Historic Places Buildings 117 N Pomona Ave VIRGINIA RD TOUSSAU DR LUANNE AVE 3 Elephant Packing House 201 W Truslow Ave

GLENHAVENAVE

CERRITOS DR 7 4 Fox Theater Complex HARMONY LN " Alician Court Theater " W VALLEY VIEW DR N MALDEN AVE E VALLEY VIEW DR 510 N Harbor Blvd

E DOROTHY LN LONGVIEW DR 5 Fullerton Police Department " Old City Hall " 6 12 E DOROTHY LN

GRANDVIEWAVE 7 E FERN DR 237 W Commonwealth Ave 10 15413 8 1 6 Heritage House 5 162 311149N FORD AVE " Dr George Clark House & Office " E GLENWOOD AVE 1900 Associated Rd W GLENWOOD AVE GLENHAVEN AVE 7 Hillcrest Park W UNION AVE E UNION AVE

EL DORADO DR 1200 N Harbor Blvd

NRICHMAN AVE NUTWOOD PL NUTWOOD John Hetebrink House W BROOKDALE PL 8 515 E Chapman Ave ELLIS LN

GOLDENAVE NLEMON ST 9 Landmark Plaza Building PRINCETON CIRE

W MALVERN AVE PRINCETON CIRW " Farmers & Merchants Bank "

N FORDAVE ELLIS PL AVE YALE N 122 N Harbor Blvd W JACARANDA PL 13 8 15 4 10 Muckenthaler Cultural Center W CHAPMAN AVE E CHAPMAN AVE 1201 W Malvern Ave W WHITING AVE W WHITING AVE 11 Old Spaghetti Factory " Union Pacific Depot " W WILSHIRE AVE E WILSHIRE AVE 110 E Santa Fe Ave 1 NPOMONA AVE 12 Pierotti House & Gardens W AMERIGE AVE E AMERIGE AVE AVE YALE N 1731 Bradford Ave

DRAKEAVE NMALDEN AVE 9 2

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NHIGHLAND AVE 5 N BERKELEYAVE 13 Plummer Auditorium W COMMONWEALTH AVE E COMMONWEALTH AVE 201 E Chapman Ave 16 14 Santa Fe Depot W SANTA FE AVE E SANTA FE AVE " Fullerton Station " 11 120 E Santa Fe Ave

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SRICHMAN AVE 14 W WALNUT AVE AVE YALE S E WALNUT AVE 15 Spring Field Banquet Center

SHIGHLAND AVE " Masonic Temple " 3 SOCO DR SOCO DR 501 N Harbor Blvd W TRUSLOW AVE E TRUSLOW AVE

E PATTERSON WAY 16 Williams Company " Odd Fellows Temple " 0 100 200 400 Yards W VALENCIA DR E VALENCIA DR 112 E Commonwealth Ave SRICHMAN AVE

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S LEMON ST Trail CityCity ofof FullertonFullerton Backbone Connector Regional ParksParks E IMPERIAL HWY

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57 25 44 40 BREA BLVD 43 8 20 E BASTANCHURY RD S BEACH BLVD 42

29 AV PLACENTIA N 38 ROSECRANS AV 50 51 COLLEGESTATE BLVD 26 17 45 49 N EUCLID ST 35 48 18 41 N HARBOR BLVD 5 BREA BLVD N GILBERT ST 10 W BASTANCHURY RD 14 28 15 11 23 22 1

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6 COLLEGE BLVD N STATE 2 13 9 16 W COMMONWEALTH AV 37 36 E COMMONWEALTH AV 3 7 47 34 57

S EUCLID S ST 24 46

GILBERT STGILBERT 39 27

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MAGNOLIA AV MAGNOLIA 32 31 AV ACACIA S

S BROOKHURST S RD S PLACENTIA AV ORANGETHORPE AV 52 E ORANGETHORPE AV

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33 EUCLID ST 91 5 91

0 0.25 0.5 1 Miles January 2008

No NAME ADDRESS No NAME ADDRESS 1 ACACIA PARK 1910 FULLERTON CREEK RD 27 LEMON PARK 701 S LEMON ST 2 ADLENA PARK 300 N ADLENA DR 28 LIONS FIELD 1440 BREA BLVD 3 AMERIGE PARK 300 W COMMONWEALTH AVE 29 MOUNTAIN VIEW PARK 2601 N STATE COLLEGE BLVD 4 BASTANCHURY PARK 1717 W BASTANCHURY RD 30 MUCKENTHALER CULTURAL CENTER 1201 W MALVERN AVE 5 BREA DAM PARK 1700 N HARBOR BLVD 31 NICOLAS PARK 1015 W HILL AVE 6 BYERRUM PARK 501 N RAYMOND AVE 32 OLIVE PARK 901 S GILBERT ST 7 CHAPMAN PARK 2515 SAN CARLOS DR 33 ORANGETHORPE PARK 1737 W ROBERTA AVE 8 CRAIG REGIONAL PARK 3300 STATE COLLEGE BLVD 34 PACIFIC DRIVE PARK 222 PACIFIC DR 9 DOWNTOWN PLAZA 125 E WILSHIRE AVE 35 PANORAMA NATURE PRESERVE 2100 N LADERA VISTA DR 10 EDWARD H. WHITE II PARK 1550 PARKS RD 36 PLAZA PARK 144 E WILSHIRE AVE 11 EMERY PARK 1201 SUNNY RIDGE DR 37 POOCH PARK 201 S BASQUE AVE 12 FERN PARK 1600 W FERN DR 38 RALPH B. CLARK PARK 2851 ROSECRANS AVE 13 FORD PARK 435 W WILSHIRE AVE 39 RICHMAN PARK 711 S HIGHLAND AVE 14 FULLERTON ARBORETUM 1900 ASSOCIATED RD 40 ROBERT E WARD NATURE PRESERVE 2245 N EUCLID ST 15 FULLERTON CREEK GREENBELT 1910 FULLERTON CREEK RD 41 ROGER B. CHAFFEE PARK 1550 W ROSECRANS AVE 16 FULLERTON MUSEUM CENTER 301 N POMONA AVE 42 ROLLING HILLS PARK 1515 E BASTANCHURY RD 17 FULLERTON SPORTS COMPLEX 560 E SILVER PINE ST 43 ROLLING HILLS SCHOOL PARK 1470 E ROLLING HILLS DR 18 FULLERTON TENNIS CENTER 110 E VALENIA MESA DR 44 SAN JUAN PARK 2920 SAN JUAN PL 19 GILBERT PARK 2120 W ORANGETHORPE AVE 45 TRAIL REST PARK 2345 BREA BLVD 20 GILMAN PARK 2590 HARTFORD AVE 46 TRUSLOW PARK 401 E TRUSLOW AVE 21 HERMOSA SCHOOL PARK 400 E HERMOSA DR 47 VALENCIA PARK 2425 W VALENCIA DR 22 HILLCREST PARK 1200 N HARBOR BLVD 48 VIRGIL "GUS" GRISSOM PARK 1601 W ROSECRANS AVE 23 HILTSCHER PARK 1002 N EUCLID ST 49 VISTA PARK 2002 E BASTANCHURY RD 24 INDEPENDENCE PARK 801 W VALENCIA DR 50 WEST COYOTE HILLS PARK 2100 N GILBERT ST 25 LAGUNA LAKE PARK 3120 LAKEVIEW DR 51 WEST COYOTE HILLS TREE PARK 2349 N PARKS RD 26 LAGUNA ROAD SCHOOL PARK 300 LAGUNA RD 52 WOODCREST PARK 440 W ORANGETHORPE AVE 14 PARK AMENITIES

Fullerton is rich with parks and recreational trails. Everyone from the outdoor enthusiast to the quiet picnicker will appreciate all that our parks have to offer.

DOGGY BAG 2 2 2 1 1 2 3 2 2 1 2 1 2 1 2 1 1 3 2 DISPENSERS X

COVERED PICNIC AREAS X X X X X X X X

ACTIVITY SLAB X X X X X X X X

PLAYGROUNDS X X X X X X X X X X X X X X X X X X X X X X X

ACTIVITY BLDG X X X X X

SOCCER X X X X X X X X X X X X X X X X X X

BASKETBALL X X X X X X X X X X X X X X

BLEACHER X 50 80 50 80

SEATING 100 100 100 100

BASEBALL / SOFTBALL X X X X X X X X X X X X X X X X X X

RECREATION TRAILS X X X X X X X X X X X

DRINKING 4 FOUNTAIN X X X X X X X X X X X X X X X 3 2 3 5 2 2 2 3 BAR-B-Qs X X X X X 11 9 6 7 8 4 2 2 2 3 6 7 4 3 6 5 7 4 1 6 1 8 4 5 PICNIC TABLES X 30 22 13

PARKING X X X X X X X X X X X X X X X X X X X X X X X X X X X X 1 1 1 1 4 1 1 1 1 1 1 X X X RESTROOMS P P P KEY

SCHOOL ADJACENT X X X X X X X X X X X X X X X 1717 W Bastanchury Rd. 1910 Fullerton Creek Rd. 1910 Fullerton Creek 300 N. Adlena Dr. KEY: P = Portable Restroom Key = Key Required, restrooms attached to building LAGUNA ROAD SCHOOL PARKLEMON PARK VIEW PARKMOUNTAIN NICOLAS PARK 300 Laguna Road OLIVE PARKORANGETHORPE PARK DRIVE PARKPACIFIC PLAZA PARK 2601 N. State College Blvd. RICHMAN PARKROLLING HILLS PARKTRUSLOW PARK 701 S. Lemon Roberta 1737 W. PARKVALENCIA Euclid & Hill 222 Pacific Drive WEST COYOTE HILLS TREE PARK 901 Gilbert St. WEST COYOTE HILLS PARKWHITE PARK Parks Road, N. of Rosecrans 1515 E. Bastanchury WOODCREST PARK 711 S. Highland Ave. 144 E. Wilshire Harbor & Truslow Gilbert & Rosecrans Dr. Valencia 2425 W. Orangethorpe 440 W. 1550 Parks Road INDEPENDENCE PARKLAGUNA LAKE PARK Valencia 801 W. 3120 Lakeview Drive PARKVISTA Bastanchury & State College HERMOSA SCHOOL PARKHILLCREST PARK 401 Hermosa Dr. 1300 N. Harbor Blvd ACACIA PARK ACACIA PARK AREABREA DAM RECREATION BYERRUM PARKCHAFFEE PARKCHAPMAN PARK 1700 N. Harbor Blvd. FERN PARK PARKGILBERT GILMAN PARK 501 N. Raymond GRISSOM PARK 1550 W.Rosecrans 2515 San Carlos Dr. Fern Dr. 1400 W. 1431 S. Pine Rosecrans 2800 E. Rolling Hills Dr. 1601 W. ADLENA PARK PARK BASTANCHURY EMERY PARKEMERY FORD PARK COMPLEX SPORTS FULLERTON 560 E. Silver Pine Street 1251 Sunnyridge Dr. Wilshire 435 W.

FULLERTON

303 W. COMMONWEALTH AVE. INCORPORATED: 1904 FULLERTON, CA 92832 AREA: 22.6 square miles TELEPHONE: (714) 738-6317 WEBSITE: www.ci.fullerton.ca.us

Mayor: Sharon Quirk-Silva City Manager: (714) 738-6310 Mayor Pro Tem: Pat McKinley Community Development: 738-6544 Council Members: Don Bankhead City Council: 738-6311 Richard Jones Parks & Recreation: 738-6575 Fire Department: 738-6500 Bruce Whitaker Police Department: 738-6800

Population Characteristics

Population 2010 Racial and Ethnic Population (*1) 2010 Population by Age (*1) Number % 1960: 56,180 (*1) Total % White 51,656 38.2% 1970: 85,826 (*1) 0-4 7,975 5.9% Hispanic 46,501 34.4% 1980: 102,034 (*1) 5-9 8,511 6.3% Asian & Pacific Islander 30,486 22.6% 1990: 114,144 (*1) 10-14 9,105 6.7% Black 2,791 2.1% 15-19 11,263 8.3% 2000: 126,003 (*1) All Other Races 3,727 2.8% 20-24 12,226 9.0% 2010: 135,161 (*1) Total Population: 135,161 100% 25-34 18,879 14.0% 35-44 18,885 13.9% 45-54 19,346 14.3% Current Projections Series (*4) 2001: 127,227 (*2) 55-59 7,243 5.4% 2002: 128,412 (*2) Population (OCP-2010 Modified) 60-64 5,876 4.3% 2003: 130,109 (*2) 2015 140,947 65-74 7,862 5.9% 2004: 132,420 (*2) 2020 145,492 75-84 5,406 4.0% 2005: 132,913 (*2) 2025 157,587 85+ 2,584 1.9% 2006: 133,412 (*2) 2030 162,850 2007: 133,559 (*2) 2035 164,499 Total: 135,161 100.0% 2008: 133,872 (*2) 2009: 134,199 (*2) Median Age: 34.8 Vital Statistics (*5) 2010: 135,146 (*3) Percent of County: 4.4% 2011: 135,574 (*3) 2007 2008 2009 Total Births # 1,823 1,678 Birth Rate # 13.6 12.5 Total Deaths 822 802 825 Death Rate 6.2 6.0 6.1

Voter Registration, 2011 (*6) Democratic 23,437 Peace & Freedom 252 Republican 29,115 Misc. 319 Independent 1,655 Decline To State 14,912 Green 399 Libertarian 575 Total: 70,663

# Data not available Sources: (*1) April Decennial Census of Population, U.S. Census Bureau. (*5) OC Health Care Agency rates per 1,000 population. (*2) E-4 Released August 2011, State Dept. of Finance. 2009 is the latest published data by city. (*3) E-5 (Revised) Released May 2011, State Dept. of Finance. (*6) OC Registrar of Voters, 2011. (*4) Center for Demographic Research, CSUF.

2012 Orange County Progress Report LAMBERT RD

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P Acacia Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP], test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Acacia Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Karen Whisnant Acacia Elementary School is located in the eastern section of Fullerton and serves nearly 700 students. More than 50% of our student population chooses to come to Acacia from outside our boundary areas. Families are attracted to our outstanding curricular programs, excellent staff, and parent and community support. Our students have diverse strengths and needs: Address: English Learners with more than 13 different home languages, students with disabilities, and identified Gifted students. Acacia 1200 North Acacia Ave. staff is committed to the belief that all students can and will learn and achieve at high levels. Our mission is to provide an education of the highest quality, blending the resources of the home, school, and community. We Fullerton, California 92831 are committed to empowering students to reach their full potential with rigorous academic standards. We develop confident children who can collaborate, create, critically think, and communicate in a constantly evolving world. Phone: Opportunities for Parental Involvement (School Year 2011-12) 714-447-7700 This section provides information about opportunities for parents to become involved with school activities, including contact information pertaining to organized opportunities for parental involvement.

Email: Contact Person: Contact Phone No. [email protected]

Website: Acacia School embraces our parents working together with us in the best interest of our students. We encourage parent participation in classrooms as well as volunteers in all school related activities. Parents can support the school through www.fsd.k12.ca.us/acacia involvement in PTA meetings, monthly PTA family events, our Acacia Elementary School Foundation and Foundation events, monthly Coffees with the Principal, Back to School Night, Open House, and Parent/Teacher Conferences. We also provide opportunities for collaboration and planning for our school together through School Site Council, ELAC, and our Technology, and Media Center Committees.

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Acacia Elementary - Fullerton School District Acacia Elementary 2011-12 Acacia Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Student Enrollment by Grade Level (School Year 2011-12) Average Class Size and Class Size Distribution (Elementary) This table displays the number of students enrolled in each grade level at the school. This table displays, by grade level, the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). Grade Level Number of Students Transitional Kindergarten 2009-10 2010-11 2011-12

Kindergarten 82 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 115 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 93 K 30.59 3 32.3 2 1 27.3 3 Grade 3 91 1 23.97 3 28.7 3 28.8 4 Grade 4 85 2 25 3 29.3 3 31 3 Grade 5 78 3 32.3 1 2 30.3 3 Grade 6 105 4 31.3 2 31.5 1 1 34 2 Total Enrollment 649 5 32.21 2 32.3 2 1 31.7 2 1 Student Enrollment by Group (School Year 2011-12) 6 32.96 2 32.7 1 2 35 3 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 Percent of Total Percent of Total Group Group 3-4 30.78 3 Enrollment Enrollment 4-8 32.24 1 Black or African American 0.8W hite 44.8 Other 0 American Indian or Alaska Native 0.5 Two or More Races 5.9

Asian 16.5 Socioeconomically Disadvantaged 16.2 Filipino 2.5 English Learners 17.1 Hispanic or Latino 27 Students with Disabilities 4.3

Native Hawaiian/Pacific Islander 0

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Acacia Elementary - Fullerton School District Acacia Elementary 2011-12 Acacia Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Acacia Elementary School has 21 classrooms, a library media center, a computer lab and a multi-purpose room. The main teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while campus was built in 1957. Additions were constructed in 1960 and 1965. Two portable classrooms were added in 1988 and at school sponsored activities, c) making district programs and community resources available to students and parents, and two more were added in 1997. d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how the highest priority. they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed description of each element of the plan including specific actions, resources and time lines to be implemented by the school. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the Copies are also available at the District Office in the office of Child Welfare and Attendance. district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Suspensions and Expulsions for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior the school and district levels for the most recent three-year period. painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. School District Rate School Facility Good Repair Status. (School Year 2012-13) 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 This table displays the results of the most recently completed school site inspection to determine the school facility's good Suspensions 0.4 1.01 2.6 5.8 4.75 3.9 repair status. Expulsions 0 0 0 0 0.1 0 Inspected On: 8/1/2011 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Secure sinks, restore water. Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs

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

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Acacia Elementary - Fullerton School District Acacia Elementary 2011-12 Acacia Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 23 22 24 613 Academic Counselor 0 649 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.2 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.1 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 0.4 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 0.6 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

This table displays the percent of classes in core academic subjects taught by Highly Qualified Teachers as defined in the Elementary and Secondary Education Act (ESEA), in a school, in all schools in the district, in high-poverty schools in the Description of school's program towards meeting William's Settlement Requirements district, and in low-poverty schools in the district. High poverty schools are defined as those schools with student eligibility of On October 9, 2012, the Governing Board of the Fullerton School District certified that, as of that date, each pupil in the District in approximately 40 percent or more in the free and reduced price meals program. Low poverty schools are those with student kindergarten through grade eight, had been provided with a standards-aligned textbook or basic instructional materials purchased eligibility of approximately 25 percent or less in the free and reduced price meals program. More information on teacher from the approved standards-aligned adoption list in the core curriculum areas listed below. qualifications required under the ESEA can be found on the CDE Improving Teacher and Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tq/. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) Location of Classes Percent of Classes In Core Academic Subjects This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school; whether the textbooks and instructional materials are from the most recent Taught by Highly Qualified Teachers Not Taught by Highly Qualified adoption (yes/no); and information about the school’s use of any supplemental curriculum or non-adopted textbooks or Teachers instructional materials. This School 100 0 Textbooks and Instructional Percent students lacking own All Schools in District 98.84 1.16 Core Curriculum Area From Most Recent Adoption? Materials/Year of Adoption assigned copy High-Poverty Schools in District 97.44 2.56 Low-Poverty Schools in District 99.52 0.48 2010-11 Houghton Mifflin Medallions K-5

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Acacia Elementary - Fullerton School District Acacia Elementary 2011-12 Acacia Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Textbooks and Instructional Percent students lacking own Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11) Core Curriculum Area From Most Recent Adoption? Materials/Year of Adoption assigned copy This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average 2008-09 Houghton Mifflin K-5 teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

2008-09 Holt McDougal 6-8 Total Expenditures Per Expenditures Per Average Teacher Mathematics Yes 0 % Level Expenditures Per Pupil (Supplemental / Pupil (Basic/ Salary 2008-09 Glencoe Algebra Pupil Restricted) Unrestricted) Readiness 8 School Site $3,961.00 $173.00 $3,789.00 $66,835.00

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A -3.87 -7.58 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -30.54 -3.7 Science Yes 0 %

2007-08 Holt McDougal 6-8 Types of Services Funded (Fiscal Year 2011-12) 2006-07 Houghton Mifflin K-5 This section provides information about the programs and supplemental services (e.g., information about supplemental educational services related to the school’s federal Program Improvement status) that are provided at the school through either categorical funds or other sources. History-Social Science Yes 0 % Types of Services Funded 2006-07 McDougal Littell 6-8 In addition to general state funding, Fullerton School District receives state and federal categorical funding for special Foreign Language 2001-02 En Español 7-8 Yes 0 % programs. These funds support the following educational programs, including but not limited to: On-line Health Curriculum • Beginning Teacher and Support (BTSA) • Class Size Reduction Dairy Council of California • Gifted and Talented Education (grade-appropriate) materials • Economic Impact Aid • Instructional Materials Health Too Good for Drugs materials Yes 0 % • Peer Assistance and Review (PAR) (grades 4-6) • School Safety and Violence Prevention • Special Education 2004-05 Holt McDougal • Title I, Economically Disadvantaged Decisions for Health (Grade 7) • Title II, Teacher and Principal Quality • Title III, Education for English Learners Science Laboratory Equipment (grades 9-12) Teacher and Administrative Salaries (Fiscal Year 2010-11) "All the Arts for All the Kids" lessons/curriculum in visual This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the art, music, dance and theater state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size Instrumental music (grades 5- based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries Visual and Performing Arts Yes 0 % 6) & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Band and string instruments State Average For Districts In and musical scores (grades 7- Category District Amount Same Category 8) Beginning Teacher Salary $42,900 $41,246 VIII. School Finances Mid-Range Teacher Salary $72,983 $67,400 Highest Teacher Salary $92,389 $85,481 Average Principal Salary (Elementary) $111,890 $107,739 Average Principal Salary (Middle) $113,913 $111,540 Average Principal Salary (High) $110,146 Superintendent Salary $186,780 $180,572 Percent of Budget for Teacher Salaries 43 42

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Acacia Elementary - Fullerton School District Acacia Elementary 2011-12 Acacia Elementary 2011-12 School Accountability Report Card School Accountability Report Card

State Average For Districts In Category District Amount Same Category Standardized Testing and Reporting Results by Student Group – Most Recent Year Percent of Budget for Administrative Salaries 6 5 This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group Percent of Students Scoring at Proficient or Advanced IX. Student Performance English-Language Mathematics Science History-Social Arts Science Standardized Testing and Reporting Program All Students in the LEA 68 74 78 65

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 86 90 95 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 83 92 97 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 89 89 92 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native 0 0 0 0 seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 98 100 100 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 82 100 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 75 83 90 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 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. In no case shall any group score be reported that would White 89 90 97 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 88 91 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 76 83 95 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 71 80 0 0

Subject School District State Students with Disabilities 76 82 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 76 79 86 65 67 68 52 54 56 Services Mathematics 83 87 90 72 73 74 48 50 51 Science 74 87 95 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 11.5 16.7 66.7

7 0 0 0 9 0 0 0

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Acacia Elementary - Fullerton School District Acacia Elementary 2011-12 Acacia Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 437 950 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 4 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 3 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 80 996 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 10 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 112 904 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 19 879 26,563 775 API Rank 2009 2010 2011 White 198 956 2,254 907 1,221,860 853 Two or More Races 21 968 256 920 88,428 849 Statewide 9 9 10 Socioeconomically Disadvantaged 92 901 4,536 787 2,779,680 737 Similar Schools 4 4 9 English Learners 89 926 4,034 811 1,530,297 716 Students with Disabilities 24 867 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 4 19 26 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian 4 -2 25 Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino 7 14 39 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White 1 34 16 AYP Criteria School District Two or More Races Overall Yes No Socioeconomically Disadvantaged Participation Rate - English-Language Arts Yes Yes English Learners 15 27 Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts Yes No Percent Proficient - Mathematics Yes No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Acacia Elementary - Fullerton School District Acacia Elementary 2011-12 Acacia Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Federal Intervention Program (School Year 2012-13) 2010/2011 (Three Days) Primary Focus Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two • K-8 Intervention Programs consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After • K-8 English Language Development entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make • K-8 Writing Strategies AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at • K-8 Language Arts Strategies http://www.cde.ca.gov/ta/ac/ay/. • K-8 Mathematics Strategies Delivery of Professional Development Indicator School District • Staff Development Day Program Improvement Status In PI • Workshops • Conferences First Year of Program Improvement 2008-2009 • After-school Workshops Year in Program Improvement Year 3 • In-class Coaching Number of Schools Currently in Program Improvement N/A 6 Other Related Professional Development Activities • Data-Driven instruction Percent of Schools Currently in Program Improvement N/A 30 • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies XII. Instructional Planning and Scheduling • Systematic ELD • Response to Intervention • Professional Learning Communities Professional Development 2011/2012 (Three Days) This section provides information on the annual number of school days dedicated to staff development for the most recent Primary Focus three-year period. • K-8 Intervention Programs 2009/2010 (Three Days) • K-8 English Language Development Primary Focus • K-8 Writing Strategies • K-8 Intervention Programs • K-8 Language Arts Strategies • K-8 English Language Development • K-8 Mathematics Strategies • K-8 Writing Strategies Delivery of Professional Development • K-8 Language Arts Strategies • Staff Development Day • K-8 Mathematics Strategies • Workshops Delivery of Professional Development • Conferences • Staff Development Day • After- school Workshops • Workshops • In-class Coaching • Conferences Other Related Professional Development Activities • After-school Workshops • Data-Driven instruction • In-class Coaching • Differentiated Instruction Other Related Professional Development Activities • Technology Integration • Data-Driven instruction • Health and Wellness • Differentiated Instruction • Vocabulary Development • Technology Integration • Systematic ELD • Health and Wellness • Response to Intervention • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities

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Acacia Elementary - Fullerton School District Beechwood Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Beechwood Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Julie Graham Beechwood Elementary School is located in the northern section of Fullerton, one of 20 school sites in the Fullerton School District. The vision at Beechwood is that "All Students Will Excel; Failure is Not an Option." Our high expectation for student achievement is our first priority. As a result from our focused system of assessment and accountability, we use results from the Address: CST, CELDT, district benchmarks, and teacher assessments to allow our staff to monitor the academic growth for all students. 780 Beechwood Ave. With the additional use of Data Director, student assessment results are frequently reviewed and instruction is modified. These interventions may include small group instruction, after-school programs, fluid math placements, and in-class support from Fullerton, California 92835- specialists. Student progress is consistently reported to students and parents through progress reports, report cards, parent conferences, and benchmark assessment results. Phone: Opportunities for Parental Involvement (School Year 2011-12) 714-447-2850 This section provides information about opportunities for parents to become involved with school activities, including contact information pertaining to organized opportunities for parental involvement. Email: Contact Person: Contact Phone No. [email protected]

Numerous opportunities exist for parental involvement both in the classroom, at home, and planning and implementing Website: school/community events. Please contact the school office for further information. http://fsd.k12.ca.us/beechwood/index 2.html

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Beechwood Elementary - Fullerton School District Beechwood Elementary 2011-12 Beechwood Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Kindergarten 88 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 96 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 92 K 27 1 2 31.3 2 1 29 4 Grade 3 94 1 24 4 21.5 4 24 4 Grade 4 96 2 24 4 30 3 23 1 3 Grade 5 96 3 32 3 31.7 3 31.3 3 Grade 6 100 4 32 2 1 31.3 3 32 2 1 Total Enrollment 875 5 35 3 30.7 3 32 3 Student Enrollment by Group (School Year 2011-12) 6 35 3 35 1 33.3 1 2 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 Percent of Total Percent of Total Group Group 3-4 Enrollment Enrollment 4-8 33 2 4 Black or African American 1WWhite 40.7 Other American Indian or Alaska Native 0.2 Two or More Races 6.7

Asian 25.7 Socioeconomically Disadvantaged 5.9 Filipino 1.8 English Learners 11 Hispanic or Latino 20.1 Students with Disabilities 5.9

Native Hawaiian/Pacific Islander 0.1

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Beechwood Elementary - Fullerton School District Beechwood Elementary 2011-12 Beechwood Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Beechwood Elementary School has 29 classrooms, a library media center, a childcare center and a Multipurpose room. The teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while main campus was built in 1966. The media center was added in 1972. Three portable classrooms were added in 2000, two at school sponsored activities, c) making district programs and community resources available to students and parents, and were added in 2001, seven were added in 2002, and six more were added in 2005 and 3 more were added in 2006. The d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that multipurpose building was added in 2006. Two more portable classrooms were added in 2007. enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed the highest priority. description of each element of the plan including specific actions, resources and time lines to be implemented by the school. Copies are also available at the District Office in the office of Child Welfare and Attendance. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Suspensions and Expulsions The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building the school and district levels for the most recent three-year period. components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the Rate School District 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 School Facility Good Repair Status. (School Year 2012-13) Suspensions 0 0.46 0.8 5.8 4.75 3.9 This table displays the results of the most recently completed school site inspection to determine the school facility's good Expulsions 0 0 0 0 0.1 0 repair status. Inspected On: 12/6/2011 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Secure broken flood light. Restrooms/Fountains: Restrooms, Sinks/ Repair/secure faucets. Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Beechwood Elementary - Fullerton School District Beechwood Elementary 2011-12 Beechwood Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 37 35 39 613 Academic Counselor 0 875 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 1 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.2 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.1 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 1 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 1.4 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Beechwood Elementary - Fullerton School District Beechwood Elementary 2011-12 Beechwood Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A -3.87 -17.03 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -30.54 -13.55 Science Yes 0 %

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Beechwood Elementary - Fullerton School District Beechwood Elementary 2011-12 Beechwood Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 89 91 97 90 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 87 90 98 91 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 90 92 97 88 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native 0 0 0 0 seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 99 99 100 100 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 100 100 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 79 78 89 88 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 0 0 0 0 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. In no case shall any group score be reported that would White 88 92 99 84 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 86 90 100 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 69 73 82 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 70 92 0 0

Subject School District State Students with Disabilities 70 65 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 88 89 89 65 67 68 52 54 56 Services Mathematics 90 92 91 72 73 74 48 50 51 Science 93 99 97 74 79 78 54 57 60 History-Social Science 86 91 90 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 12.8 21.3 53.2

7 3.8 16.2 72.4 9 0 0 0

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Beechwood Elementary - Fullerton School District Beechwood Elementary 2011-12 Beechwood Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 675 960 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 9 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 2 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 169 997 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 13 991 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 130 920 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 1 19 879 26,563 775 API Rank 2009 2010 2011 White 281 952 2,254 907 1,221,860 853 Two or More Races 41 987 256 920 88,428 849 Statewide 10 10 10 Socioeconomically Disadvantaged 42 892 4,536 787 2,779,680 737 Similar Schools 10 10 10 English Learners 78 958 4,034 811 1,530,297 716 Students with Disabilities 51 849 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 19 12 0 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian 9 8 3 Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino 2 12 8 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White 22 13 -11 AYP Criteria School District Two or More Races Overall Yes No Socioeconomically Disadvantaged Participation Rate - English-Language Arts Yes Yes English Learners Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts Yes No Percent Proficient - Mathematics Yes No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Beechwood Elementary - Fullerton School District Beechwood Elementary 2011-12 Beechwood Elementary 2011-12 School Accountability Report Card School Accountability Report Card

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Beechwood Elementary - Fullerton School District Commonwealth Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Commonwealth Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Sherry Hoyt Commonwealth Elementary School is located in the eastern section of Fullerton, one of 20 school sites in the Fullerton School District. The students speak five different languages, with Spanish representing the largest language group. Commonwealth Elementary decreased 13 points in the Academic Performance Index (API) and did not meet our target goal of 790. The Math Address: AMO target was not met by all subgroups. Our English Learner population as well as our students with disabilities did meet the 2200 East Commonwealth Ave. English Language Arts AMO, however the Hispanic population and students economically disadvantaged did not meet the AMO targets. The school was identified as not meeting Adequate Yearly Progress (AYP) and is currently in Program Improvement Fullerton, California 92831 Year-Three status. The regular education program staff at Commonwealth school includes a principal, thirteen regular classroom teachers, three special day class teachers, one physical education teacher, one intervention teacher, and one resource teacher. There is also an Occupational Therapy Clinic located on the campus, which serves our entire District. Phone: Commonwealth has the services of a school psychologist for three days a week, two speech and language therapists, and a 714-447-7705 school nurse one day a week. Commonwealth houses State preschool classes with two sessions that serve 60 students. Two Special Education Preschool classes are on campus including the (PREP) Preschool Readiness for Education Program. In addition, Commonwealth has twelve instructional aides that support the special education program, one instructional aide that Email: supports the regular education classrooms, and a media clerk. A number of advisory councils and community resources support the school program including: School Site Council, PTA, English Language Advisory Committee (ELAC), Preschool Readiness [email protected] for Education (PREP) team and local business partnerships Opportunities for Parental Involvement (School Year 2011-12) Website: This section provides information about opportunities for parents to become involved with school activities, including contact www.fsd.k12.ca.us/commonwealth information pertaining to organized opportunities for parental involvement. Contact Person: Contact Phone No.

We encourage parent participation in classrooms as well as volunteers in all school related activities. Parents can support the school through involvement in P.T.A., attendance at Parent/Teacher conferences, DELAC, ELAC, School Site Council, Parent Education Classes, Awards Assemblies, School Play, Lunchtime Exercise and Activity Program (LEAP), Commonwealth Walking Club, as well as school programs and other school and classroom functions. Please contact the school office for more information.

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Commonwealth Elementary - Fullerton School District Commonwealth Elementary 2011-12 Commonwealth Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Kindergarten 67 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 57 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 54 K 24 2 16 4 22 2 1 Grade 3 67 1 23 3 32 2 20 1 2 Grade 4 55 2 23 2 31 1 30.5 2 Grade 5 45 3 21 2 26 1 2 20.5 1 1 Grade 6 59 4 33 2 30 1 22.7 1 2 Total Enrollment 404 5 31 1 29 2 27 1 Student Enrollment by Group (School Year 2011-12) 6 31 1 1 19.5 2 2 31.5 1 1 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 0 0 Percent of Total Percent of Total Group Group 3-4 0 0 Enrollment Enrollment 4-8 0 0 Black or African American 1.5W hite 6.9 Other American Indian or Alaska Native 0.2 Two or More Races 1.5

Asian 5.2S ocioeconomically Disadvantaged 72.5 Filipino 1.7 English Learners 54 Hispanic or Latino 81.2 Students with Disabilities 19.3

Native Hawaiian/Pacific Islander 0.5

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Commonwealth Elementary - Fullerton School District Commonwealth Elementary 2011-12 Commonwealth Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Commonwealth Elementary School has 18 classrooms, a library media center, a speech room, a child care room, a SDC teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while room, and a multi-purpose room. The main campus was built in 1956. Additions were constructed in 1957 and 1965. The at school sponsored activities, c) making district programs and community resources available to students and parents, and media center is located in a portable that was added to the campus in 1998. d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how the highest priority. they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed description of each element of the plan including specific actions, resources and time lines to be implemented by the school. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the Copies are also available at the District Office in the office of Child Welfare and Attendance. district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Suspensions and Expulsions for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior the school and district levels for the most recent three-year period. painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. School District Rate School Facility Good Repair Status. (School Year 2012-13) 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 This table displays the results of the most recently completed school site inspection to determine the school facility's good Suspensions 5.1 3.4 10.4 5.8 5.8 3.9 repair status. Expulsions 0 0 0.2 0 0 0 Inspected On: 12/13/2011 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Secure faucets, repair door closer. Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs

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

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Commonwealth Elementary - Fullerton School District Commonwealth Elementary 2011-12 Commonwealth Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 0 23 24 613 Academic Counselor 0 404 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 1 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.2 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 1.9 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 1 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Commonwealth Elementary - Fullerton School District Commonwealth Elementary 2011-12 Commonwealth Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A 7.29 4.18 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -22.47 8.54 Science Yes 0 %

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Commonwealth Elementary - Fullerton School District Commonwealth Elementary 2011-12 Commonwealth Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 46 53 53 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 44 57 55 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 47 50 50 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 69 81 0 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 0 0 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 41 49 48 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 0 0 0 0 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. In no case shall any group score be reported that would White 63 63 0 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 0 0 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 41 50 43 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 33 49 39 0

Subject School District State Students with Disabilities 46 48 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 53 47 46 65 67 68 52 54 56 Services Mathematics 59 62 53 72 73 74 48 50 51 Science 55 65 53 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 31.9 12.8 19.1

7 0 0 0 9 0 0 0

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Commonwealth Elementary - Fullerton School District Commonwealth Elementary 2011-12 Commonwealth Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 264 777 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 3 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 15 866 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 7 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 213 759 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 2 19 879 26,563 775 API Rank 2009 2010 2011 White 18 837 2,254 907 1,221,860 853 Two or More Races 4 256 920 88,428 849 Statewide 5 5 4 Socioeconomically Disadvantaged 209 761 4,536 787 2,779,680 737 Similar Schools 9 8 7 English Learners 171 775 4,034 811 1,530,297 716 Students with Disabilities 66 705 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 11 -12 -13 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino 8 -6 -10 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White AYP Criteria School District Two or More Races Overall No No Socioeconomically Disadvantaged 14 -9 -15 Participation Rate - English-Language Arts Yes Yes English Learners 15 -7 9 Participation Rate - Mathematics Yes Yes Students with Disabilities 39 -3 22 Percent Proficient - English-Language Arts No No Percent Proficient - Mathematics No No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Commonwealth Elementary - Fullerton School District Commonwealth Elementary 2011-12 Commonwealth Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Federal Intervention Program (School Year 2012-13) 2010/2011 (Three Days) Primary Focus Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two • K-8 Intervention Programs consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After • K-8 English Language Development entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make • K-8 Writing Strategies AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at • K-8 Language Arts Strategies http://www.cde.ca.gov/ta/ac/ay/. • K-8 Mathematics Strategies Delivery of Professional Development Indicator School District • Staff Development Day Program Improvement Status In PI In PI • Workshops • Conferences First Year of Program Improvement 2010-2011 2008-2009 • After-school Workshops Year in Program Improvement Year 3 Year 3 • In-class Coaching Number of Schools Currently in Program Improvement N/A 6 Other Related Professional Development Activities • Data-Driven instruction Percent of Schools Currently in Program Improvement N/A 30 • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies XII. Instructional Planning and Scheduling • Systematic ELD • Response to Intervention • Professional Learning Communities Professional Development 2011/2012 (Three Days) This section provides information on the annual number of school days dedicated to staff development for the most recent Primary Focus three-year period. • K-8 Intervention Programs 2009/2010 (Three Days) • K-8 English Language Development Primary Focus • K-8 Writing Strategies • K-8 Intervention Programs • K-8 Language Arts Strategies • K-8 English Language Development • K-8 Mathematics Strategies • K-8 Writing Strategies Delivery of Professional Development • K-8 Language Arts Strategies • Staff Development Day • K-8 Mathematics Strategies • Workshops Delivery of Professional Development • Conferences • Staff Development Day • After- school Workshops • Workshops • In-class Coaching • Conferences Other Related Professional Development Activities • After-school Workshops • Data-Driven instruction • In-class Coaching • Differentiated Instruction Other Related Professional Development Activities • Technology Integration • Data-Driven instruction • Health and Wellness • Differentiated Instruction • Vocabulary Development • Technology Integration • Systematic ELD • Health and Wellness • Response to Intervention • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities

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Commonwealth Elementary - Fullerton School District Fern Drive Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Fern Drive Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Yaelan Choo Fern Drive Elementary School, recipient of a Golden Bell Award and a California Distinguished School, is located in the northern section of Fullerton, one of 20 school sites in the Fullerton School District. All students at Fern Drive School are treated with care and respect as they receive daily instruction that is high in academic standards, stimulating, and taught in a safe, Address: helpful and nurturing environment. It is expected that all students at Fern Drive School can and will learn the Fullerton School 1400 West Fern Dr. District (FSD) Core Curriculum, based on California Standards, and will become proficient readers and writers. Fullerton, California 92833 Opportunities for Parental Involvement (School Year 2011-12) This section provides information about opportunities for parents to become involved with school activities, including contact Phone: information pertaining to organized opportunities for parental involvement. 714-447-7710 Contact Person: Contact Phone No.

Email: Parents are involved in an advisory capacity through participation in PTA, ELAC, and School Site Council. Groups meet [email protected] monthly, and meetings are open to all. Weekly folders go home every Wednesday informing parents of student progress and events, and the principal gives weekly updates on school activities using Connect Ed. Parents have opportunity to provide input Website: on school plans and policies. http://fsd.k12.ca.us/fern/index2.html

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Fern Drive Elementary - Fullerton School District Fern Drive Elementary 2011-12 Fern Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Kindergarten 81 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 80 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 96 K 29.24 3 24 1 2 31.5 4 Grade 3 84 1 23.91 4 30.3 4 33 2 Grade 4 64 2 23.16 3 31 3 32 2 1 Grade 5 71 3 30.58 2 32 1 1 28 3 Grade 6 86 4 33.64 2 29.5 2 32 2 Total Enrollment 562 5 29.9 3 30.3 3 29 2 Student Enrollment by Group (School Year 2011-12) 6 34.2 2 32 3 33 3 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 Percent of Total Percent of Total Group Group 3-4 Enrollment Enrollment 4-8 Black or African American 0.9W hite 38.4 Other American Indian or Alaska Native 0.4 Two or More Races 3.4

Asian 18.3 Socioeconomically Disadvantaged 18.3 Filipino 1.8 English Learners 19.2 Hispanic or Latino 32.7 Students with Disabilities 6.4

Native Hawaiian/Pacific Islander 0.4

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Fern Drive Elementary - Fullerton School District Fern Drive Elementary 2011-12 Fern Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Fern Drive Elementary School has 25 classrooms, a library media center, and a multi-purpose room. The main campus was teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while built in 1954. Additions were constructed in 1964 and 1997. One portable classroom was added in 1988, two more were at school sponsored activities, c) making district programs and community resources available to students and parents, and added in 1997, and two more in 1998. d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how the highest priority. they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed description of each element of the plan including specific actions, resources and time lines to be implemented by the school. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the Copies are also available at the District Office in the office of Child Welfare and Attendance. district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Suspensions and Expulsions for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior the school and district levels for the most recent three-year period. painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. School District Rate School Facility Good Repair Status. (School Year 2012-13) 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 This table displays the results of the most recently completed school site inspection to determine the school facility's good Suspensions 1.1 1.94 4.1 5.8 4.75 3.9 repair status. Expulsions 0 0 0 0 0.1 0 Inspected On: 8/1/2011 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs

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

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Fern Drive Elementary - Fullerton School District Fern Drive Elementary 2011-12 Fern Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 23 23 22 613 Academic Counselor 0 562 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.2 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0.1 N/A Teachers of English Learners. Nurse 0.6 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 1 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 0 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Fern Drive Elementary - Fullerton School District Fern Drive Elementary 2011-12 Fern Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A -2.27 -5.18 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -29.39 -1.2 Science Yes 0 %

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Fern Drive Elementary - Fullerton School District Fern Drive Elementary 2011-12 Fern Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 68 74 80 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 63 74 69 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 74 74 91 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native 0 0 0 0 seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 87 92 82 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 38 38 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 45 62 67 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 0 0 0 0 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. In no case shall any group score be reported that would White 75 76 88 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 88 81 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 55 68 79 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 60 70 67 0

Subject School District State Students with Disabilities 45 55 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 72 72 68 65 67 68 52 54 56 Services Mathematics 80 79 74 72 73 74 48 50 51 Science 69 76 80 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 15.3 30.6 44.4

7 0 0 0 9 0 0 0

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Fern Drive Elementary - Fullerton School District Fern Drive Elementary 2011-12 Fern Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 392 876 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 5 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 2 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 73 956 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 7 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 119 793 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 2 19 879 26,563 775 API Rank 2009 2010 2011 White 153 894 2,254 907 1,221,860 853 Two or More Races 15 942 256 920 88,428 849 Statewide 9 9 9 Socioeconomically Disadvantaged 94 831 4,536 787 2,779,680 737 Similar Schools 8 4 8 English Learners 89 886 4,034 811 1,530,297 716 Students with Disabilities 35 752 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School -8 15 -21 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian 13 26 -25 Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino -50 7 -22 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White -2 19 -13 AYP Criteria School District Two or More Races Overall No No Socioeconomically Disadvantaged -25 Participation Rate - English-Language Arts Yes Yes English Learners 4 15 -20 Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts No No Percent Proficient - Mathematics No No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Fern Drive Elementary - Fullerton School District Fern Drive Elementary 2011-12 Fern Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

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Fern Drive Elementary - Fullerton School District Robert C. Fisler Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Robert C. Fisler Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Trang Lai Robert C. Fisler school is committed to educating and preparing students for a technological future while maintaining a well- balanced enriched education in language and visual arts. Fisler was named Apple Distinguished School for implementing a 21st century vision of education and technology integration in an exemplary way five years in a row. We hope to instill this 21st Address: century vision in all our students. As the first K-8 school in our District, Robert C. Fisler School offers a wide range of unique 1350 Starbuck St. educational opportunities. Staffed with highly qualified and well-trained GATE teachers in grades kindergarten through eight, students will be well prepared for high school, college, and future entry into the workplace. GATE students' instruction focuses Fullerton, California 92833- on further depth and complexity to enhance their learning opportunities. All teachers have been or in the process of being trained in Susana Dutro’s Systematic ELD Instruction. To support our English Language Learners, our school has set aside thirty minutes of protected time for ELD instruction each day. Our special education program pushes students into the Phone: classroom. Our Resource Specialist enters the classroom to provide needed instruction to help students meet their Individual 714-447-2890 Education Plan goals. With a focus on science and technology, project-based learning is integrated throughout the curriculum. Through our wireless 1:1 Laptops for Learning program, students in grades two through eight use individual laptops to master rigorous content and performance standards. Students in kindergarten have five to ten computers in each classroom and share Email: the use of an AlphaSmart cart. Students in first grade have access to computers in a central location, as well as the use of two MacBook carts with 33 computers on each cart. Students use technology to research and analyze information. They [email protected] communicate their findings through the use of Keynote, iMovie, iDVD, iPhoto, iTunes, iCal, iWeb, Pages, Numbers, NoteTaker, Gizmos, Comic Life, GarageBand, Kidspiration, and Inspiration. All classrooms are also equipped with interactive Promethean boards, ActivSlates and ActivVotes or ActivExpressions. We added four iPod touch Carts with 40 iPod touch devices each three Website: years ago. This year, four iPad carts with 30 iPads are shared amongst grade levels. We also integrate Haiku at second-eighth www.fsd.k12.ca.us/fisler grade and create hybrid classrooms. Rich hands-on science activities are infused through the use of ProScopes and science kits in every classroom. Additional highlights include a fully equipped science lab, an arts kiln, a state of the art multi-purpose room with three stage production areas, and an after school sports program. Our goal, with the help of our parents, is to infuse our school and students' homes with an unparalleled level of technology and 21st Century Skills to enhance their children's education. Fisler School continues to offer all children a world-class education in our high-tech facility. Our Middle School offers students the opportunity for students to extend beyond the core curriculum through electives such as pictorial journaling, band, Science Olympiad, guitar, robotics, and leadership. A number of advisory councils and community resources support the school program; including an involved PTSA dedicated to enriching the school curriculum, a devoted School Site Council, a foundation (F2AST), and an extremely supportive parent community that contributes a plethora of hours both in and out of the classroom to assist Robert C. Fisler students. Opportunities for Parental Involvement (School Year 2011-12) This section provides information about opportunities for parents to become involved with school activities, including contact information pertaining to organized opportunities for parental involvement.

Contact Person: Contact Phone No.

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Fisler Elementary - Fullerton School District Robert C. Fisler Elementary 2011-12 Robert C. Fisler Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Average Class Size and Class Size Distribution (Elementary) •Parent volunteers. •Junior Great Books volunteers. •Parent conferences twice yearly and as needed. •All teachers keep their This table displays, by grade level, the average class size and the number of classrooms that fall into each size category (a web site current. •Teacher created newsletters and/or articles for the school newsletter. •Laptop/PowerSchool parent trainings. range of total students per classroom). •Back To School Night and Open House. •SSC, PTSA, Foundation, and ELAC opportunities. •Report cards each trimester. •GLIT and SIT meetings. •Author's Tea. •Community events (Book Fair, Kindergarten Winter and Spring performance, Musicals 2009-10 2010-11 2011-12 by First, Second, Third, Fourth, Fifth Grades, Variety Show, Father/Daughter Dance, Mother/Son activity, Dining For Dollars, Read Across America, After School Kid's Zone, Science Olympiad, Family Science Night, and Fish @ Fisler). Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Student Enrollment by Grade Level (School Year 2011-12) 1-20 21-32 33+ 1-20 1-20 21-32 33+ This table displays the number of students enrolled in each grade level at the school. 21-32 33+ K 27.3 4 27.3 4 30.3 3 Grade Level Number of Students 1 32.3 2 1 32.3 2 1 28.8 4 Transitional Kindergarten 2 33 3 33 3 32 3 Kindergarten 92 3 33 3 33 3 28.5 4 Grade 1 115 4 29.5 4 29.5 4 32 3 Grade 2 96 5 32.3 3 1 32.3 3 1 30.8 4 Grade 3 101 6 33 2 2 Grade 4 109 K-3 Grade 5 123 3-4 Grade 6 132 4-8 Grade 7 109 Other Grade 8 95 Total Enrollment 972 Average Class Size and Class Size Distribution (Secondary) This table displays, by subject area, the average class size and the number of classrooms that fall into each size category (a Student Enrollment by Group (School Year 2011-12) range of total students per classroom).

This table displays the percent of students enrolled at the school who are identified as being in a particular group. 2009-10 2010-11 2011-12

Percent of Total Percent of Total Avg. Class Number of Avg. Class Number of Avg. Class Number of Group Group Subject Enrollment Enrollment Size Classrooms Size Classrooms Size Classrooms Black or African American 1WWhite 7.1 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

American Indian or Alaska Native 0.4 Two or More Races 3.4 English 30 10 2 32.5 6 7 29.3 2 10 3 Asian 75.5 Socioeconomically Disadvantaged 4.7 Mathematics 26 3 6 2 28.9 1 5 2 26.1 3 2 2 Filipino 5.9 English Learners 35.9 Science 30 6 1 32.3 2 4 29.4 1 4 3 Hispanic or Latino 6.3S tudents with Disabilities 2.9 Social Science 30 5 1 32.3 3 3 29.1 6 1 Native Hawaiian/Pacific Islander 0

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Fisler Elementary - Fullerton School District Robert C. Fisler Elementary 2011-12 Robert C. Fisler Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff Fisler School has 31 classrooms, a multipurpose room, a media center and a science building. The campus was constructed reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and in 2004. In 2007, one portable classroom and a childcare portable updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while the highest priority. at school sponsored activities, c) making district programs and community resources available to students and parents, and The District has established cleaning standards for all schools in the district. A summary of these standards is available at the d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" schedules to ensure a clean and safe school. which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- description of each element of the plan including specific actions, resources and time lines to be implemented by the school. for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building Copies are also available at the District Office in the office of Child Welfare and Attendance. components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. Suspensions and Expulsions This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at School Facility Good Repair Status. (School Year 2012-13) the school and district levels for the most recent three-year period. This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status. Rate School District Inspected On: 8/2/2011 Repair Status 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Suspensions 5.4 2.52 2.4 5.8 4.75 3.9 Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Expulsions 0 0 0 0 0.1 0 Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs

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

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Fisler Elementary - Fullerton School District Robert C. Fisler Elementary 2011-12 Robert C. Fisler Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 34 36 37 613 Academic Counselor 0 972 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 1 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.2 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.2 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 0.4 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 1 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Fisler Elementary - Fullerton School District Robert C. Fisler Elementary 2011-12 Robert C. Fisler Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A -5.17 -1.28 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -31.48 2.86 Science Yes 0 %

2007-08 Holt McDougal 6-8 Types of Services Funded (Fiscal Year 2011-12) 2006-07 Houghton Mifflin K-5 This section provides information about the programs and supplemental services (e.g., information about supplemental educational services related to the school’s federal Program Improvement status) that are provided at the school through either categorical funds or other sources. History-Social Science Yes 0 % Types of Services Funded 2006-07 McDougal Littell 6-8 In addition to general state funding, Fullerton School District receives state and federal categorical funding for special Foreign Language 2001-02 En Español 7-8 Yes 0 % programs. These funds support the following educational programs, including but not limited to: On-line Health Curriculum • Beginning Teacher and Support (BTSA) • Class Size Reduction Dairy Council of California • Gifted and Talented Education (grade-appropriate) materials • Economic Impact Aid • Instructional Materials Health Too Good for Drugs materials Yes 0 % • Peer Assistance and Review (PAR) (grades 4-6) • School Safety and Violence Prevention • Special Education 2004-05 Holt McDougal • Title I, Economically Disadvantaged Decisions for Health (Grade 7) • Title II, Teacher and Principal Quality • Title III, Education for English Learners Science Laboratory Equipment 0 % (grades 9-12) Teacher and Administrative Salaries (Fiscal Year 2010-11) "All the Arts for All the Kids" lessons/curriculum in visual This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the art, music, dance and theater state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size Instrumental music (grades 5- based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries Visual and Performing Arts Yes 0 % 6) & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

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Fisler Elementary - Fullerton School District Robert C. Fisler Elementary 2011-12 Robert C. Fisler Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 93 95 91 88 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 91 95 91 87 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 96 94 90 90 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native 0 0 0 0 seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 94 97 93 91 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 98 91 93 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 83 77 67 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 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. In no case shall any group score be reported that would White 96 96 0 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 100 96 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 75 73 71 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 80 95 67 0

Subject School District State Students with Disabilities 82 82 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 88 92 93 65 67 68 52 54 56 Services Mathematics 93 93 95 72 73 74 48 50 51 Science 90 87 91 74 79 78 54 57 60 History-Social Science 87 81 88 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 15 28.3 50

7 12.7 35.5 46.4 9 0 0 0

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Fisler Elementary - Fullerton School District Robert C. Fisler Elementary 2011-12 Robert C. Fisler Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 732 982 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 9 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 4 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 545 990 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 46 983 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 51 908 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 19 879 26,563 775 API Rank 2009 2010 2011 White 51 977 2,254 907 1,221,860 853 Two or More Races 25 986 256 920 88,428 849 Statewide 10 10 10 Socioeconomically Disadvantaged 52 910 4,536 787 2,779,680 737 Similar Schools 6 7 7 English Learners 264 965 4,034 811 1,530,297 716 Students with Disabilities 30 892 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 11 5 11 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian 10 3 11 Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White AYP Criteria School District Two or More Races Overall Yes No Socioeconomically Disadvantaged Participation Rate - English-Language Arts Yes Yes English Learners 7 17 16 Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts Yes No Percent Proficient - Mathematics Yes No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Fisler Elementary - Fullerton School District Robert C. Fisler Elementary 2011-12 Robert C. Fisler Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Federal Intervention Program (School Year 2012-13) 2010/2011 (Three Days) Primary Focus Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two • K-8 Intervention Programs consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After • K-8 English Language Development entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make • K-8 Writing Strategies AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at • K-8 Language Arts Strategies http://www.cde.ca.gov/ta/ac/ay/. • K-8 Mathematics Strategies Delivery of Professional Development Indicator School District • Staff Development Day Program Improvement Status In PI • Workshops • Conferences First Year of Program Improvement Year 3 • After-school Workshops Year in Program Improvement 2008-2009 • In-class Coaching Number of Schools Currently in Program Improvement N/A 6 Other Related Professional Development Activities • Data-Driven instruction Percent of Schools Currently in Program Improvement N/A 30 • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies XII. Instructional Planning and Scheduling • Systematic ELD • Response to Intervention • Professional Learning Communities Professional Development 2011/2012 (Three Days) This section provides information on the annual number of school days dedicated to staff development for the most recent Primary Focus three-year period. • K-8 Intervention Programs 2009/2010 (Three Days) • K-8 English Language Development Primary Focus • K-8 Writing Strategies • K-8 Intervention Programs • K-8 Language Arts Strategies • K-8 English Language Development • K-8 Mathematics Strategies • K-8 Writing Strategies Delivery of Professional Development • K-8 Language Arts Strategies • Staff Development Day • K-8 Mathematics Strategies • Workshops Delivery of Professional Development • Conferences • Staff Development Day • After- school Workshops • Workshops • In-class Coaching • Conferences Other Related Professional Development Activities • After-school Workshops • Data-Driven instruction • In-class Coaching • Differentiated Instruction Other Related Professional Development Activities • Technology Integration • Data-Driven instruction • Health and Wellness • Differentiated Instruction • Vocabulary Development • Technology Integration • Systematic ELD • Health and Wellness • Response to Intervention • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities

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Fisler Elementary - Fullerton School District Golden Hill Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Golden Hill Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Robert Johnson Golden Hill Elementary School is located in the northern section of Fullerton, one of 20 school sites in the Fullerton School District Golden Hill Elementary School students will reach their greatest academic and social potential in a safe, supportive environment. Our school community has high expectations, and we have a commitment to action through: Address: -the accountability of students and staff 732 Barris Dr. -a focus on art and technology -the use of best teaching practices Fullerton, California 92832- -a strong community involvement -a responsiveness to diverse needs -the development of life-long learning skills Phone: We expect that the students of Golden Hill will become respectful, responsible, productive citizens. 714-447-7715 Opportunities for Parental Involvement (School Year 2011-12) Email: This section provides information about opportunities for parents to become involved with school activities, including contact [email protected] information pertaining to organized opportunities for parental involvement. Contact Person: Contact Phone No. Website: http://fsd.k12.ca.us/goldenhill/index2. Golden Hill School has several active parent groups, including the Parent Teacher Association (PTA), Golden Hill Education html Foundation (GHEF), School Site Council (SSC), English Language Advisory Committee (ELAC), GATE Parent Committee. Our parent committees meet regularly to discuss school safety, policy, budget, student achievement results, and relevant programs for our students. Volunteers assist classroom teachers on a regular basis and collaborate to work on the many school-wide and community events held each year. These include a Harvest Festival, Variety Show, “Fun Run” (Jog-A-Thon), Daddy/Daughter Dance, Mother/Son event, Family Movie Night, Faces of Fullerton, Pancake Breakfast and others. We often partner with local businesses and community organizations in organizing, sponsoring, and participating in various events.

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Golden Hill Elementary - Fullerton School District Golden Hill Elementary 2011-12 Golden Hill Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Kindergarten 83 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 107 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 101 K 29 2 1 25.3 1 3 26.7 3 Grade 3 103 1 23 4 32.7 1 2 26.3 1 1 2 Grade 4 126 2 23 5 31 3 28 5 Grade 5 114 3 29 1 3 31.5 4 29.3 3 Grade 6 118 4 28 4 26.3 1 1 2 26.2 1 4 Total Enrollment 752 5 33 2 1 31.8 2 2 32.7 1 2 Student Enrollment by Group (School Year 2011-12) 6 32 1 2 33.3 1 2 33 2 2 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 0 Percent of Total Percent of Total Group Group 3-4 0 Enrollment Enrollment 4-8 0 Black or African American 0.5W hite 39.1 Other 0 American Indian or Alaska Native 0.4 Two or More Races 3.5

Asian 10.4 Socioeconomically Disadvantaged 22.9 Filipino 0.9 English Learners 17.2 Hispanic or Latino 38.7 Students with Disabilities 9.6

Native Hawaiian/Pacific Islander 0

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Golden Hill Elementary - Fullerton School District Golden Hill Elementary 2011-12 Golden Hill Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Golden Hill Elementary School has 26 classrooms, a library media center, and a multi-purpose room. The main campus was teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while built in 1951. Additions were constructed in 1952 and 1960. Eight portables were added between 1963 and 1997. Another at school sponsored activities, c) making district programs and community resources available to students and parents, and portable was added in 2000. d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how the highest priority. they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed description of each element of the plan including specific actions, resources and time lines to be implemented by the school. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the Copies are also available at the District Office in the office of Child Welfare and Attendance. district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Suspensions and Expulsions for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior the school and district levels for the most recent three-year period. painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. School District Rate School Facility Good Repair Status. (School Year 2012-13) 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 This table displays the results of the most recently completed school site inspection to determine the school facility's good Suspensions 1.7 0.93 1.1 5.8 4.75 3.9 repair status. Expulsions 0 0 0 0 0.1 0 Inspected On: 1/6/2012 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Repair/secure fixtures. Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs

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

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Golden Hill Elementary - Fullerton School District Golden Hill Elementary 2011-12 Golden Hill Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 29 30 32 613 Academic Counselor 0 752 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.4 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.2 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 1 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 1.3 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Golden Hill Elementary - Fullerton School District Golden Hill Elementary 2011-12 Golden Hill Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A -9.91 -3.48 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -34.9 0.57 Science Yes 0 %

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Golden Hill Elementary - Fullerton School District Golden Hill Elementary 2011-12 Golden Hill Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 76 76 89 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 69 73 90 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 83 78 89 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native 0 0 0 0 seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 92 97 100 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 0 0 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 64 66 78 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 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. In no case shall any group score be reported that would White 84 80 96 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 78 72 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 56 67 71 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 51 63 0 0

Subject School District State Students with Disabilities 52 57 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 73 73 76 65 67 68 52 54 56 Services Mathematics 75 74 76 72 73 74 48 50 51 Science 82 80 89 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 17.7 28.3 38.1

7 0 0 0 9 0 0 0

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Golden Hill Elementary - Fullerton School District Golden Hill Elementary 2011-12 Golden Hill Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 545 893 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 3 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 1 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 64 987 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 4 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 201 835 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 19 879 26,563 775 API Rank 2009 2010 2011 White 219 920 2,254 907 1,221,860 853 Two or More Races 13 863 256 920 88,428 849 Statewide 8 9 9 Socioeconomically Disadvantaged 139 817 4,536 787 2,779,680 737 Similar Schools 3 4 2 English Learners 111 858 4,034 811 1,530,297 716 Students with Disabilities 63 768 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 29 -9 11 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino 21 -17 18 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White 29 4 12 AYP Criteria School District Two or More Races Overall Yes No Socioeconomically Disadvantaged 47 -43 27 Participation Rate - English-Language Arts Yes Yes English Learners 52 -14 26 Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts Yes No Percent Proficient - Mathematics Yes No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Golden Hill Elementary - Fullerton School District Golden Hill Elementary 2011-12 Golden Hill Elementary 2011-12 School Accountability Report Card School Accountability Report Card

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Golden Hill Elementary - Fullerton School District Hermosa Drive Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Hermosa Drive Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Robin Gilligan Hermosa Drive Elementary School is located in the northern section of Fullerton, one of 20 school sites in the Fullerton School District. Hermosa Drive Elementary is a school where the entire school and community work cooperatively to encourage maximum academic, social, emotional, and physical growth for each student. Our mission is to promote a caring, safe Address: environment in which all students can learn and grow to become cooperative, confident and productive citizens through Learn- 400 East Hermosa Dr. Serve-Achieve. The School Accountability Report Card is a summary report of a variety of areas in our educational program. If you would like additional information on any of these areas, please feel free to call Hermosa Drive Elementary School at (714) Fullerton, California 92835 447-7720. Opportunities for Parental Involvement (School Year 2011-12) Phone: This section provides information about opportunities for parents to become involved with school activities, including contact 714-447-7720 information pertaining to organized opportunities for parental involvement. Contact Person: Contact Phone No. Email: [email protected] We encourage parent participation in classrooms as well as volunteers in all school related activities. Parents wishing to be involved may participate in activities like PTA, School Site Council, Book Fair, English Learner Advisory Council and school site Website: events. For a complete list of opportunities, please contact the school office. www.fsd.k12.ca.us/hermosa

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Hermosa Drive Elementary - Fullerton School District Hermosa Drive Elementary 2011-12 Hermosa Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Kindergarten 63 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 53 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 61 K 20 2 1 23.3 1 2 21 1 2 Grade 3 59 1 24 2 30.5 2 25.5 2 Grade 4 81 2 24 2 32 1 27.3 3 Grade 5 89 3 28 3 27 1 3 21.5 1 1 Grade 6 86 4 29 3 30.8 4 30.3 3 Total Enrollment 492 5 32 2 1 27 1 3 29.7 3 Student Enrollment by Group (School Year 2011-12) 6 34 1 30 2 25 1 3 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 0 Percent of Total Percent of Total Group Group 3-4 0 Enrollment Enrollment 4-8 0 Black or African American 1WWhite 34.3 Other 0 American Indian or Alaska Native 0 Two or More Races 5.9

Asian 11.4 Socioeconomically Disadvantaged 40.2 Filipino 0.8 English Learners 27.4 Hispanic or Latino 44.5 Students with Disabilities 15.9

Native Hawaiian/Pacific Islander 0.2

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Hermosa Drive Elementary - Fullerton School District Hermosa Drive Elementary 2011-12 Hermosa Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Hermosa Drive Elementary School has 18 classrooms, a library media center, and a multi-purpose room. The main campus teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while was built in 1953. The multi-purpose room was added in 1965. Portable classrooms were added in 1965, 1990 and 2004. at school sponsored activities, c) making district programs and community resources available to students and parents, and The media center building was added in 1997. d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed the highest priority. description of each element of the plan including specific actions, resources and time lines to be implemented by the school. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the Copies are also available at the District Office in the office of Child Welfare and Attendance. district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Suspensions and Expulsions The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building the school and district levels for the most recent three-year period. components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. Rate School District 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 School Facility Good Repair Status. (School Year 2012-13) Suspensions 1.5 2.26 3.7 5.8 4.75 3.9 This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status. Expulsions 0 0 0 0 0.1 0 Inspected On: 1/10/2012 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs

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

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Hermosa Drive Elementary - Fullerton School District Hermosa Drive Elementary 2011-12 Hermosa Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 21 23 22 613 Academic Counselor 0 492 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.2 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.1 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 1 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 1 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Hermosa Drive Elementary - Fullerton School District Hermosa Drive Elementary 2011-12 Hermosa Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A -6.69 -6.02 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -32.58 -2.08 Science Yes 0 %

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Hermosa Drive Elementary - Fullerton School District Hermosa Drive Elementary 2011-12 Hermosa Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 71 73 76 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 67 71 75 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 75 75 78 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 87 91 92 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 0 0 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 48 53 52 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 0 0 0 0 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. In no case shall any group score be reported that would White 86 84 86 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 88 85 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 43 46 52 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 29 42 26 0

Subject School District State Students with Disabilities 53 53 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 68 66 71 65 67 68 52 54 56 Services Mathematics 71 70 73 72 73 74 48 50 51 Science 82 77 76 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 12.5 17 60.2

7 0 0 0 9 0 0 0

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Hermosa Drive Elementary - Fullerton School District Hermosa Drive Elementary 2011-12 Hermosa Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 368 867 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 2 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 44 953 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 2 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 149 765 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 1 19 879 26,563 775 API Rank 2009 2010 2011 White 139 928 2,254 907 1,221,860 853 Two or More Races 23 935 256 920 88,428 849 Statewide 9 8 8 Socioeconomically Disadvantaged 143 741 4,536 787 2,779,680 737 Similar Schools 9 6 3 English Learners 112 742 4,034 811 1,530,297 716 Students with Disabilities 68 753 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School -10 -9 10 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino -21 -23 15 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White -3 -8 23 AYP Criteria School District Two or More Races Overall No No Socioeconomically Disadvantaged -15 -7 11 Participation Rate - English-Language Arts Yes Yes English Learners 5 -3 1 Participation Rate - Mathematics Yes Yes Students with Disabilities -47 26 8 Percent Proficient - English-Language Arts No No Percent Proficient - Mathematics No No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Hermosa Drive Elementary - Fullerton School District Hermosa Drive Elementary 2011-12 Hermosa Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

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Hermosa Drive Elementary - Fullerton School District Laguna Road Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Laguna Road Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Harold Sullivan The mission of Laguna Road School is to achieve educational excellence, in partnership with parents and community, to prepare all students, through use of knowledge, skills, and behaviors, to meet the challenges of today and tomorrow. Address: Opportunities for Parental Involvement (School Year 2011-12) 300 West Laguna Rd. This section provides information about opportunities for parents to become involved with school activities, including contact information pertaining to organized opportunities for parental involvement. Fullerton, California 92835 Contact Person: Contact Phone No. Phone: 714-447-7725 Parents who wish to participate in leadership teams, school committees, school activities, PTA activities, or become a volunteer may contact the school office. Email: Student Enrollment by Grade Level (School Year 2011-12) [email protected] This table displays the number of students enrolled in each grade level at the school. Website: Grade Level Number of Students http://fsd.k12.ca.us/lagunaroad/index Transitional Kindergarten 2.html Kindergarten 78 Grade 1 96

Grade 2 80 Grade 3 93 Grade 4 97

Grade 5 99 Grade 6 98 Total Enrollment 641

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Laguna Road Elementary - Fullerton School District Laguna Road Elementary 2011-12 Laguna Road Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Student Enrollment by Group (School Year 2011-12) This table displays the percent of students enrolled at the school who are identified as being in a particular group. III. School Climate

Percent of Total Percent of Total Group Group Enrollment Enrollment School Safety Plan (School Year 2011-12) Black or African American 0.9W hite 21.2 This section provides information about the school's comprehensive safety plan. American Indian or Alaska Native 0 Two or More Races 4.7 A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the Asian 60.2 Socioeconomically Disadvantaged 4.8 school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and Filipino 2.2 English Learners 26.5 updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is Hispanic or Latino 9.4S tudents with Disabilities 4.8 approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while Native Hawaiian/Pacific Islander 0 at school sponsored activities, c) making district programs and community resources available to students and parents, and d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" Average Class Size and Class Size Distribution (Elementary) which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how This table displays, by grade level, the average class size and the number of classrooms that fall into each size category (a they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed range of total students per classroom). description of each element of the plan including specific actions, resources and time lines to be implemented by the school. Copies are also available at the District Office in the office of Child Welfare and Attendance. 2009-10 2010-11 2011-12 Suspensions and Expulsions Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period. 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ School District K 31.23 2 33 3 26 3 Rate 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 1 23.93 4 28.5 1 3 32 4 Suspensions 0 0.65 0.3 5.8 4.75 3.9 2 23.84 3 27.3 3 26.7 3 Expulsions 0 0 0 0 0.1 0 3 30.87 3 29.7 3 31 3 4 33.19 3 32.3 2 1 32.3 1 2 5 32 2 1 34.3 3 33 1 2

6 33.81 3 33.3 1 2 32.7 1 2 K-3

3-4 4-8 Other

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Laguna Road Elementary - Fullerton School District Laguna Road Elementary 2011-12 Laguna Road Elementary 2011-12 School Accountability Report Card School Accountability Report Card

IV. School Facilities V. Teachers

School Facility Conditions and Planned Improvement (School Year 2012-13) Teacher Credentials This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the recent data available, and a description of any planned or recently completed facility improvements. CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific Teachers School District information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment. 2009-10 2010-11 2011-12 2011-12 Laguna Road Elementary School has 21 classrooms, a technology center, a library media center and a multipurpose room. Teachers with Full Credential 24 25 25 613 The main campus was built in 1961. Additions were constructed in 1962 and 1964. Six portable classrooms were added to Teachers without Full Credential 0 0 0 2 the campus between 1965 and 1997. The multipurpose room was completed in 2006. Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given Teacher Misassignments and Vacant Teacher Positions the highest priority. This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the The District has established cleaning standards for all schools in the district. A summary of these standards is available at the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of schedules to ensure a clean and safe school. Teachers of English Learners. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building Indicator 2010-11 2011-12 2012-13 components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior Misassignments of Teachers of English Learners 0 0 0 painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. Total Teacher Misassignments 0 0 1 Vacant Teacher Positions 0 0 0

School Facility Good Repair Status. (School Year 2012-13) Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status. This table displays the percent of classes in core academic subjects taught by Highly Qualified Teachers as defined in the Elementary and Secondary Education Act (ESEA), in a school, in all schools in the district, in high-poverty schools in the Inspected On: 1/13/2012 Repair Status district, and in low-poverty schools in the district. 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 Repair Needed and Action Taken or eligibility of approximately 25 percent or less in the free and reduced price meals program. More information on teacher System Inspected Exemplary Good Fair Poor Planned qualifications required under the ESEA can be found on the CDE Improving Teacher and Principal Quality Web page at Systems: Gas Leaks, Mechanical/HVAC, http://www.cde.ca.gov/nclb/sr/tq/. Sewer Location of Classes Percent of Classes In Core Academic Subjects Interior: Interior Surfaces Taught by Highly Qualified Teachers Not Taught by Highly Qualified Cleanliness: Overall Cleanliness, Pest/ Teachers Vermin Infestation This School 100 0 Electrical: Electrical All Schools in District 98.84 1.16 Restrooms/Fountains: Restrooms, Sinks/ Restore water to faucets, secure Fountains fixture. High-Poverty Schools in District 97.44 2.56 Safety: Fire Safety, Hazardous Materials Low-Poverty Schools in District 99.52 0.48 Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Laguna Road Elementary - Fullerton School District Laguna Road Elementary 2011-12 Laguna Road Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Textbooks and Instructional Percent students lacking own Core Curriculum Area From Most Recent Adoption? VI. Support Staff Materials/Year of Adoption assigned copy 2008-09 Houghton Mifflin K-5 Academic Counselors and Other Support Staff (School Year 2011-12)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff 2008-09 Holt McDougal 6-8 member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Mathematics Yes 0 %

Number of FTE Assigned to Average Number of Students per 2008-09 Glencoe Algebra Title School Academic Counselor Readiness 8

Academic Counselor 0 641 Counselor (Social/Behavioral or Career 0 N/A 2008-09 Holt Geometry 8 Development 2007-08 MacMillan/McGraw- Library Media Teacher (Librarian) 0 N/A Hill K-5 Science Yes 0 % Library Media Services Staff (Paraprofessional) 0.25 N/A Psychologist 0.2 N/A 2007-08 Holt McDougal 6-8 Social Worker 0.1 N/A 2006-07 Houghton Mifflin K-5 Nurse 0.6 N/A

Speech/Language/Hearing Specialist 0.7 N/A History-Social Science Yes 0 % Resource Specialist (non - teaching) 0 N/A 2006-07 McDougal Littell 6-8 Other 0 N/A Foreign Language 2001-02 En Español 7-8 Yes 0 % On-line Health Curriculum VII. Curriculum and Instructional Materials Dairy Council of California (grade-appropriate) materials Description of school's program towards meeting William's Settlement Requirements Health Too Good for Drugs materials Yes 0 % On October 9, 2012, the Governing Board of the Fullerton School District certified that, as of that date, each pupil in the District in (grades 4-6) kindergarten through grade eight, had been provided with a standards-aligned textbook or basic instructional materials purchased from the approved standards-aligned adoption list in the core curriculum areas listed below. 2004-05 Holt McDougal Decisions for Health (Grade 7) Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other Science Laboratory Equipment 0 % instructional materials used at the school; whether the textbooks and instructional materials are from the most recent (grades 9-12) adoption (yes/no); and information about the school’s use of any supplemental curriculum or non-adopted textbooks or "All the Arts for All the Kids" instructional materials. lessons/curriculum in visual art, music, dance and theater Textbooks and Instructional Percent students lacking own Core Curriculum Area From Most Recent Adoption? Instrumental music (grades 5- Materials/Year of Adoption assigned copy Visual and Performing Arts Yes 0 % 6) 2010-11 Houghton Mifflin Medallions K-5 Band and string instruments and musical scores (grades 7- 2001-02 Holt 6-8 8)

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California VIII. School Finances Gateways Intensive Intervention 4-8

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Laguna Road Elementary - Fullerton School District Laguna Road Elementary 2011-12 Laguna Road Elementary 2011-12 School Accountability Report Card School Accountability Report Card

State Average For Districts In Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11) Category District Amount Same Category This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average Percent of Budget for Administrative Salaries 6 5 teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. IX. Student Performance Total Expenditures Per Expenditures Per Average Teacher Level Expenditures Per Pupil (Supplemental / Pupil (Basic/ Salary Standardized Testing and Reporting Program Pupil Restricted) Unrestricted) School Site $4,181.00 $158.00 $4,023.00 $67,700.00 The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment District N/A N/A $3,941.66 $72,313.00 (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Percent Difference – School Site and District N/A N/A 2.06 -6.38 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA State N/A N/A $5,455.00 $69,404.00 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is Percent Difference – School Site and State N/A N/A -26.25 -2.46 given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is Types of Services Funded (Fiscal Year 2011-12) based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose This section provides information about the programs and supplemental services (e.g., information about supplemental disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with educational services related to the school’s federal Program Improvement status) that are provided at the school through or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed either categorical funds or other sources. information regarding the STAR Program results for each grade and performance level, including the percent of students Types of Services Funded not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR In addition to general state funding, Fullerton School District receives state and federal categorical funding for special Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores programs. These funds support the following educational programs, including but not limited to: 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. In no case shall any group score be reported that would • Beginning Teacher and Support (BTSA) deliberately or inadvertently make public the score or performance of any individual student. • Class Size Reduction • Gifted and Talented Education • Economic Impact Aid Standardized Testing and Reporting Results for All Students – Three-Year Comparison • Instructional Materials This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state • Peer Assistance and Review (PAR) standards). • School Safety and Violence Prevention • Special Education Subject School District State • Title I, Economically Disadvantaged • Title II, Teacher and Principal Quality 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 • Title III, Education for English Learners English-Language Arts 88 90 90 65 67 68 52 54 56 Mathematics 94 94 93 72 73 74 48 50 51 Teacher and Administrative Salaries (Fiscal Year 2010-11) Science 92 98 97 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

State Average For Districts In Category District Amount Same Category Beginning Teacher Salary $42,900 $41,246 Mid-Range Teacher Salary $72,983 $67,400 Highest Teacher Salary $92,389 $85,481 Average Principal Salary (Elementary) $111,890 $107,739 Average Principal Salary (Middle) $113,913 $111,540 Average Principal Salary (High) $110,146 Superintendent Salary $186,780 $180,572 Percent of Budget for Teacher Salaries 43 42

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Laguna Road Elementary - Fullerton School District Laguna Road Elementary 2011-12 Laguna Road Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Standardized Testing and Reporting Results by Student Group – Most Recent Year X. Accountability This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. Academic Performance Index Percent of Students Scoring at Proficient or Advanced The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be English-Language Mathematics Science History-Social found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Arts Science Academic Performance Index Ranks – Three-Year Comparison All Students in the LEA 68 74 78 65 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A All Students at the School 90 93 97 0 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Male 88 93 98 0 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Female 91 93 96 0 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. Black or African American 0 0 0 0 API Rank 2009 2010 2011 American Indian or Alaska Native

Asian 92 98 98 0 Statewide 10 10 10 Similar Schools 3 5 6 Filipino 0 0 0 0 Hispanic or Latino 73 77 0 0 Academic Performance Index Growth by Student Group – Three-Year Comparison Native Hawaiian or Pacific Islander

White 90 88 91 0 Group Actual API Change 2009-10 2010-11 2011-12 Two or More Races 96 92 0 0 All Students at the School 10 6 3 Socioeconomically Disadvantaged 76 81 0 0 Black or African American English Learners 71 86 0 0 American Indian or Alaska Native Asian 7 9 1 Students with Disabilities 80 85 0 0 Filipino Students Receiving Migrant Education Hispanic or Latino Services Native Hawaiian or Pacific Islander White -8 5 18 California Physical Fitness Test Results (School Year 2011-12) Two or More Races Socioeconomically Disadvantaged The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information English Learners 15 6 6 regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Students with Disabilities Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there performance of any individual student. is no Growth or target information.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 8.2 28.6 50

7 0 0 0 9 0 0 0

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Laguna Road Elementary - Fullerton School District Laguna Road Elementary 2011-12 Laguna Road Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Academic Performance Index Growth by Student Group - 2012 Growth API Comparison Federal Intervention Program (School Year 2012-13) This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two LEA, and state level. consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make Group 2012 Growth API AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. # of School # of LEA # of State Students Students Students Indicator School District All Students at the School 460 968 10,187 867 4,664,264 788 Program Improvement Status In PI Black or African American 5 156 822 313,201 710 First Year of Program Improvement 2008-2009 American Indian or Alaska Native 26 833 31,606 742 Year in Program Improvement Year 3 Asian 284 988 2,197 976 404,670 905 Number of Schools Currently in Program Improvement N/A 6 Filipino 8 195 943 124,824 869 Percent of Schools Currently in Program Improvement N/A 30 Hispanic or Latino 41 890 4,827 792 2,425,230 740 Native Hawaiian or Pacific Islander 19 879 26,563 775 White 98 946 2,254 907 1,221,860 853 XII. Instructional Planning and Scheduling Two or More Races 18 954 256 920 88,428 849 Socioeconomically Disadvantaged 34 937 4,536 787 2,779,680 737 Professional Development English Learners 142 962 4,034 811 1,530,297 716 This section provides information on the annual number of school days dedicated to staff development for the most recent Students with Disabilities 26 869 1,154 702 530,935 607 three-year period. Adequate Yearly Progress 2009/2010 (Three Days) Primary Focus The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate • K-8 Intervention Programs Yearly Progress (AYP) criteria: • K-8 English Language Development • Participation rate on the state’s standards-based assessments in ELA and mathematics • K-8 Writing Strategies • Percent proficient on the state’s standards-based assessments in ELA and mathematics • K-8 Language Arts Strategies • API as an additional indicator • K-8 Mathematics Strategies • Graduation rate (for secondary schools) Delivery of Professional Development Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at • Staff Development Day the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. • Workshops • Conferences Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) • After-school Workshops • In-class Coaching This table displays an indication of whether the school and the district made AYP overall and whether the school and the Other Related Professional Development Activities district met each of the six AYP criteria described above. • Data-Driven instruction • Differentiated Instruction AYP Criteria School District • Technology Integration Overall Yes No • Health and Wellness Participation Rate - English-Language Arts Yes Yes • SDAIE Strategies • Systematic ELD Participation Rate - Mathematics Yes Yes • Response to Intervention Percent Proficient - English-Language Arts Yes No • Professional Learning Communities Percent Proficient - Mathematics Yes No API Yes Yes Graduation Rate N/A N/A

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Laguna Road Elementary - Fullerton School District Laguna Road Elementary 2011-12 School Accountability Report Card

2010/2011 (Three Days) Primary Focus • K-8 Intervention Programs • K-8 English Language Development • K-8 Writing Strategies • K-8 Language Arts Strategies • K-8 Mathematics Strategies Delivery of Professional Development • Staff Development Day • Workshops • Conferences • After-school Workshops • In-class Coaching Other Related Professional Development Activities • Data-Driven instruction • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities 2011/2012 (Three Days) Primary Focus • K-8 Intervention Programs • K-8 English Language Development • K-8 Writing Strategies • K-8 Language Arts Strategies • K-8 Mathematics Strategies Delivery of Professional Development • Staff Development Day • Workshops • Conferences • After- school Workshops • In-class Coaching Other Related Professional Development Activities • Data-Driven instruction • Differentiated Instruction • Technology Integration • Health and Wellness • Vocabulary Development • Systematic ELD • Response to Intervention

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Laguna Road Elementary - Fullerton School District Maple Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Maple Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Susan Mercado Maple School is a community of scholars pursuing the highest level of academic and social excellence with character and honor. Maple School is located in the southeast corner of the city of Fullerton in the County of Orange. The enrollment for the 2011-12 school year is 401. Maple School serves students in Grades K-6. Ninety seven and one half percent of the students Address: are Hispanic, .2% are Black, and 1.2% are White. Eighty six percent of Maple students qualify for Free or Reduced Lunch. The 244 East Valencia Dr. education program at Maple includes 15 regular classroom teachers, a Resource teacher, a part-time Speech teacher, a part- time Psychologist, a part-time Physical Education teacher, a part-time Literacy Coach. All certificated staff are NCLB qualified. Fullerton, California 92832 State Preschool is also available at Maple School. A number of advisory councils and community resources support the school program including: School Site Council, ELAC, Gate Advisory Committee, PBIS Team, P.T.A., and Afterschool Program at Lemon Park, and Community Volunteer Tutors, community resources also include Child Guidance Center and referrals to the Phone: Fullerton Collaborative for mental health and physical concerns. 714-447-7590 Opportunities for Parental Involvement (School Year 2011-12) This section provides information about opportunities for parents to become involved with school activities, including contact Email: information pertaining to organized opportunities for parental involvement.

[email protected] Contact Person: Contact Phone No.

Website: http://www.fsd.k12.ca.us/maple Maple Elementary School has developed a written Title 1 parent involvement policy with input from Title 1 parents at the following meetings in the Fall of 2012: A dual translation system is used at these meetings in order to keep everyone informed and encourage response and input from all parents. • Title 1 Parent Meeting • English Language Advisory Council • School Site Council • GATE Parent Advisory Council • Parent Teacher Association

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Maple Elementary - Fullerton School District Maple Elementary 2011-12 Maple Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Kindergarten 66 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 54 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 69 K 24 3 19 3 22 2 1 Grade 3 55 1 23 3 30.5 2 22.5 1 1 Grade 4 58 2 24 2 28 2 26 3 Grade 5 48 3 27 2 30 1 27.5 2 Grade 6 51 4 27 2 28 1 29 2 Total Enrollment 401 5 29 2 28.5 2 34 1 Student Enrollment by Group (School Year 2011-12) 6 31 2 31 2 32.5 1 1 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 0 Percent of Total Percent of Total Group Group 3-4 0 Enrollment Enrollment 4-8 0 Black or African American 0.5W hite 1.7 Other 0 American Indian or Alaska Native 0.2 Two or More Races 0.5

Asian 0.2S ocioeconomically Disadvantaged 82 Filipino 0 English Learners 58.9 Hispanic or Latino 94.3 Students with Disabilities 10.2

Native Hawaiian/Pacific Islander 0

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Maple Elementary - Fullerton School District Maple Elementary 2011-12 Maple Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Maple Elementary School has 31 classrooms, a library media center, and a multi-purpose room. The main campus was built teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while in 1936. Additions were constructed in 1953, 1954, 1965, and two story classroom buildings, media center and multipurpose at school sponsored activities, c) making district programs and community resources available to students and parents, and room were added in 2001. d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how the highest priority. they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed description of each element of the plan including specific actions, resources and time lines to be implemented by the school. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the Copies are also available at the District Office in the office of Child Welfare and Attendance. district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Suspensions and Expulsions for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior the school and district levels for the most recent three-year period. painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. Rate School District 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 School Facility Good Repair Status. (School Year 2012-13) Suspensions 4.8 9.25 12.2 5.8 4.75 3.9 This table displays the results of the most recently completed school site inspection to determine the school facility's good Expulsions 0 0 0 0 0.1 0 repair status. Inspected On: 1/11/2012 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Maple Elementary - Fullerton School District Maple Elementary 2011-12 Maple Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 22 21 20 613 Academic Counselor 0 401 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.2 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.1 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 0.8 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 0.8 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Maple Elementary - Fullerton School District Maple Elementary 2011-12 Maple Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A 0.31 -18.27 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -27.52 -14.85 Science Yes 0 %

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Maple Elementary - Fullerton School District Maple Elementary 2011-12 Maple Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 45 64 48 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 39 61 47 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 53 69 50 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native 0 0 0 0 seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 46 66 50 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 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. In no case shall any group score be reported that would White 0 0 0 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 0 0 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 45 65 49 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 37 61 41 0

Subject School District State Students with Disabilities 13 40 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 52 39 45 65 67 68 52 54 56 Services Mathematics 70 62 64 72 73 74 48 50 51 Science 53 68 48 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 21.3 14.9 12.8

7 0 0 0 9 0 0 0

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Maple Elementary - Fullerton School District Maple Elementary 2011-12 Maple Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 264 783 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 2 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 1 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 253 786 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 19 879 26,563 775 API Rank 2009 2010 2011 White 2 2,254 907 1,221,860 853 Two or More Races 1 256 920 88,428 849 Statewide 5 6 3 Socioeconomically Disadvantaged 244 781 4,536 787 2,779,680 737 Similar Schools 8 10 5 English Learners 193 779 4,034 811 1,530,297 716 Students with Disabilities 34 630 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 39 -43 11 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino 38 -40 13 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White AYP Criteria School District Two or More Races Overall Yes No Socioeconomically Disadvantaged 35 -40 19 Participation Rate - English-Language Arts Yes Yes English Learners 34 -38 15 Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts Yes No Percent Proficient - Mathematics Yes No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Maple Elementary - Fullerton School District Maple Elementary 2011-12 Maple Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Federal Intervention Program (School Year 2012-13) 2010/2011 (Three Days) Primary Focus Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two • K-8 Intervention Programs consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After • K-8 English Language Development entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make • K-8 Writing Strategies AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at • K-8 Language Arts Strategies http://www.cde.ca.gov/ta/ac/ay/. • K-8 Mathematics Strategies Delivery of Professional Development Indicator School District • Staff Development Day Program Improvement Status Not in PI In PI • Workshops • Conferences First Year of Program Improvement 2008-2009 • After-school Workshops Year in Program Improvement Year 3 • In-class Coaching Number of Schools Currently in Program Improvement N/A 6 Other Related Professional Development Activities • Data-Driven instruction Percent of Schools Currently in Program Improvement N/A 30 • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies XII. Instructional Planning and Scheduling • Systematic ELD • Response to Intervention • Professional Learning Communities Professional Development 2011/2012 (Three Days) This section provides information on the annual number of school days dedicated to staff development for the most recent Primary Focus three-year period. • K-8 Intervention Programs 2009/2010 (Three Days) • K-8 English Language Development Primary Focus • K-8 Writing Strategies • K-8 Intervention Programs • K-8 Language Arts Strategies • K-8 English Language Development • K-8 Mathematics Strategies • K-8 Writing Strategies Delivery of Professional Development • K-8 Language Arts Strategies • Staff Development Day • K-8 Mathematics Strategies • Workshops Delivery of Professional Development • Conferences • Staff Development Day • After- school Workshops • Workshops • In-class Coaching • Conferences Other Related Professional Development Activities • After-school Workshops • Data-Driven instruction • In-class Coaching • Differentiated Instruction Other Related Professional Development Activities • Technology Integration • Data-Driven instruction • Health and Wellness • Differentiated Instruction • Vocabulary Development • Technology Integration • Systematic ELD • Health and Wellness • Response to Intervention • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities

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Maple Elementary - Fullerton School District Orangethorpe Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Orangethorpe Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

Published During II. About This School 2012-13 CDS Code: School Description and Mission Statement (School Year 2011-12) 30665066028112 This section provides information about the school, its programs and its goals. Principal: Orangethorpe Elementary is a collaborative learning community. We are active participants in promoting intellectual, social, emotional development to achieve our goals. We value the home-school partnership. We have high expectations for continual Amanda Segovia Hale growth. Superintendent: Opportunities for Parental Involvement (School Year 2011-12) This section provides information about opportunities for parents to become involved with school activities, including contact Bob Pletka information pertaining to organized opportunities for parental involvement. Address: Contact Person: Contact Phone No. 1400 South Brookhurst Rd.

Fullerton, California 92833 Orangethorpe Elementary welcomes parental and community involvement. We encourage participation in the classrooms, as well as many other events, activities, and committees. Parents are encouraged to attend our English Language Advisory Phone: Council (ELAC) meetings held five times a year to discuss how students are acquiring needed English skills and many other 714-447-7730 topics of interest. Parents can support the school through involvement in Orangethorpe’s Parent/Teacher Association (PTA) where members help Email: raise funds for the school to help provide our students with field trips, assemblies, and a variety of other experiences. Becoming a member of School Site Council is one more opportunity where parents can voice concerns and help plan how our school [email protected] dollars are being spent. In addition, Family Reading Time, Back to School Night, conferences, Open House, Awards Assemblies, school programs, Website: family nights, the Spring Fling, and District English classes are just some of the events and activities throughout the year that all parents are encouraged to attend. There is a sign-in book and volunteer badges located in the school office. http://fsd.k12.ca.us/orangethorpe/ind ex2.html

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Orangethorpe Elementary - Fullerton School District Orangethorpe Elementary 2011-12 Orangethorpe Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Transitional Kindergarten Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 124 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 115 K 22 2 3 25 6 24.5 4 Grade 3 106 1 24 3 27.6 5 25 1 4 Grade 4 105 2 24 3 26.5 1 3 26 5 Grade 5 107 3 22 4 28.3 3 25.3 1 3 Grade 6 108 4 26 4 28 4 30.3 4 Total Enrollment 770 5 29 3 27.2 1 4 27.4 1 4 Student Enrollment by Group (School Year 2011-12) 6 30 3 26.8 1 3 30 3 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 22 2 Percent of Total Percent of Total Group Group 3-4 0 Enrollment Enrollment 4-8 27 1 Black or African American 2.5W hite 10.8 Other 0 American Indian or Alaska Native 0 Two or More Races 2.1

Asian 5.7S ocioeconomically Disadvantaged 63.5 Filipino 0.9 English Learners 45.7 Hispanic or Latino 74.9 Students with Disabilities 11.9

Native Hawaiian/Pacific Islander 0.3

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Orangethorpe Elementary - Fullerton School District Orangethorpe Elementary 2011-12 Orangethorpe Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Orangethorpe Elementary School has 31 classrooms, a library media center, and a multi-purpose room. The main campus teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while was built in 1951. Additions were constructed in 1954, 1956 and 1964. Eleven portable classrooms were added between at school sponsored activities, c) making district programs and community resources available to students and parents, and 1963 and 2002. d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how the highest priority. they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed description of each element of the plan including specific actions, resources and time lines to be implemented by the school. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the Copies are also available at the District Office in the office of Child Welfare and Attendance. district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Suspensions and Expulsions for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior the school and district levels for the most recent three-year period. painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. School District Rate School Facility Good Repair Status. (School Year 2012-13) 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 This table displays the results of the most recently completed school site inspection to determine the school facility's good Suspensions 10.7 6.33 4.8 5.8 4.75 3.9 repair status. Expulsions 0 0 0 0 0.1 0 Inspected On: 9/20/2012 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Toilets and faucet loose. Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs

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

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Orangethorpe Elementary - Fullerton School District Orangethorpe Elementary 2011-12 Orangethorpe Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 38 38 37 613 Academic Counselor 0 770 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.9 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.2 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 1.6 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 1.4 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A 1.66 -8.7 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -26.54 -4.87 Science Yes 0 %

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Orangethorpe Elementary - Fullerton School District Orangethorpe Elementary 2011-12 Orangethorpe Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 45 52 48 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 42 51 56 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 48 54 39 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 33 50 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 58 77 0 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 0 0 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 41 48 39 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 0 0 0 0 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. In no case shall any group score be reported that would White 60 58 0 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 65 65 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 39 49 43 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 33 48 42 0

Subject School District State Students with Disabilities 32 32 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 38 44 45 65 67 68 52 54 56 Services Mathematics 51 54 52 72 73 74 48 50 51 Science 48 56 48 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 20.8 12.3 8.5

7 0 0 0 9 0 0 0

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Orangethorpe Elementary - Fullerton School District Orangethorpe Elementary 2011-12 Orangethorpe Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 498 749 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 11 790 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 26 858 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 4 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 374 721 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 1 19 879 26,563 775 API Rank 2009 2010 2011 White 55 822 2,254 907 1,221,860 853 Two or More Races 6 256 920 88,428 849 Statewide 2 3 3 Socioeconomically Disadvantaged 368 720 4,536 787 2,779,680 737 Similar Schools 1 1 1 English Learners 276 715 4,034 811 1,530,297 716 Students with Disabilities 83 604 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 39 11 -8 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino 39 5 -6 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White AYP Criteria School District Two or More Races Overall No No Socioeconomically Disadvantaged 39 7 -11 Participation Rate - English-Language Arts Yes Yes English Learners 53 7 -16 Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts No No Percent Proficient - Mathematics No No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Orangethorpe Elementary - Fullerton School District Orangethorpe Elementary 2011-12 Orangethorpe Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Federal Intervention Program (School Year 2012-13) 2010/2011 (Three Days) Primary Focus Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two • K-8 Intervention Programs consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After • K-8 English Language Development entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make • K-8 Writing Strategies AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at • K-8 Language Arts Strategies http://www.cde.ca.gov/ta/ac/ay/. • K-8 Mathematics Strategies Delivery of Professional Development Indicator School District • Staff Development Day Program Improvement Status In PI In PI • Workshops • Conferences First Year of Program Improvement 2006-2007 2008-2009 • After-school Workshops Year in Program Improvement Year 5 Year 3 • In-class Coaching Number of Schools Currently in Program Improvement N/A 6 Other Related Professional Development Activities • Data-Driven instruction Percent of Schools Currently in Program Improvement N/A 30 • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies XII. Instructional Planning and Scheduling • Systematic ELD • Response to Intervention • Professional Learning Communities Professional Development 2011/2012 (Three Days) This section provides information on the annual number of school days dedicated to staff development for the most recent Primary Focus three-year period. • K-8 Intervention Programs 2009/2010 (Three Days) • K-8 English Language Development Primary Focus • K-8 Writing Strategies • K-8 Intervention Programs • K-8 Language Arts Strategies • K-8 English Language Development • K-8 Mathematics Strategies • K-8 Writing Strategies Delivery of Professional Development • K-8 Language Arts Strategies • Staff Development Day • K-8 Mathematics Strategies • Workshops Delivery of Professional Development • Conferences • Staff Development Day • After- school Workshops • Workshops • In-class Coaching • Conferences Other Related Professional Development Activities • After-school Workshops • Data-Driven instruction • In-class Coaching • Differentiated Instruction Other Related Professional Development Activities • Technology Integration • Data-Driven instruction • Health and Wellness • Differentiated Instruction • Vocabulary Development • Technology Integration • Systematic ELD • Health and Wellness • Response to Intervention • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities

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Orangethorpe Elementary - Fullerton School District Pacific Drive Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Pacific Drive Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

Published During II. About This School 2012-13 CDS Code: School Description and Mission Statement (School Year 2011-12) 30665066028120 This section provides information about the school, its programs and its goals. Principal: Pacific Drive Elementary School is located in the southwestern section of Fullerton, one of 20 school sites in the Fullerton School District. The mission of Pacific Drive School is to help each child realize their full learning potential, participate as a Gretchen Francisco responsible, productive, literate, multi-culturally tolerant citizen, and to become a technologically aware life-long learner. Superintendent: Opportunities for Parental Involvement (School Year 2011-12) This section provides information about opportunities for parents to become involved with school activities, including contact Bob Pletka information pertaining to organized opportunities for parental involvement. Address: Contact Person: Contact Phone No. 1501 West Valencia Dr.

Fullerton, California 92833 Parents participate in School Site Council, Parent and Teacher Association, English Language Advisory Council, Room Parents, Technology Advisory and Safety Committee English Language Acquisition Class, Parents on a Mission (POM), Phone: English Language Parent Classes, and Parenting Classes. Parents are also involved in health and recreational activities for the students during the school day sponsored by St. Jude's Hospital and it is called the LEAP Program. All Parents, teachers 714-447-7735 and student groups are active at the school. We encourage parent participation in classroom as well as volunteer in all school related activities. Parents who wish to become volunteers may contact the office. Email: [email protected] Website: http://fsd.k12.ca.us/pacificdrive/index .html

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Pacific Drive Elementary - Fullerton School District Pacific Drive Elementary 2011-12 Pacific Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Kindergarten 108 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 95 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 88 K 24 4 22.3 3 1 21.8 2 3 Grade 3 83 1 24 4 24.3 1 3 30.3 3 Grade 4 84 2 21 4 28.3 3 24 1 3 Grade 5 98 3 22 1 3 30.7 3 26 3 Grade 6 102 4 33 3 32.7 1 2 27.7 3 Total Enrollment 658 5 32 1 28.5 1 2 1 32 2 1 Student Enrollment by Group (School Year 2011-12) 6 32 3 31.3 3 26.3 1 3 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 0 Percent of Total Percent of Total Group Group 3-4 0 Enrollment Enrollment 4-8 0 Black or African American 2.1W hite 8.2 Other 0 American Indian or Alaska Native 0.2 Two or More Races 2.7

Asian 3.3S ocioeconomically Disadvantaged 73.7 Filipino 1.1 English Learners 45.4 Hispanic or Latino 80.2 Students with Disabilities 12.8

Native Hawaiian/Pacific Islander 0.3

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Pacific Drive Elementary - Fullerton School District Pacific Drive Elementary 2011-12 Pacific Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Pacific Drive Elementary School has 36 classrooms, a library media center, and a multipurpose room. The main campus was teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while built in 1957. Additions were constructed in 1960 and 1972. The multipurpose room was completed in 2006. Three portable at school sponsored activities, c) making district programs and community resources available to students and parents, and classrooms were added between 1989 and 1998 , two more were added in 2000 and one more in 2002. d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how the highest priority. they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed description of each element of the plan including specific actions, resources and time lines to be implemented by the school. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the Copies are also available at the District Office in the office of Child Welfare and Attendance. district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Suspensions and Expulsions for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior the school and district levels for the most recent three-year period. painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. Rate School District 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 School Facility Good Repair Status. (School Year 2012-13) Suspensions 0.4 4.48 0.8 5.8 4.75 3.9 This table displays the results of the most recently completed school site inspection to determine the school facility's good Expulsions 0 0.15 0 0 0.1 0 repair status. Inspected On: 12/6/2012 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Outside drinking fountain damaged. Fountains Repair drinking fountain. Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Pacific Drive Elementary - Fullerton School District Pacific Drive Elementary 2011-12 Pacific Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 33 30 32 613 Academic Counselor 0 658 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.5 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.4 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 1.2 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 1.2 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Pacific Drive Elementary - Fullerton School District Pacific Drive Elementary 2011-12 Pacific Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A 5.74 9.4 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -23.59 13.99 Science Yes 0 %

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Pacific Drive Elementary - Fullerton School District Pacific Drive Elementary 2011-12 Pacific Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 43 63 48 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 40 61 50 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 46 65 44 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native 0 0 0 0 seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 83 89 0 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 0 0 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 40 62 45 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 0 0 0 0 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. In no case shall any group score be reported that would White 48 63 0 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 42 68 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 41 62 44 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 31 57 30 0

Subject School District State Students with Disabilities 24 39 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 39 39 43 65 67 68 52 54 56 Services Mathematics 52 54 63 72 73 74 48 50 51 Science 47 58 48 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 22.3 28.7 12.8

7 0 0 0 9 0 0 0

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Pacific Drive Elementary - Fullerton School District Pacific Drive Elementary 2011-12 Pacific Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 420 772 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 10 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 1 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 17 885 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 5 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 333 763 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 2 19 879 26,563 775 API Rank 2009 2010 2011 White 34 777 2,254 907 1,221,860 853 Two or More Races 9 256 920 88,428 849 Statewide 2 3 3 Socioeconomically Disadvantaged 338 763 4,536 787 2,779,680 737 Similar Schools 4 4 3 English Learners 237 762 4,034 811 1,530,297 716 Students with Disabilities 62 650 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 18 6 19 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino 17 12 19 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White 33 AYP Criteria School District Two or More Races Overall No No Socioeconomically Disadvantaged 28 7 22 Participation Rate - English-Language Arts Yes Yes English Learners 20 9 29 Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts No No Percent Proficient - Mathematics Yes No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Pacific Drive Elementary - Fullerton School District Pacific Drive Elementary 2011-12 Pacific Drive Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Federal Intervention Program (School Year 2012-13) 2010/2011 (Three Days) Primary Focus Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two • K-8 Intervention Programs consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After • K-8 English Language Development entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make • K-8 Writing Strategies AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at • K-8 Language Arts Strategies http://www.cde.ca.gov/ta/ac/ay/. • K-8 Mathematics Strategies Delivery of Professional Development Indicator School District • Staff Development Day Program Improvement Status In PI In PI • Workshops • Conferences First Year of Program Improvement 2009-2010 2008-2009 • After-school Workshops Year in Program Improvement Year 4 Year 3 • In-class Coaching Number of Schools Currently in Program Improvement N/A 6 Other Related Professional Development Activities • Data-Driven instruction Percent of Schools Currently in Program Improvement N/A 30 • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies XII. Instructional Planning and Scheduling • Systematic ELD • Response to Intervention • Professional Learning Communities Professional Development 2011/2012 (Three Days) This section provides information on the annual number of school days dedicated to staff development for the most recent Primary Focus three-year period. • K-8 Intervention Programs 2009/2010 (Three Days) • K-8 English Language Development Primary Focus • K-8 Writing Strategies • K-8 Intervention Programs • K-8 Language Arts Strategies • K-8 English Language Development • K-8 Mathematics Strategies • K-8 Writing Strategies Delivery of Professional Development • K-8 Language Arts Strategies • Staff Development Day • K-8 Mathematics Strategies • Workshops Delivery of Professional Development • Conferences • Staff Development Day • After- school Workshops • Workshops • In-class Coaching • Conferences Other Related Professional Development Activities • After-school Workshops • Data-Driven instruction • In-class Coaching • Differentiated Instruction Other Related Professional Development Activities • Technology Integration • Data-Driven instruction • Health and Wellness • Differentiated Instruction • Vocabulary Development • Technology Integration • Systematic ELD • Health and Wellness • Response to Intervention • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities

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Pacific Drive Elementary - Fullerton School District Raymond Elementary 2010-11 School Accountability Report Card

2010-11 I. Data and Access

Raymond Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2011-12 School Description and Mission Statement (School Year 2010-11) Principal: This section provides information about the school, its programs and its goals. Yolanda McComb Mission: The mission of Raymond School, in collaboration with families and the community, is to promote individual growth by developing academic excellence, critical thinking, character, and civic responsibility. Address: Vision: Empowering students to be successful in an ever-changing world. 517 North Raymond Ave. Opportunities for Parental Involvement (School Year 2010-11) Fullerton, California 92831 This section provides information about opportunities for parents to become involved with school activities, including contact information pertaining to organized opportunities for parental involvement. Phone: Raymond Elementary School fosters parent involvement throughout the school as well as in all school related activities such as: PTA, School Site Council, ELAC, Movie Nights, School Carnival and District DELAC meetings. Parents are always welcome at 714-447-7740 Raymond.

Email: Student Enrollment by Grade Level (School Year 2010-11) [email protected] This table displays the number of students enrolled in each grade level at the school. Grade Level Number of Students

Website: Kindergarten 62 http://fsd.k12.ca.us/raymond/index.ht Grade 1 77 ml Grade 2 72

Grade 3 60 Grade 4 63 Grade 5 71

Grade 6 54 Total Enrollment 459

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Raymond Elementary - Fullerton School District Raymond Elementary 2010-11 Raymond Elementary 2010-11 School Accountability Report Card School Accountability Report Card

Student Enrollment by Group (School Year 2010-11) This table displays the percent of students enrolled at the school who are identified as being in a particular group. III. School Climate

Percent of Total Percent of Total Group Group Enrollment Enrollment School Safety Plan (School Year 2010-11) Black or African American 1.7W hite 15.9 This section provides information about the school's comprehensive safety plan. American Indian or Alaska Native 0.2 Two or More Races 1.7 A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the Asian 2SSocioeconomically Disadvantaged 63.4 school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and Filipino 0.4 English Learners 46.6 updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is Hispanic or Latino 72.8 Students with Disabilities 9.4 approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while Native Hawaiian/Pacific Islander 0.4 at school sponsored activities, c) making district programs and community resources available to students and parents, and d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" Average Class Size and Class Size Distribution (Elementary) which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how This table displays, by grade level, the average class size and the number of classrooms that fall into each size category (a they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed range of total students per classroom). description of each element of the plan including specific actions, resources and time lines to be implemented by the school. Copies are also available at the District Office in the office of Child Welfare and Attendance. 2008-09 2009-10 2010-11 Suspensions and Expulsions Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period. 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ School District K 28 2 23 3 20.7 3 Rate 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 1 19 4 22 3 25.8 4 Suspensions 3.3 3.08 2.83 4.3 5.24 4.75 2 16 3 23 3 23.7 3 Expulsions 0 0 0 0 0.01 0.1 3 32 2 32 2 30.5 2 4 30 1 31 2 1 31.5 2 5 27 1 2 34 1 30.5 2

6 33 1 1 29 2 32 1 1 K-3 20 1 0

3-4 30 1 0 4-8 0 0 Other 0

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Raymond Elementary - Fullerton School District Raymond Elementary 2010-11 Raymond Elementary 2010-11 School Accountability Report Card School Accountability Report Card

IV. School Facilities V. Teachers

School Facility Conditions and Planned Improvement (School Year 2011-12) Teacher Credentials This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the recent data available, and a description of any planned or recently completed facility improvements. CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific Teachers School District information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment. 2008-09 2009-10 2010-11 2010-11 Raymond Elementary School has 24 classrooms, a library media center, and a multi-purpose room. The main campus was Teachers with Full Credential 20 20 30 0 built in 1953. Additions were constructed in 1954 and 1960. The library/media center was added in 1991, and one portable Teachers without Full Credential 0 0 0 0 classroom was added in 1997. Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given Teacher Misassignments and Vacant Teacher Positions the highest priority. This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the The District has established cleaning standards for all schools in the district. A summary of these standards is available at the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of schedules to ensure a clean and safe school. Teachers of English Learners. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building Indicator 2009-10 2010-11 2011-12 components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior Misassignments of Teachers of English Learners 2 0 0 painting, and floor systems. During the 2010-11 school year, the District spent $200,360 on deferred maintenance. For the 2011-12 school year, the District budgeted $460,000 for the deferred maintenance program. Total Teacher Misassignments 4 0 0 Vacant Teacher Positions 1 0 0

School Facility Good Repair Status. (School Year 2011-12) Core Academic Classes Taught by Highly Qualified Teachers (School Year 2010-11) This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status. This table displays the percent of classes in core academic subjects taught by Highly Qualified Teachers as defined in the Elementary and Secondary Education Act (ESEA), in a school, in all schools in the district, in high-poverty schools in the Inspected On: 1/11/2012 Repair Status district, and in low-poverty schools in the district. 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 Repair Needed and Action Taken or eligibility of approximately 25 percent or less in the free and reduced price meals program. More information on teacher System Inspected Exemplary Good Fair Poor Planned qualifications required under the ESEA can be found on the CDE Improving Teacher and Principal Quality Web page at Systems: Gas Leaks, Mechanical/HVAC, http://www.cde.ca.gov/nclb/sr/tq/. Sewer Location of Classes Percent of Classes In Core Academic Subjects Interior: Interior Surfaces Taught by Highly Qualified Teachers Not Taught by Highly Qualified Cleanliness: Overall Cleanliness, Pest/ Teachers Vermin Infestation This School 100 0 Electrical: Electrical All Schools in District 100 0 Restrooms/Fountains: Restrooms, Sinks/ Fountains High-Poverty Schools in District 100 0 Safety: Fire Safety, Hazardous Materials Low-Poverty Schools in District 100 0 Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Raymond Elementary - Fullerton School District Raymond Elementary 2010-11 Raymond Elementary 2010-11 School Accountability Report Card School Accountability Report Card

Percent of Pupils Who Lack Most Recent SBE or Local Quality, Currency, and Their Own Assigned Governing Agency Approved Core Curriculum Area Availability of Textbooks and VI. Support Staff Textbooks and/or Instructional Textbooks and Instructional Instructional Materials Materials Materials Academic Counselors and Other Support Staff (School Year 2010-11) 2008-09 Houghton Mifflin K-5 This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. 2008-09 Holt McDougal 6-8

Mathematics 0 Yes Number of FTE Assigned to Average Number of Students per Title School Academic Counselor 2008-09 Glencoe Algebra Readiness 8 Academic Counselor 0 459 Counselor (Social/Behavioral or Career 0 N/A Development 2008-09 Holt Geometry 8 Library Media Teacher (Librarian) 0 N/A 2007-08 MacMillan/McGraw- Hill K-5 Library Media Services Staff (Paraprofessional) 0.25 N/A Science 0 Yes Psychologist 0.2 N/A 2007-08 Holt McDougal 6-8 Social Worker 0 N/A 2006-07 Houghton Mifflin K-5 Nurse 0.1 N/A Speech/Language/Hearing Specialist 1 N/A History-Social Science 0 Yes Resource Specialist (non - teaching) 1 N/A 2006-07 McDougal Littell 6-8 Other 0 N/A Foreign Language 2001-02 En Español 7-8 0 Yes VII. Curriculum and Instructional Materials On-line Health Curriculum Dairy Council of California Description of school's program towards meeting William's Settlement Requirements (grade-appropriate) materials On October 12, 2010, the Governing Board of the Fullerton School District certified that, as of that date, each pupil in the District Health Too Good for Drugs materials 0 Yes in kindergarten through grade eight, had been provided with a standards-aligned textbook or basic instructional materials (grades 4-6) purchased from the approved standards-aligned adoption list in the core curriculum areas listed below. 2004-05 Holt McDougal Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2011-12) Decisions for Health (Grade 7) This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school; whether the textbooks and instructional materials are from the most recent Science Laboratory Equipment adoption (yes/no); and information about the school’s use of any supplemental curriculum or non-adopted textbooks or (grades 9-12) instructional materials. "All the Arts for All the Kids" lessons/curriculum in visual Percent of Pupils Who Lack Most Recent SBE or Local Quality, Currency, and art, music, dance and theater Their Own Assigned Governing Agency Approved Core Curriculum Area Availability of Textbooks and Textbooks and/or Instructional Textbooks and Instructional Instrumental music (grades 5- Instructional Materials Visual and Performing Arts 0 Yes Materials Materials 6) 2010-11 Houghton Mifflin Medallions K-5 Band and string instruments and musical scores (grades 7- 2001-02 Holt 6-8 8)

Reading/Language Arts 0 Yes 2009- 10 Steck-Vaughn California VIII. School Finances Gateways Intensive Intervention 4-8

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Raymond Elementary - Fullerton School District Raymond Elementary 2010-11 Raymond Elementary 2010-11 School Accountability Report Card School Accountability Report Card

State Average For Districts In Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2009-10) Category District Amount Same Category This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average Percent of Budget for Administrative Salaries 6 6 teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. IX. Student Performance Total Expenditures Per Expenditures Per Average Teacher Level Expenditures Per Pupil (Supplemental / Pupil (Basic/ Salary Standardized Testing and Reporting Program Pupil Restricted) Unrestricted) School Site $4,194.00 $496.00 $3,699.00 $70,164.00 The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment District N/A N/A $3,948.00 $73,550.00 (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Percent Difference – School Site and District N/A N/A -6.31 -4.6 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA State N/A N/A $5,455.00 $69,419.00 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is Percent Difference – School Site and State N/A N/A -32.19 1.07 given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is Types of Services Funded (Fiscal Year 2010-11) based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose This section provides information about the programs and supplemental services (e.g., information about supplemental disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with educational services related to the school’s federal Program Improvement status) that are provided at the school through or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed either categorical funds or other sources. information regarding the STAR Program results for each grade and performance level, including the percent of students Types of Services Funded not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR In addition to general state funding, Fullerton School District receives state and federal categorical funding for special Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores programs. These funds support the following educational programs, including but not limited to: 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. In no case shall any group score be reported that would • Beginning Teacher and Support (BTSA) deliberately or inadvertently make public the score or performance of any individual student. • Class Size Reduction • Gifted and Talented Education • Economic Impact Aid Standardized Testing and Reporting Results for All Students – Three-Year Comparison • Instructional Materials This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state • Peer Assistance and Review (PAR) standards). • School Safety and Violence Prevention • Special Education Subject School District State • Title I, Economically Disadvantaged • Title II, Teacher and Principal Quality 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 • Title III, Education for English Learners English-Language Arts 56 57 64 61 65 67 49 52 54 Mathematics 64 65 68 68 72 73 46 48 50 Teacher and Administrative Salaries (Fiscal Year 2009-10) Science 61 58 85 68 74 79 50 54 57 History-Social Science 0 0 0 55 63 64 41 44 48 This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

State Average For Districts In Category District Amount Same Category Beginning Teacher Salary $46,186 $41,692 Mid-Range Teacher Salary $75,033 $68,251 Highest Teacher Salary $94,984 $86,582 Average Principal Salary (Elementary) $113,582 $108,334 Average Principal Salary (Middle) $117,015 $111,791 Average Principal Salary (High) $113,648 Superintendent Salary $190,592 $180,492 Percent of Budget for Teacher Salaries 45 42

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Raymond Elementary - Fullerton School District Raymond Elementary 2010-11 Raymond Elementary 2010-11 School Accountability Report Card School Accountability Report Card

Standardized Testing and Reporting Results by Student Group – Most Recent Year X. Accountability This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. Academic Performance Index Percent of Students Scoring at Proficient or Advanced The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be English-Language Mathematics Science History-Social found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Arts Science Academic Performance Index Ranks – Three-Year Comparison All Students in the LEA 67 73 79 64 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A All Students at the School 64 68 85 0 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Male 63 70 84 0 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Female 64 66 86 0 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. Black or African American 0 0 0 0 API Rank 2008 2009 2010 American Indian or Alaska Native

Asian 0 0 0 0 Statewide 6 7 7 Similar Schools 8 9 9 Filipino 0 0 0 0 Hispanic or Latino 59 63 83 0 Academic Performance Index Growth by Student Group – Three-Year Comparison Native Hawaiian or Pacific Islander 0 0 0 0 This table displays, by student group, the actual API changes in points added or lost for the past three years. Note: N/A means that the student group is not numerically significant or data were not available. White 89 87 0 0 Group Actual API Change Two or More Races 50 64 0 0 2008-09 2009-10 2010-11 Socioeconomically Disadvantaged 58 63 83 0 All Students at the School 32 3 23 English Learners 47 59 70 0 Black or African American American Indian or Alaska Native Students with Disabilities 53 53 0 0 Asian Students Receiving Migrant Education Filipino Services Hispanic or Latino 28 -1 26 Native Hawaiian or Pacific Islander California Physical Fitness Test Results (School Year 2010-11) White 59 Two or More Races The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information Socioeconomically Disadvantaged 33 7 33 regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical English Learners 30 13 32 Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is Students with Disabilities ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 12.7 18.3 42.3

7 0 0 0 9 0 0 0

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Raymond Elementary - Fullerton School District Raymond Elementary 2010-11 Raymond Elementary 2010-11 School Accountability Report Card School Accountability Report Card

Academic Performance Index Growth by Student Group - 2011 Growth API Comparison Federal Intervention Program (School Year 2011-12) This table displays, by student group, the 2011 Growth API at the school, LEA, and state level. Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After Group 2011 Growth API entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at School LEA State http://www.cde.ca.gov/ta/ac/ay/.

All Students at the School 856 861 778 Indicator School District Black or African American 807 696 Program Improvement Status In PI In PI American Indian or Alaska Native 812 733 First Year of Program Improvement 2010-2011 2008-2009 Asian 971 898 Year in Program Improvement Year 1 Year 3 Filipino 938 859 Number of Schools Currently in Program Improvement N/A 6 Hispanic or Latino 833 785 729 Percent of Schools Currently in Program Improvement N/A 30 Native Hawaiian or Pacific Islander 856 764 White 942 906 845 Two or More Races 929 836 XII. Instructional Planning and Scheduling Socioeconomically Disadvantaged 825 779 726 English Learners 815 802 707 Professional Development Students with Disabilities 767 702 595 This section provides information on the annual number of school days dedicated to staff development for the most recent Adequate Yearly Progress three-year period. 2010-2011 (Three Days) The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Primary Focus • Participation rate on the state’s standards-based assessments in ELA and mathematics • K-8 Intervention Programs • Percent proficient on the state’s standards-based assessments in ELA and mathematics • K-8 English Language Development • API as an additional indicator • K-8 Writing Strategies • Graduation rate (for secondary schools) • K-8 Language Arts Strategies Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at • K-8 Mathematics Strategies the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Delivery of Professional Development • Staff Development Day Adequate Yearly Progress Overall and by Criteria (School Year 2010-11) • Workshops This table displays an indication of whether the school and the district made AYP overall and whether the school and the • Conferences district met each of the six AYP criteria described above. • After-school Workshops • In-class Coaching AYP Criteria School District Other Related Professional Development Activities Overall Yes No • Data-Driven instruction Participation Rate - English-Language Arts Yes Yes • Differentiated Instruction • Technology Participation Rate - Mathematics Yes Yes • Health and Wellness Percent Proficient - English-Language Arts Yes No • SDAIE Strategies • Systematic ELD Percent Proficient - Mathematics Yes No • Response to Intervention API Yes Yes • Professional Learning Communities Graduation Rate N/A N/A 2009-2010 (Three Days) Primary Focus • K-8 Intervention Programs • K-8 English Language Development • K-8 Writing Strategies • K-8 Language Arts Strategies • K-8 Mathematics Strategies Delivery of Professional Development • Staff Development Day • Workshops • Conferences • After-school Workshops • In-class Coaching

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Raymond Elementary - Fullerton School District Raymond Elementary 2010-11 School Accountability Report Card

Other Related Professional Development Activities • Data-Driven instruction • Differentiated Instruction • Technology • Health and Wellness • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities 2008-2009 (Three Days) Primary Focus • K-8 Mathematics Textbook Adoption • K-5 Physical Education Program • K-8 English Language Development • K-8 Writing Strategies Delivery of Professional Development • Staff Development Day • Workshops • Conferences • After- school Workshops • In-class Coaching Other Related Professional Development Activities • Data-Driven instruction • Mathematics Training • Differentiated Instruction • Technology • Physical Education/Wellness • SDAIE Strategies • Systematic ELD • Response to Intervention

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Raymond Elementary - Fullerton School District Richman Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Richman Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Estella Grimm Richman School brings students, staff, families and the community together to maximize the learning potential for all. Opportunities for Parental Involvement (School Year 2011-12) Address: This section provides information about opportunities for parents to become involved with school activities, including contact 700 South Richman Ave. information pertaining to organized opportunities for parental involvement.

Fullerton, California 92832 Contact Person: Contact Phone No. Phone:

714-447-7745 We encourage parents to participate in various events including: PTA, School Site Council, and ELAC. We also have Back to School Night, Open House, PTA meetings and host monthly parent coffees. We encourage parents to volunteer in classrooms and are committed to expanding the involvement of parents in the work of the school and encourage all interested parents to Email: contact the school office for more information. In addition, through School Readiness sessions, Parent Classes and other [email protected] trainings we seek to deepen levels of parent education and knowledge regarding school programs and priorities and ways to assist their children in achieving at high levels. Website: http://www.fsd.k12.ca.us/richman/ind ex.html

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Richman Elementary - Fullerton School District Richman Elementary 2011-12 Richman Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Kindergarten 125 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 118 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 99 K 24 5 22.4 3 2 25 5 Grade 3 112 1 22 1 5 21.3 7 22.6 4 3 Grade 4 101 2 22 3 2 29 5 28.5 4 Grade 5 85 3 22 4 1 25 1 3 24.9 2 5 Grade 6 110 4 27 3 32 2 2 25.2 1 4 Total Enrollment 750 5 30 4 29 4 32.5 1 1 Student Enrollment by Group (School Year 2011-12) 6 29 3 31.7 2 1 30 4 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 0 Percent of Total Percent of Total Group Group 3-4 0 Enrollment Enrollment 4-8 0 Black or African American 0.7W hite 2.4 Other 0 American Indian or Alaska Native 1.2 Two or More Races 0.4

Asian 4SSocioeconomically Disadvantaged 86.1 Filipino 0.7 English Learners 69.5 Hispanic or Latino 90 Students with Disabilities 9.5

Native Hawaiian/Pacific Islander 0.5

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Richman Elementary - Fullerton School District Richman Elementary 2011-12 Richman Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Richman Elementary School has 42 classrooms, a library media center, a daycare center, an Evenstart building, and a teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while multipurpose room. The main campus was built in 1958. Additions were constructed in 1960 and 1972. Ten portable at school sponsored activities, c) making district programs and community resources available to students and parents, and classrooms were added between 1991 and 1998. three more were added between 2000 and 2001. The multipurpose room d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that was completed in 2006. enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed the highest priority. description of each element of the plan including specific actions, resources and time lines to be implemented by the school. Copies are also available at the District Office in the office of Child Welfare and Attendance. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Suspensions and Expulsions The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building the school and district levels for the most recent three-year period. components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the Rate School District 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Suspensions 3.5 2.52 2.5 5.8 4.75 3.9 School Facility Good Repair Status. (School Year 2012-13)

Expulsions 0 0 0.1 0 0.1 0 This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Inspected On: 12/29/2011 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Restore water to sink. Fountains Safety: Fire Safety, Hazardous Materials

Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Richman Elementary - Fullerton School District Richman Elementary 2011-12 Richman Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 40 39 39 613 Academic Counselor 0 750 Teachers without Full Credential 1 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker N/A Teachers of English Learners. Nurse N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 1 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Richman Elementary - Fullerton School District Richman Elementary 2011-12 Richman Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A 2.32 -4.96 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -26.07 -0.97 Science Yes 0 %

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Richman Elementary - Fullerton School District Richman Elementary 2011-12 Richman Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 58 70 76 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 55 70 83 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 62 71 66 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native 0 0 0 0 seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 100 100 0 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 0 0 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 55 69 73 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 0 0 0 0 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. In no case shall any group score be reported that would White 62 62 0 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 0 0 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 57 70 75 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 44 64 60 0

Subject School District State Students with Disabilities 40 37 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 47 55 58 65 67 68 52 54 56 Services Mathematics 66 68 70 72 73 74 48 50 51 Science 55 69 76 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 16.3 34.9 34.9

7 0 0 0 9 0 0 0

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Richman Elementary - Fullerton School District Richman Elementary 2011-12 Richman Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 483 830 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 2 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 2 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 21 970 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 4 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 438 821 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 3 19 879 26,563 775 API Rank 2009 2010 2011 White 11 829 2,254 907 1,221,860 853 Two or More Races 1 256 920 88,428 849 Statewide 5 5 6 Socioeconomically Disadvantaged 437 824 4,536 787 2,779,680 737 Similar Schools 9 9 10 English Learners 398 823 4,034 811 1,530,297 716 Students with Disabilities 55 663 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 19 25 10 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino 16 25 6 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White AYP Criteria School District Two or More Races Overall No No Socioeconomically Disadvantaged 24 21 7 Participation Rate - English-Language Arts Yes Yes English Learners 24 24 5 Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts No No Percent Proficient - Mathematics Yes No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Richman Elementary - Fullerton School District Richman Elementary 2011-12 Richman Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Federal Intervention Program (School Year 2012-13) 2010/2011 (Three Days) Primary Focus Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two • K-8 Intervention Programs consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After • K-8 English Language Development entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make • K-8 Writing Strategies AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at • K-8 Language Arts Strategies http://www.cde.ca.gov/ta/ac/ay/. • K-8 Mathematics Strategies Delivery of Professional Development Indicator School District • Staff Development Day Program Improvement Status Not in PI In PI • Workshops • Conferences First Year of Program Improvement 2008-2009 • After-school Workshops Year in Program Improvement Year 3 • In-class Coaching Number of Schools Currently in Program Improvement N/A 6 Other Related Professional Development Activities • Data-Driven instruction Percent of Schools Currently in Program Improvement N/A 30 • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies XII. Instructional Planning and Scheduling • Systematic ELD • Response to Intervention • Professional Learning Communities Professional Development 2011/2012 (Three Days) This section provides information on the annual number of school days dedicated to staff development for the most recent Primary Focus three-year period. • K-8 Intervention Programs 2009/2010 (Three Days) • K-8 English Language Development Primary Focus • K-8 Writing Strategies • K-8 Intervention Programs • K-8 Language Arts Strategies • K-8 English Language Development • K-8 Mathematics Strategies • K-8 Writing Strategies Delivery of Professional Development • K-8 Language Arts Strategies • Staff Development Day • K-8 Mathematics Strategies • Workshops Delivery of Professional Development • Conferences • Staff Development Day • After- school Workshops • Workshops • In-class Coaching • Conferences Other Related Professional Development Activities • After-school Workshops • Data-Driven instruction • In-class Coaching • Differentiated Instruction Other Related Professional Development Activities • Technology Integration • Data-Driven instruction • Health and Wellness • Differentiated Instruction • Vocabulary Development • Technology Integration • Systematic ELD • Health and Wellness • Response to Intervention • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities

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Richman Elementary - Fullerton School District Rolling Hills Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Rolling Hills Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Randa Schmalfeld Nestled in the quiet hills of northeastern Fullerton, Rolling Hills Elementary School is one of 20 sites in the Fullerton School District. Rolling Hills serves students in kindergarten through sixth grade. In addition to the traditional elementary school program, Rolling Hills is home to a thriving multi-age program, which extends from kindergarten through sixth grade. As a Address: school that embraces the infusion of visual and performing arts into all content areas, Rolling Hills has a rich tradition of 1460 East Rolling Hills Dr. involving students in a variety of arts-based enrichment activities, which directly support our curriculum. Five full-length musical productions each year delight parents and community members and offer students the opportunity to participate in all aspects Fullerton, California 92835-2008 of the production. These musical productions fully integrate a variety of California Content Standards and are designed to support student learning through the arts. From set and costume design to the technical side of these productions, students are exposed to a variety of wonderful learning opportunities as a result of their participation. All students at Rolling Hills also Phone: participate in the All the Arts for All the Kids program, which brings outstanding lessons to all students in the areas of music, art, 714-447-7795 drama, and dance. Rolling Hills students also participate in classroom and school-wide service learning opportunities throughout the year. These projects, which range from support for the Ocean Institute in Dana Point, to student-created learning materials for an orphanage in Uganda, encourage students to work in service to others and create a greater awareness of the Email: world around them. In addition to our programs that support arts-infusion and service learning for all students, special attention is paid to our English Learners and At-Risk Students. These students participate in a variety of activities throughout the day [email protected] specifically designed to enhance their success within our school community. ELD is offered in compliance with state requirements and struggling students participate in intervention sessions during the school day. Students at Rolling Hills are encouraged to discover their talents and actively explore the world around them. Rolling Hills students experience a depth of Website: learning which allows them to thoroughly engage themselves in a variety of standards-based activities and students are http://fsd.k12.ca.us/rollinghills/index. encouraged to excel in all academic areas. Rolling Hills is a school that promotes lifelong learning and reflective thinking among all members of our school community in a warm and encouraging environment. html Opportunities for Parental Involvement (School Year 2011-12) This section provides information about opportunities for parents to become involved with school activities, including contact information pertaining to organized opportunities for parental involvement.

Contact Person: Contact Phone No.

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Rolling Hills Elementary - Fullerton School District Rolling Hills Elementary 2011-12 Rolling Hills Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Rolling Hills offers parents a variety of opportunities for involvement, both large and small. There is a rich tradition of volunteerism on our campus, with over 18,000 volunteer hours logged by parents during the 2011-12 School Year. In addition Average Class Size and Class Size Distribution (Elementary) to serving as classroom volunteers, the majority of parents also participate in PTA or in activities to support the Rolling Hills This table displays, by grade level, the average class size and the number of classrooms that fall into each size category (a Education Foundation. Parents are also encouraged to support the school wide emphasis on the visual and performing arts by range of total students per classroom). assisting with arts lessons, designing and sewing costumes for one of our five full-length musical productions, building and painting sets. Our parent community also supports school wide activities like Red Ribbon Week and Walk-a-Thon. Rolling Hills 2009-10 2010-11 2011-12 provides a lively and active environment for school community members, with Family Nights, Parent Education Nights, Donuts with Dad, Muffins with Mom, Pancake Breakfast, the Garden Activities, and monthly PTA Movie Nights. Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Student Enrollment by Grade Level (School Year 2011-12) Level Size Size Size This table displays the number of students enrolled in each grade level at the school. 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ K 28 2 22 1 27.7 3 Grade Level Number of Students 2 1 22 3 29.3 28.8 5 Transitional Kindergarten 4 2 22 2 29.7 28.3 3 Kindergarten 106 3 3 27 2 30.7 28.5 4 Grade 1 121 3 4 31 2 29.7 31.8 3 1 Grade 2 103 3 5 29 2 30.3 32.5 1 1 Grade 3 96 3 6 27 3 33.5 25.7 1 2 Grade 4 95 2 K-3 22 1 5 Grade 5 82 3-4 31 1 Grade 6 93 4-8 0 Total Enrollment 696 Other 0 Student Enrollment by Group (School Year 2011-12) This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Percent of Total Percent of Total Group Group Enrollment Enrollment Black or African American 2.2W hite 47.7 American Indian or Alaska Native 0.3 Two or More Races 4.2

Asian 8.9S ocioeconomically Disadvantaged 21 Filipino 2.2 English Learners 11.5 Hispanic or Latino 29.5 Students with Disabilities 6.5 Native Hawaiian/Pacific Islander 0

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Rolling Hills Elementary - Fullerton School District Rolling Hills Elementary 2011-12 Rolling Hills Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Rolling Hills Elementary School has 24 classrooms, a daycare center, a multipurpose room and a library media center. The teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while main campus was built in 1962. Additions were constructed in 1963 and 1972. Four portable classrooms were added in 1963, at school sponsored activities, c) making district programs and community resources available to students and parents, and one was added in 1995, and one was added in 2001. The daycare building was purchased from the YMCA in 2005 and the d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that multipurpose room was completed in 2006. In 2009 and additional 960 square foot relocatable was added to accommodate enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" the expanding multi-age program. which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given description of each element of the plan including specific actions, resources and time lines to be implemented by the school. the highest priority. Copies are also available at the District Office in the office of Child Welfare and Attendance. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning Suspensions and Expulsions schedules to ensure a clean and safe school. This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- the school and district levels for the most recent three-year period. for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior Rate School District painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Suspensions 5.6 1.77 0.6 5.8 4.75 3.9 School Facility Good Repair Status. (School Year 2012-13)

Expulsions 0 0.15 0 0 0.1 0 This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Inspected On: 1/12/2012 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Repair/secure fixtures. Fountains Safety: Fire Safety, Hazardous Materials

Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Rolling Hills Elementary - Fullerton School District Rolling Hills Elementary 2011-12 Rolling Hills Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 26 26 27 613 Academic Counselor 0 696 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.3 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.2 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 0.8 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 1 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Rolling Hills Elementary - Fullerton School District Rolling Hills Elementary 2011-12 Rolling Hills Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A 0.92 5.66 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -27.08 10.09 Science Yes 0 %

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Rolling Hills Elementary - Fullerton School District Rolling Hills Elementary 2011-12 Rolling Hills Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 65 74 78 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 60 76 77 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 71 72 78 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native 0 0 0 0 seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 73 89 0 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 0 0 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 49 61 60 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 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. In no case shall any group score be reported that would White 72 79 88 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 68 77 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 49 59 65 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 42 69 33 0

Subject School District State Students with Disabilities 41 46 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 64 64 65 65 67 68 52 54 56 Services Mathematics 75 72 74 72 73 74 48 50 51 Science 82 82 78 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 28.6 34.5 21.4

7 0 0 0 9 0 0 0

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Rolling Hills Elementary - Fullerton School District Rolling Hills Elementary 2011-12 Rolling Hills Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 448 846 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 10 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 1 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 38 916 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 8 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 128 774 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 19 879 26,563 775 API Rank 2009 2010 2011 White 217 871 2,254 907 1,221,860 853 Two or More Races 19 877 256 920 88,428 849 Statewide 8 8 7 Socioeconomically Disadvantaged 125 767 4,536 787 2,779,680 737 Similar Schools 3 5 2 English Learners 67 797 4,034 811 1,530,297 716 Students with Disabilities 44 699 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 23 -14 -4 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino 22 -41 17 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White 28 4 -29 AYP Criteria School District Two or More Races Overall No No Socioeconomically Disadvantaged 34 -1 3 Participation Rate - English-Language Arts Yes Yes English Learners 8 -23 Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts No No Percent Proficient - Mathematics No No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Rolling Hills Elementary - Fullerton School District Rolling Hills Elementary 2011-12 Rolling Hills Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Federal Intervention Program (School Year 2012-13) 2010/2011 (Three Days) Primary Focus Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two • K-8 Intervention Programs consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After • K-8 English Language Development entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make • K-8 Writing Strategies AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at • K-8 Language Arts Strategies http://www.cde.ca.gov/ta/ac/ay/. • K-8 Mathematics Strategies Delivery of Professional Development Indicator School District • Staff Development Day Program Improvement Status Yes • Workshops • Conferences First Year of Program Improvement Year 3 • After-school Workshops Year in Program Improvement 2008-2009 • In-class Coaching Number of Schools Currently in Program Improvement N/A 6 Other Related Professional Development Activities • Data-Driven instruction Percent of Schools Currently in Program Improvement N/A 30 • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies XII. Instructional Planning and Scheduling • Systematic ELD • Response to Intervention • Professional Learning Communities Professional Development 2011/2012 (Three Days) This section provides information on the annual number of school days dedicated to staff development for the most recent Primary Focus three-year period. • K-8 Intervention Programs 2009/2010 (Three Days) • K-8 English Language Development Primary Focus • K-8 Writing Strategies • K-8 Intervention Programs • K-8 Language Arts Strategies • K-8 English Language Development • K-8 Mathematics Strategies • K-8 Writing Strategies Delivery of Professional Development • K-8 Language Arts Strategies • Staff Development Day • K-8 Mathematics Strategies • Workshops Delivery of Professional Development • Conferences • Staff Development Day • After- school Workshops • Workshops • In-class Coaching • Conferences Other Related Professional Development Activities • After-school Workshops • Data-Driven instruction • In-class Coaching • Differentiated Instruction Other Related Professional Development Activities • Technology Integration • Data-Driven instruction • Health and Wellness • Differentiated Instruction • Vocabulary Development • Technology Integration • Systematic ELD • Health and Wellness • Response to Intervention • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities

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Rolling Hills Elementary - Fullerton School District Sunset Lane Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Sunset Lane Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Paula Pitluk Sunset Lane Elementary School is located in the northeastern section of Fullerton, one of 20 school sites in the Fullerton School District. Sunset Lane is committed to a rich and challenging tradition of excellence, where every decision is made with the students' best interest in mind. We recognize the value of each student as an integral member of the community. With a Address: partnership of parents, staff, and students, we are dedicated to making a positive impact on our world. At Sunset Lane, all 2030 Sunset Ln. students are empowered to achieve success. Fullerton, California 92833-1852 Opportunities for Parental Involvement (School Year 2011-12) Phone: This section provides information about opportunities for parents to become involved with school activities, including contact information pertaining to organized opportunities for parental involvement. 714-447-7750 Contact Person: Contact Phone No. Email:

[email protected] Sunset Lane Elementary School welcomes and encourages parent involvement. Among the many opportunities are PTA, Korean Outreach, Sunset Lane Education Foundation, School Site Council, classroom participation, and special events, such as Carnival, Jog-a-thon, Pancake Breakfast, and Talent Show. Contact the school office or your child's teacher for more Website: information. http://fsd.k12.ca.us/sunset

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Sunset Lane Elementary - Fullerton School District Sunset Lane Elementary 2011-12 Sunset Lane Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Kindergarten 91 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 89 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 103 K 22.76 3 29 3 30.5 4 Grade 3 104 1 22.21 5 28.8 4 29.5 4 Grade 4 94 2 24.15 3 28.8 4 29 3 Grade 5 127 3 31.05 4 31.3 3 29.3 3 Grade 6 132 4 30.55 3 30 5 31.3 4 Total Enrollment 740 5 31.32 4 32.7 2 1 31.8 4 Student Enrollment by Group (School Year 2011-12) 6 31.96 4 32.5 2 2 33 1 3 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 Percent of Total Percent of Total Group Group 3-4 Enrollment Enrollment 4-8 Black or African American 0.9W hite 17.8 Other American Indian or Alaska Native 0.3 Two or More Races 1.8

Asian 60.7 Socioeconomically Disadvantaged 14.7 Filipino 1.9 English Learners 39.9 Hispanic or Latino 15.9 Students with Disabilities 4.7

Native Hawaiian/Pacific Islander 0.3

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Sunset Lane Elementary - Fullerton School District Sunset Lane Elementary 2011-12 Sunset Lane Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Sunset Lane Elementary School has 31 classrooms, a library media center, a daycare center, a modular restroom building teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while and a multi-purpose room. The main campus was built in 1965. Additions were constructed in 1966 and 1972. Thirteen at school sponsored activities, c) making district programs and community resources available to students and parents, and portable classrooms were added between 1967 and 2001. The daycare building was purchased from YMCA in 2005. The d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that multipurpose room was completed in 2006. enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed the highest priority. description of each element of the plan including specific actions, resources and time lines to be implemented by the school. Copies are also available at the District Office in the office of Child Welfare and Attendance. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Suspensions and Expulsions The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building the school and district levels for the most recent three-year period. components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior painting, and floor systems. During the 2011-12 school year, the District spent $390.340 on deferred maintenance. For the Rate School District 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Suspensions 1.6 1.64 1.4 5.8 4.75 3.9 School Facility Good Repair Status. (School Year 2012-13)

Expulsions 0 0 0 0 0.1 0 This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Inspected On: 1/5/2012 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Secure fixtures. Fountains Safety: Fire Safety, Hazardous Materials

Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Sunset Lane Elementary - Fullerton School District Sunset Lane Elementary 2011-12 Sunset Lane Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 31 29 30 613 Academic Counselor 0 740 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.2 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.2 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 0.6 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 0.8 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Sunset Lane Elementary - Fullerton School District Sunset Lane Elementary 2011-12 Sunset Lane Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A -1.54 -1.7 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -28.85 2.42 Science Yes 0 %

2007-08 Holt McDougal 6-8 Types of Services Funded (Fiscal Year 2011-12) 2006-07 Houghton Mifflin K-5 This section provides information about the programs and supplemental services (e.g., information about supplemental educational services related to the school’s federal Program Improvement status) that are provided at the school through either categorical funds or other sources. History-Social Science Yes 0 % Types of Services Funded 2006-07 McDougal Littell 6-8 In addition to general state funding, Fullerton School District receives state and federal categorical funding for special Foreign Language 2001-02 En Español 7-8 Yes 0 % programs. These funds support the following educational programs, including but not limited to: On-line Health Curriculum • Beginning Teacher and Support (BTSA) • Class Size Reduction Dairy Council of California • Gifted and Talented Education (grade-appropriate) materials • Economic Impact Aid • Instructional Materials Health Too Good for Drugs materials Yes 0 % • Peer Assistance and Review (PAR) (grades 4-6) • School Safety and Violence Prevention • Special Education 2004-05 Holt McDougal • Title I, Economically Disadvantaged Decisions for Health (Grade 7) • Title II, Teacher and Principal Quality • Title III, Education for English Learners Science Laboratory Equipment 0 % (grades 9-12) Teacher and Administrative Salaries (Fiscal Year 2010-11) "All the Arts for All the Kids" lessons/curriculum in visual This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the art, music, dance and theater state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size Instrumental music (grades 5- based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries Visual and Performing Arts Yes 0 % 6) & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

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Sunset Lane Elementary - Fullerton School District Sunset Lane Elementary 2011-12 Sunset Lane Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 80 87 89 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 74 88 85 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 85 87 93 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native 0 0 0 0 seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 83 94 91 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 100 100 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 66 67 84 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 0 0 0 0 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. In no case shall any group score be reported that would White 77 81 92 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 85 77 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 62 74 74 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 69 91 79 0

Subject School District State Students with Disabilities 54 54 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 77 79 80 65 67 68 52 54 56 Services Mathematics 86 88 87 72 73 74 48 50 51 Science 82 89 89 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 18 23.4 40.6

7 0 0 0 9 0 0 0

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Sunset Lane Elementary - Fullerton School District Sunset Lane Elementary 2011-12 Sunset Lane Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 536 925 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 6 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 1 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 323 950 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 10 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 76 857 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 2 19 879 26,563 775 API Rank 2009 2010 2011 White 105 893 2,254 907 1,221,860 853 Two or More Races 10 256 920 88,428 849 Statewide 9 10 10 Socioeconomically Disadvantaged 109 851 4,536 787 2,779,680 737 Similar Schools 2 3 5 English Learners 241 935 4,034 811 1,530,297 716 Students with Disabilities 31 775 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 18 12 -2 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian 22 8 3 Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White 17 18 -13 AYP Criteria School District Two or More Races Overall No No Socioeconomically Disadvantaged Participation Rate - English-Language Arts Yes Yes English Learners 19 16 12 Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts Yes No Percent Proficient - Mathematics No No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Sunset Lane Elementary - Fullerton School District Sunset Lane Elementary 2011-12 Sunset Lane Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Federal Intervention Program (School Year 2012-13) 2010/2011 (Three Days) Primary Focus Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two • K-8 Intervention Programs consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After • K-8 English Language Development entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make • K-8 Writing Strategies AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at • K-8 Language Arts Strategies http://www.cde.ca.gov/ta/ac/ay/. • K-8 Mathematics Strategies Delivery of Professional Development Indicator School District • Staff Development Day Program Improvement Status In PI • Workshops • Conferences First Year of Program Improvement Year 3 • After-school Workshops Year in Program Improvement 2008-2009 • In-class Coaching Number of Schools Currently in Program Improvement N/A 6 Other Related Professional Development Activities • Data-Driven instruction Percent of Schools Currently in Program Improvement N/A 30 • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies XII. Instructional Planning and Scheduling • Systematic ELD • Response to Intervention • Professional Learning Communities Professional Development 2011/2012 (Three Days) This section provides information on the annual number of school days dedicated to staff development for the most recent Primary Focus three-year period. • K-8 Intervention Programs 2009/2010 (Three Days) • K-8 English Language Development Primary Focus • K-8 Writing Strategies • K-8 Intervention Programs • K-8 Language Arts Strategies • K-8 English Language Development • K-8 Mathematics Strategies • K-8 Writing Strategies Delivery of Professional Development • K-8 Language Arts Strategies • Staff Development Day • K-8 Mathematics Strategies • Workshops Delivery of Professional Development • Conferences • Staff Development Day • After- school Workshops • Workshops • In-class Coaching • Conferences Other Related Professional Development Activities • After-school Workshops • Data-Driven instruction • In-class Coaching • Differentiated Instruction Other Related Professional Development Activities • Technology Integration • Data-Driven instruction • Health and Wellness • Differentiated Instruction • Vocabulary Development • Technology Integration • Systematic ELD • Health and Wellness • Response to Intervention • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities

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Sunset Lane Elementary - Fullerton School District Valencia Park Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Valencia Park Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

Published During II. About This School 2012-13 CDS Code: School Description and Mission Statement (School Year 2011-12) 30665066028179 This section provides information about the school, its programs and its goals. Principal: The Valencia Park staff is committed to providing all students a quality and challenging learning experience in an individualized learning setting. Ema Flores Opportunities for Parental Involvement (School Year 2011-12) Superintendent: This section provides information about opportunities for parents to become involved with school activities, including contact information pertaining to organized opportunities for parental involvement. Bob Pletka Contact Person: Contact Phone No. Address: 3441 West Valencia Dr. Valencia Park School encourages parent participation and involvement in the educational process. Parents are encouraged to Fullerton, California 92833 participate is School Site Council (SSC), the English Language Advisory Committee (ELAC), and Parent Teacher Association (PTA). We welcome parent volunteers in the classroom and all school-related activities. Phone: Please contact the school office for more information. 714-447-7755 Email: [email protected] Website: http://fsd.k12.ca.us/valenciapark/inde x.html

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Valencia Park Elementary - Fullerton School District Valencia Park Elementary 2011-12 Valencia Park Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Kindergarten 107 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 105 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 105 K 19 6 19.8 6 19.4 5 Grade 3 103 1 19 6 19.5 6 19.5 4 Grade 4 81 2 18 4 16.8 8 18.9 8 Grade 5 102 3 19 6 19.3 4 18.3 6 Grade 6 82 4 24 4 23.2 1 4 22.8 1 3 Total Enrollment 685 5 26 3 25 3 24.8 4 Student Enrollment by Group (School Year 2011-12) 6 25 4 24 4 25 3 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 0 Percent of Total Percent of Total Group Group 3-4 0 Enrollment Enrollment 4-8 0 Black or African American 1.5W hite 5.8 Other 0 American Indian or Alaska Native 0.3 Two or More Races 0.3

Asian 1.2S ocioeconomically Disadvantaged 81 Filipino 1.5 English Learners 56.8 Hispanic or Latino 88.3 Students with Disabilities 8.9

Native Hawaiian/Pacific Islander 0

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Valencia Park Elementary - Fullerton School District Valencia Park Elementary 2011-12 Valencia Park Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Valencia Park Elementary School has 38 classrooms, a library media center, and a multi-purpose room. The main campus teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while was built in 1949. Additions were constructed between 1951 and 1960. Twelve portable classrooms were added between at school sponsored activities, c) making district programs and community resources available to students and parents, and 1989 and 2002. d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how the highest priority. they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed description of each element of the plan including specific actions, resources and time lines to be implemented by the school. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the Copies are also available at the District Office in the office of Child Welfare and Attendance. district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Suspensions and Expulsions for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior the school and district levels for the most recent three-year period. painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. Rate School District 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 School Facility Good Repair Status. (School Year 2012-13) Suspensions 4.4 6.89 3.1 5.8 4.75 3.9 This table displays the results of the most recently completed school site inspection to determine the school facility's good Expulsions 0 0 0 0 0.1 0 repair status. Inspected On: 12/18/2012 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Secure/repair fixtures Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Valencia Park Elementary - Fullerton School District Valencia Park Elementary 2011-12 Valencia Park Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 39 40 39 613 Academic Counselor 0 685 Teachers without Full Credential 0 0 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.2 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.2 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 1 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 1.6 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Valencia Park Elementary - Fullerton School District Valencia Park Elementary 2011-12 Valencia Park Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A 14.09 -10.09 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -17.56 -6.32 Science Yes 0 %

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Valencia Park Elementary - Fullerton School District Valencia Park Elementary 2011-12 Valencia Park Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 54 70 64 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 48 65 66 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 60 75 62 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 0 0 0 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 0 0 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 53 69 63 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 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. In no case shall any group score be reported that would White 67 88 0 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 0 0 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 52 70 63 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 47 67 50 0

Subject School District State Students with Disabilities 35 47 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 49 55 54 65 67 68 52 54 56 Services Mathematics 58 62 70 72 73 74 48 50 51 Science 54 57 64 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 35.9 20.4 28.2

7 0 0 0 9 0 0 0

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Valencia Park Elementary - Fullerton School District Valencia Park Elementary 2011-12 Valencia Park Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 427 826 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 7 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 5 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 9 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 377 819 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 19 879 26,563 775 API Rank 2009 2010 2011 White 23 911 2,254 907 1,221,860 853 Two or More Races 1 256 920 88,428 849 Statewide 3 5 6 Socioeconomically Disadvantaged 377 821 4,536 787 2,779,680 737 Similar Schools 4 7 8 English Learners 294 817 4,034 811 1,530,297 716 Students with Disabilities 51 703 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 54 13 15 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino 59 16 14 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White AYP Criteria School District Two or More Races Overall No No Socioeconomically Disadvantaged 61 17 5 Participation Rate - English-Language Arts Yes Yes English Learners 68 15 17 Participation Rate - Mathematics Yes Yes Students with Disabilities Percent Proficient - English-Language Arts No No Percent Proficient - Mathematics Yes No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Valencia Park Elementary - Fullerton School District Valencia Park Elementary 2011-12 Valencia Park Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Federal Intervention Program (School Year 2012-13) 2010/2011 (Three Days) Primary Focus Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two • K-8 Intervention Programs consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After • K-8 English Language Development entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make • K-8 Writing Strategies AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at • K-8 Language Arts Strategies http://www.cde.ca.gov/ta/ac/ay/. • K-8 Mathematics Strategies Delivery of Professional Development Indicator School District • Staff Development Day Program Improvement Status Not in PI In PI • Workshops • Conferences First Year of Program Improvement 2008-2009 • After-school Workshops Year in Program Improvement Year 3 • In-class Coaching Number of Schools Currently in Program Improvement N/A 6 Other Related Professional Development Activities • Data-Driven instruction Percent of Schools Currently in Program Improvement N/A 30 • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies XII. Instructional Planning and Scheduling • Systematic ELD • Response to Intervention • Professional Learning Communities Professional Development 2011/2012 (Three Days) This section provides information on the annual number of school days dedicated to staff development for the most recent Primary Focus three-year period. • K-8 Intervention Programs 2009/2010 (Three Days) • K-8 English Language Development Primary Focus • K-8 Writing Strategies • K-8 Intervention Programs • K-8 Language Arts Strategies • K-8 English Language Development • K-8 Mathematics Strategies • K-8 Writing Strategies Delivery of Professional Development • K-8 Language Arts Strategies • Staff Development Day • K-8 Mathematics Strategies • Workshops Delivery of Professional Development • Conferences • Staff Development Day • After- school Workshops • Workshops • In-class Coaching • Conferences Other Related Professional Development Activities • After-school Workshops • Data-Driven instruction • In-class Coaching • Differentiated Instruction Other Related Professional Development Activities • Technology Integration • Data-Driven instruction • Health and Wellness • Differentiated Instruction • Vocabulary Development • Technology Integration • Systematic ELD • Health and Wellness • Response to Intervention • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities

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Valencia Park Elementary - Fullerton School District Woodcrest Elementary 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Woodcrest Elementary School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Hilda Flores Vision: Every student achieving academic excellence and their personal best! Our mission is to: · Expect student progress and develop an appreciation for life-long learning · Provide a learning environment that meets the challenges of the 21st Century · Support students in setting and achieving personal goals · Promote a student’s positive self-image while encouraging, Address: responsibility, trustworthiness, respect, fairness, caring, and citizenship · Encourage family participation, community 455 West Baker Ave. involvement, and student service Fullerton, California 92832 Opportunities for Parental Involvement (School Year 2011-12) This section provides information about opportunities for parents to become involved with school activities, including contact Phone: information pertaining to organized opportunities for parental involvement. 714-447-7760 Contact Person: Contact Phone No.

Email: Woodcrest School does the following to promote and increase parent involvement: Convenes an annual meeting to inform [email protected] parents of Title I students of Title I requirements and their rights to be involved in the Title I program which occurs during our Back to School Night. We offer a flexible number of meetings to increase parent participation through various committees. The English Learner Advisory Council (ELAC) provides parents of English learners an opportunity to learn about support and Website: programs for students who are learning English. These meetings are held monthly in the morning. The Parent Teacher http://www.fsd.k12.ca.us/woodcrest/i Association (PTA) provides parents an opportunity to volunteer their time supporting our school programs and fundraising efforts. The School Site Council (SSC) reviews our single plan for student achievement, safety plans, and school categorical ndex2.html budgets. Our parent education classes provide parents with information on how to help their child at home. Our annual Family Reading Night provides our parents an opportunity to read with their children in school. Our annual Reading Day promotes literacy in the classroom by having parents, grandparents, and volunteers read to our students. Parents are continually invited to become involved in their child's education through our classroom volunteers. Our family literacy pre-school offers parents monthly workshops on a variety of topics. Parents also participate in the school through Back to School Night, Open House, parent conferences in the fall and spring, school carnival, monthly award citizenship assemblies, trimester award assemblies, and promotion ceremonies. There are other opportunities for parent involvement throughout the year. Please contact our school office for further information on parent involvement.

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Woodcrest Elementary - Fullerton School District Woodcrest Elementary 2011-12 Woodcrest Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Kindergarten 69 Grade Avg. Class Avg. Class Avg. Class Number of Classrooms Number of Classrooms Number of Classrooms Level Size Size Size Grade 1 77 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ Grade 2 76 K 24 3 16 4 17.8 4 Grade 3 55 1 19 3 18.5 4 20.3 1 3 Grade 4 62 2 22 3 21 1 2 30.5 2 Grade 5 68 3 29 2 22 1 2 29 2 Grade 6 75 4 34 2 33.5 2 26 2 Total Enrollment 482 5 33 2 26.3 1 2 31.5 2 Student Enrollment by Group (School Year 2011-12) 6 26 2 33.5 2 26.7 1 2 This table displays the percent of students enrolled at the school who are identified as being in a particular group. K-3 0 Percent of Total Percent of Total Group Group 3-4 0 Enrollment Enrollment 4-8 0 Black or African American 2.5W hite 4.8 Other 0 American Indian or Alaska Native 0.4 Two or More Races 1.2

Asian 2.7S ocioeconomically Disadvantaged 74.1 Filipino 1.2 English Learners 53.3 Hispanic or Latino 86.1 Students with Disabilities 17.4

Native Hawaiian/Pacific Islander 0

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Woodcrest Elementary - Fullerton School District Woodcrest Elementary 2011-12 Woodcrest Elementary 2011-12 School Accountability Report Card School Accountability Report Card

III. School Climate IV. School Facilities

School Safety Plan (School Year 2011-12) School Facility Conditions and Planned Improvement (School Year 2012-13) This section provides information about the school's comprehensive safety plan. This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code recent data available, and a description of any planned or recently completed facility improvements. Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff The District takes great efforts to ensure that all schools are clean, safe, and functional Listed below is more specific reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is functional learning environment. approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe Woodcrest Elementary School has 25 classrooms, a therapy wing, a multipurpose room and a library media center. The main teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while campus was built in 1959. Additions were constructed in 1959 and 1972. One portable classroom was added in 1998 and two at school sponsored activities, c) making district programs and community resources available to students and parents, and more were added in 2002. The multipurpose room was completed in 2006. d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how the highest priority. they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed description of each element of the plan including specific actions, resources and time lines to be implemented by the school. The District has established cleaning standards for all schools in the district. A summary of these standards is available at the Copies are also available at the District Office in the office of Child Welfare and Attendance. district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Suspensions and Expulsions for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior the school and district levels for the most recent three-year period. painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. Rate School District 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 School Facility Good Repair Status. (School Year 2012-13) Suspensions 3.3 5.13 1.9 5.8 4.75 3.9 This table displays the results of the most recently completed school site inspection to determine the school facility's good Expulsions 0 0 0 0 0.1 0 repair status. Inspected On: 9/26/2011 Repair Status Repair Needed and Action Taken or System Inspected Exemplary Good Fair Poor Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Repair toilet leak, secure faucet, Fountains restore water to drinking fountain. Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Repair door closer. Windows/ Doors/Gates/Fences Overall Rating

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Woodcrest Elementary - Fullerton School District Woodcrest Elementary 2011-12 Woodcrest Elementary 2011-12 School Accountability Report Card School Accountability Report Card

V. Teachers VI. Support Staff

Teacher Credentials Academic Counselors and Other Support Staff (School Year 2011-12) This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the are assigned to the school and the average number of students per academic counselor. One FTE equals one staff CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/. member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Teachers School District Number of FTE Assigned to Average Number of Students per Title 2009-10 2010-11 2011-12 2011-12 School Academic Counselor Teachers with Full Credential 29 28 29 613 Academic Counselor 0 482 Teachers without Full Credential 1 1 0 2 Counselor (Social/Behavioral or Career 0 N/A Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A Development Teacher Misassignments and Vacant Teacher Positions Library Media Teacher (Librarian) 0 N/A Library Media Services Staff (Paraprofessional) 0.25 N/A This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the Psychologist 0.6 N/A beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Social Worker 0 N/A Teachers of English Learners. Nurse 0.2 N/A Indicator 2010-11 2011-12 2012-13 Speech/Language/Hearing Specialist 1.8 N/A Misassignments of Teachers of English Learners 0 0 0 Resource Specialist (non - teaching) 1 N/A Total Teacher Misassignments 0 0 1 Other 0 N/A Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) VII. Curriculum and Instructional Materials

2001-02 Holt 6-8

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California Gateways Intensive Intervention 4-8

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Woodcrest Elementary - Fullerton School District Woodcrest Elementary 2011-12 Woodcrest Elementary 2011-12 School Accountability Report Card School Accountability Report Card

District N/A N/A $3,941.66 $72,313.00 2008-09 Holt Geometry 8 Percent Difference – School Site and District N/A N/A 1.91 0.32 2007-08 MacMillan/McGraw- State N/A N/A $5,455.00 $69,404.00 Hill K-5 Percent Difference – School Site and State N/A N/A -26.36 4.53 Science Yes 0 %

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Woodcrest Elementary - Fullerton School District Woodcrest Elementary 2011-12 Woodcrest Elementary 2011-12 School Accountability Report Card School Accountability Report Card

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California All Students at the School 44 58 47 0 Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Male 42 59 48 0 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA Female 47 58 47 0 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs Black or African American 0 0 0 0 with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through American Indian or Alaska Native seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with Asian 0 0 0 0 or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed Filipino 0 0 0 0 information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at Hispanic or Latino 40 57 44 0 http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores Native Hawaiian or Pacific Islander 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. In no case shall any group score be reported that would White 87 73 0 0 deliberately or inadvertently make public the score or performance of any individual student. Two or More Races 0 0 0 0 Standardized Testing and Reporting Results for All Students – Three-Year Comparison Socioeconomically Disadvantaged 41 55 48 0 This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). English Learners 30 57 33 0

Subject School District State Students with Disabilities 56 55 0 0 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Students Receiving Migrant Education English-Language Arts 44 45 44 65 67 68 52 54 56 Services Mathematics 63 62 58 72 73 74 48 50 51 Science 50 53 47 74 79 78 54 57 60 History-Social Science 0 0 0 63 64 65 44 48 49 California Physical Fitness Test Results (School Year 2011-12) The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 25.8 16.1 3.2

7 0 0 0 9 0 0 0

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Woodcrest Elementary - Fullerton School District Woodcrest Elementary 2011-12 Woodcrest Elementary 2011-12 School Accountability Report Card School Accountability Report Card

X. Accountability Academic Performance Index Growth by Student Group - 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Academic Performance Index LEA, and state level. The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group 2012 Growth API California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be # of School # of LEA # of State found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Students Students Students Academic Performance Index Ranks – Three-Year Comparison All Students at the School 302 780 10,187 867 4,664,264 788 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A Black or African American 7 156 822 313,201 710 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a American Indian or Alaska Native 26 833 31,606 742 statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Asian 4 2,197 976 404,670 905 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Filipino 4 195 943 124,824 869 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 Hispanic or Latino 266 767 4,827 792 2,425,230 740 of the 100 similar schools. Native Hawaiian or Pacific Islander 19 879 26,563 775 API Rank 2009 2010 2011 White 15 871 2,254 907 1,221,860 853 Two or More Races 3 256 920 88,428 849 Statewide 5 5 4 Socioeconomically Disadvantaged 250 763 4,536 787 2,779,680 737 Similar Schools 9 8 6 English Learners 196 768 4,034 811 1,530,297 716 Students with Disabilities 66 754 1,154 702 530,935 607 Academic Performance Index Growth by Student Group – Three-Year Comparison Adequate Yearly Progress

Actual API Change The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Group Yearly Progress (AYP) criteria: 2009-10 2010-11 2011-12 • Participation rate on the state’s standards-based assessments in ELA and mathematics • Percent proficient on the state’s standards-based assessments in ELA and mathematics All Students at the School 9 -3 -5 • API as an additional indicator Black or African American • Graduation rate (for secondary schools) American Indian or Alaska Native Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. Asian Filipino Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) Hispanic or Latino 11 0 -4 This table displays an indication of whether the school and the district made AYP overall and whether the school and the Native Hawaiian or Pacific Islander district met each of the six AYP criteria described above. White AYP Criteria School District Two or More Races Overall No No Socioeconomically Disadvantaged 10 -7 -10 Participation Rate - English-Language Arts Yes Yes English Learners 21 -17 6 Participation Rate - Mathematics Yes Yes Students with Disabilities 26 6 -37 Percent Proficient - English-Language Arts No No Percent Proficient - Mathematics No No Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there API Yes Yes is no Growth or target information. Graduation Rate N/A N/A

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Woodcrest Elementary - Fullerton School District Woodcrest Elementary 2011-12 Woodcrest Elementary 2011-12 School Accountability Report Card School Accountability Report Card

Federal Intervention Program (School Year 2012-13) 2010/2011 (Three Days) Primary Focus Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two • K-8 Intervention Programs consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After • K-8 English Language Development entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make • K-8 Writing Strategies AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at • K-8 Language Arts Strategies http://www.cde.ca.gov/ta/ac/ay/. • K-8 Mathematics Strategies Delivery of Professional Development Indicator School District • Staff Development Day Program Improvement Status In PI In PI • Workshops • Conferences First Year of Program Improvement 2011-2012 2008-2009 • After-school Workshops Year in Program Improvement Year 2 Year 3 • In-class Coaching Number of Schools Currently in Program Improvement N/A 6 Other Related Professional Development Activities • Data-Driven instruction Percent of Schools Currently in Program Improvement N/A 30 • Differentiated Instruction • Technology Integration • Health and Wellness • SDAIE Strategies XII. Instructional Planning and Scheduling • Systematic ELD • Response to Intervention • Professional Learning Communities Professional Development 2011/2012 (Three Days) This section provides information on the annual number of school days dedicated to staff development for the most recent Primary Focus three-year period. • K-8 Intervention Programs 2009/2010 (Three Days) • K-8 English Language Development Primary Focus • K-8 Writing Strategies • K-8 Intervention Programs • K-8 Language Arts Strategies • K-8 English Language Development • K-8 Mathematics Strategies • K-8 Writing Strategies Delivery of Professional Development • K-8 Language Arts Strategies • Staff Development Day • K-8 Mathematics Strategies • Workshops Delivery of Professional Development • Conferences • Staff Development Day • After- school Workshops • Workshops • In-class Coaching • Conferences Other Related Professional Development Activities • After-school Workshops • Data-Driven instruction • In-class Coaching • Differentiated Instruction Other Related Professional Development Activities • Technology Integration • Data-Driven instruction • Health and Wellness • Differentiated Instruction • Vocabulary Development • Technology Integration • Systematic ELD • Health and Wellness • Response to Intervention • SDAIE Strategies • Systematic ELD • Response to Intervention • Professional Learning Communities

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Woodcrest Elementary - Fullerton School District Ladera Vista Junior High 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Ladera Vista Junior High School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. John Albert Ladera Vista Junior High School is located in the eastern section of Fullerton, one of 20 school sites in the Fullerton School District. Ladera Vista Junior High School: Explore, Learn, Achieve! The Ladera Vista staff envisions a learning community where we: • Exhibit a passion and enthusiasm for student exploration. • Align content standards, instruction and results to Address: ensure student learning. • Implement promising strategies for improving student achievement. Collaboratively, we demonstrate 1700 East Wilshire Dr. personal commitment to the academic success and well being of all students. Fullerton, California 92831 Opportunities for Parental Involvement (School Year 2011-12) This section provides information about opportunities for parents to become involved with school activities, including contact Phone: information pertaining to organized opportunities for parental involvement. 714-447-7765 Contact Person: Contact Phone No.

Email: We truly embrace in a partnership with our parents to help meet the needs of our students. We have a very active parent [email protected] involvement at Ladera Vista. We utilize Power School to keep parents informed of student progress, have Parent Conferences in the Fall and Spring, regularly communicate with parents via our automated phone message system and website. Our PTA and ELAC committees meet regularly to discuss how we can help students. Parents who wish to participate in School Site Website: Council, PTSA, English Learners Advisory Council, school activities, or become a volunteer may contact the school office. http://fsd.k12.ca.us/laderavista/Defaul Student Enrollment by Grade Level (School Year 2011-12) t.html This table displays the number of students enrolled in each grade level at the school.

Grade Level Number of Students Grade 7 439 Grade 8 476

Total Enrollment 915

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Ladera Vista Junior High - Fullerton School District Ladera Vista Junior High 2011-12 Ladera Vista Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Student Enrollment by Group (School Year 2011-12) This table displays the percent of students enrolled at the school who are identified as being in a particular group. III. School Climate

Percent of Total Percent of Total Group Group Enrollment Enrollment School Safety Plan (School Year 2011-12) Black or African American 2.5W hite 31.1 This section provides information about the school's comprehensive safety plan. American Indian or Alaska Native 0.3 Two or More Races 0.7 A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the Asian 8.4S ocioeconomically Disadvantaged 42.1 school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and Filipino 1.6 English Learners 32.2 updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is Hispanic or Latino 52.5 Students with Disabilities 12.1 approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while Native Hawaiian/Pacific Islander 0.2 at school sponsored activities, c) making district programs and community resources available to students and parents, and d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" Average Class Size and Class Size Distribution (Secondary) which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how This table displays, by subject area, the average class size and the number of classrooms that fall into each size category (a they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed range of total students per classroom). description of each element of the plan including specific actions, resources and time lines to be implemented by the school. Copies are also available at the District Office in the office of Child Welfare and Attendance. 2009-10 2010-11 2011-12

Avg. Class Number of Avg. Class Number of Avg. Class Number of Suspensions and Expulsions Subject Size Classrooms Size Classrooms Size Classrooms This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ the school and district levels for the most recent three-year period. English 28 6 22 11 27.4 7 28.1 8 27 9 22 12 Rate School District Mathematics 28 5 22 7 28.8 6 14 16 31.4 1 14 16 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Science 31 3 5 16 29.7 3 12 9 31.3 1 8 14 Suspensions 10.6 5.95 10.1 5.8 4.75 3.9

Social Science 28 5 19 10 31.9 17 10 31.4 2 13 13 Expulsions 0 0.43 0.2 0 0.1 0

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Ladera Vista Junior High - Fullerton School District Ladera Vista Junior High 2011-12 Ladera Vista Junior High 2011-12 School Accountability Report Card School Accountability Report Card

IV. School Facilities V. Teachers

The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific Teachers School District information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment. 2009-10 2010-11 2011-12 2011-12 Ladera Vista Junior High School has 31 classrooms, a physical education shower and locker building, a Teachers with Full Credential 41 38 39 613 gymnasium/performing arts center, a library media center, a speech room and a multi-purpose room. The main campus was Teachers without Full Credential 0 0 0 2 built in 1960. Additions were constructed in 1964, 1965 and 1966. Four portable classrooms were added in 2001 and one was added in 2004. The gymnasium/performing arts center was completed in 2006. Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are Teacher Misassignments and Vacant Teacher Positions completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the The District has established cleaning standards for all schools in the district. A summary of these standards is available at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning Teachers of English Learners. schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Indicator 2010-11 2011-12 2012-13 for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building Misassignments of Teachers of English Learners 0 0 0 components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the Total Teacher Misassignments 0 0 1 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. Vacant Teacher Positions 0 0 0

School Facility Good Repair Status. (School Year 2012-13) Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) This table displays the results of the most recently completed school site inspection to determine the school facility's good This table displays the percent of classes in core academic subjects taught by Highly Qualified Teachers as defined in the repair status. Elementary and Secondary Education Act (ESEA), in a school, in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. High poverty schools are defined as those schools with student eligibility of Inspected On: 1/19/2012 Repair Status approximately 40 percent or more in the free and reduced price meals program. Low poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program. More information on teacher Repair Needed and Action Taken or qualifications required under the ESEA can be found on the CDE Improving Teacher and Principal Quality Web page at System Inspected Exemplary Good Fair Poor Planned http://www.cde.ca.gov/nclb/sr/tq/. Systems: Gas Leaks, Mechanical/HVAC, Sewer Location of Classes Percent of Classes In Core Academic Subjects Interior: Interior Surfaces Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation This School 100 0 Electrical: Electrical All Schools in District 98.84 1.16 Restrooms/Fountains: Restrooms, Sinks/ Secure loose fixtures High-Poverty Schools in District 97.44 2.56 Fountains Low-Poverty Schools in District 99.52 0.48 Safety: Fire Safety, Hazardous Materials

Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Ladera Vista Junior High - Fullerton School District Ladera Vista Junior High 2011-12 Ladera Vista Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Number of FTE Assigned to Average Number of Students per 2008-09 Glencoe Algebra Title School Academic Counselor Readiness 8

Academic Counselor 0 915 Counselor (Social/Behavioral or Career 1 N/A 2008-09 Holt Geometry 8 Development 2007-08 MacMillan/McGraw- Library Media Teacher (Librarian) 0 N/A Hill K-5 Science Yes 0 % Library Media Services Staff (Paraprofessional) 0.25 N/A Psychologist 0.2 N/A 2007-08 Holt McDougal 6-8 Social Worker 0 N/A 2006-07 Houghton Mifflin K-5 Nurse 0.2 N/A

Speech/Language/Hearing Specialist 0.8 N/A History-Social Science Yes 0 % Resource Specialist (non - teaching) 3 N/A 2006-07 McDougal Littell 6-8 Other 0 N/A Foreign Language 2001-02 En Español 7-8 Yes 0 % On-line Health Curriculum VII. Curriculum and Instructional Materials Dairy Council of California (grade-appropriate) materials Description of school's program towards meeting William's Settlement Requirements Health Too Good for Drugs materials Yes 0 % On October 9, 2012, the Governing Board of the Fullerton School District certified that, as of that date, each pupil in the District in (grades 4-6) kindergarten through grade eight, had been provided with a standards-aligned textbook or basic instructional materials purchased from the approved standards-aligned adoption list in the core curriculum areas listed below. 2004-05 Holt McDougal Decisions for Health (Grade 7) Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other Science Laboratory Equipment instructional materials used at the school; whether the textbooks and instructional materials are from the most recent (grades 9-12) adoption (yes/no); and information about the school’s use of any supplemental curriculum or non-adopted textbooks or "All the Arts for All the Kids" instructional materials. lessons/curriculum in visual art, music, dance and theater Textbooks and Instructional Percent students lacking own Core Curriculum Area From Most Recent Adoption? Instrumental music (grades 5- Materials/Year of Adoption assigned copy Visual and Performing Arts Yes 0 % 6) 2010-11 Houghton Mifflin Medallions K-5 Band and string instruments and musical scores (grades 7- 2001-02 Holt 6-8 8)

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California VIII. School Finances Gateways Intensive Intervention 4-8

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Ladera Vista Junior High - Fullerton School District Ladera Vista Junior High 2011-12 Ladera Vista Junior High 2011-12 School Accountability Report Card School Accountability Report Card

State Average For Districts In Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11) Category District Amount Same Category This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average Percent of Budget for Administrative Salaries 6 5 teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. IX. Student Performance Total Expenditures Per Expenditures Per Average Teacher Level Expenditures Per Pupil (Supplemental / Pupil (Basic/ Salary Standardized Testing and Reporting Program Pupil Restricted) Unrestricted) School Site $4,085.00 $56.00 $4,029.00 $76,318.00 The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment District N/A N/A $3,941.66 $72,313.00 (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Percent Difference – School Site and District N/A N/A 2.22 5.54 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA State N/A N/A $5,455.00 $69,404.00 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is Percent Difference – School Site and State N/A N/A -26.14 9.96 given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is Types of Services Funded (Fiscal Year 2011-12) based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose This section provides information about the programs and supplemental services (e.g., information about supplemental disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with educational services related to the school’s federal Program Improvement status) that are provided at the school through or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed either categorical funds or other sources. information regarding the STAR Program results for each grade and performance level, including the percent of students Types of Services Funded not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR In addition to general state funding, Fullerton School District receives state and federal categorical funding for special Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores programs. These funds support the following educational programs, including but not limited to: 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. In no case shall any group score be reported that would • Beginning Teacher and Support (BTSA) deliberately or inadvertently make public the score or performance of any individual student. • Class Size Reduction • Gifted and Talented Education • Economic Impact Aid Standardized Testing and Reporting Results for All Students – Three-Year Comparison • Instructional Materials This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state • Peer Assistance and Review (PAR) standards). • School Safety and Violence Prevention • Special Education Subject School District State • Title I, Economically Disadvantaged • Title II, Teacher and Principal Quality 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 • Title III, Education for English Learners English-Language Arts 65 66 69 65 67 68 52 54 56 Mathematics 67 63 70 72 73 74 48 50 51 Teacher and Administrative Salaries (Fiscal Year 2010-11) Science 75 80 78 74 79 78 54 57 60 History-Social Science 58 58 59 63 64 65 44 48 49 This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

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Ladera Vista Junior High - Fullerton School District Ladera Vista Junior High 2011-12 Ladera Vista Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Standardized Testing and Reporting Results by Student Group – Most Recent Year X. Accountability This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. Academic Performance Index Percent of Students Scoring at Proficient or Advanced The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be English-Language Mathematics Science History-Social found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Arts Science Academic Performance Index Ranks – Three-Year Comparison All Students in the LEA 68 74 78 65 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A All Students at the School 69 70 78 59 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Male 64 68 80 58 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Female 74 72 77 61 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. Black or African American 62 62 0 0 API Rank 2009 2010 2011 American Indian or Alaska Native 0 0 0 0

Asian 88 94 97 85 Statewide 8 8 8 Similar Schools 9 8 8 Filipino 73 80 0 0 Hispanic or Latino 59 59 71 45 Academic Performance Index Growth by Student Group – Three-Year Comparison Native Hawaiian or Pacific Islander 0 0 0 0

White 79 80 85 73 Group Actual API Change 2009-10 2010-11 2011-12 Two or More Races 83 86 79 71 All Students at the School 6 -1 14 Socioeconomically Disadvantaged 57 58 71 45 Black or African American English Learners 15 27 41 8 American Indian or Alaska Native Asian Students with Disabilities 43 31 45 25 Filipino Students Receiving Migrant Education Hispanic or Latino 15 3 22 Services Native Hawaiian or Pacific Islander White 4 2 9 California Physical Fitness Test Results (School Year 2011-12) Two or More Races Socioeconomically Disadvantaged 15 -2 25 The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information English Learners 17 17 2 regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Students with Disabilities Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there performance of any individual student. is no Growth or target information.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 0 0 0

7 20 18.8 42.1 9 0 0 0

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Ladera Vista Junior High - Fullerton School District Ladera Vista Junior High 2011-12 Ladera Vista Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Academic Performance Index Growth by Student Group - 2012 Growth API Comparison Federal Intervention Program (School Year 2012-13) This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two LEA, and state level. consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make Group 2012 Growth API AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. # of School # of LEA # of State Students Students Students Indicator School District All Students at the School 859 849 10,187 867 4,664,264 788 Program Improvement Status In PI Black or African American 21 798 156 822 313,201 710 First Year of Program Improvement 2008-2009 American Indian or Alaska Native 3 26 833 31,606 742 Year in Program Improvement Year 3 Asian 76 966 2,197 976 404,670 905 Number of Schools Currently in Program Improvement N/A 6 Filipino 14 872 195 943 124,824 869 Percent of Schools Currently in Program Improvement N/A 30 Hispanic or Latino 444 800 4,827 792 2,425,230 740 Native Hawaiian or Pacific Islander 2 19 879 26,563 775 White 272 894 2,254 907 1,221,860 853 XII. Instructional Planning and Scheduling Two or More Races 5 256 920 88,428 849 Socioeconomically Disadvantaged 403 791 4,536 787 2,779,680 737 Professional Development English Learners 258 745 4,034 811 1,530,297 716 This section provides information on the annual number of school days dedicated to staff development for the most recent Students with Disabilities 115 631 1,154 702 530,935 607 three-year period. Adequate Yearly Progress 2009/2010 (Three Days) Primary Focus The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate • K-8 Intervention Programs Yearly Progress (AYP) criteria: • K-8 English Language Development • Participation rate on the state’s standards-based assessments in ELA and mathematics • K-8 Writing Strategies • Percent proficient on the state’s standards-based assessments in ELA and mathematics • K-8 Language Arts Strategies • API as an additional indicator • K-8 Mathematics Strategies • Graduation rate (for secondary schools) Delivery of Professional Development Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at • Staff Development Day the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. • Workshops • Conferences Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) • After-school Workshops • In-class Coaching This table displays an indication of whether the school and the district made AYP overall and whether the school and the Other Related Professional Development Activities district met each of the six AYP criteria described above. • Data-Driven instruction • Differentiated Instruction AYP Criteria School District • Technology Integration Overall No No • Health and Wellness Participation Rate - English-Language Arts Yes Yes • SDAIE Strategies • Systematic ELD Participation Rate - Mathematics Yes Yes • Response to Intervention Percent Proficient - English-Language Arts No No • Professional Learning Communities Percent Proficient - Mathematics No No API Yes Yes Graduation Rate N/A N/A

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Ladera Vista Junior High - Fullerton School District Ladera Vista Junior High 2011-12 School Accountability Report Card

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Ladera Vista Junior High - Fullerton School District Nicolas Junior High 2011-12 School Accountability Report Card

2011-12 I. Data and Access

Nicolas Junior High School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Mathew Barnett Nicolas Junior High School is located in the southern section of Fullerton, one of 20 school sites in the Fullerton School District. The mission of Nicolas Junior High School is for all students to master grade level standards to achieve their potential. Address: Opportunities for Parental Involvement (School Year 2011-12) 1100 West Olive Ave. This section provides information about opportunities for parents to become involved with school activities, including contact Fullerton, California 92833 information pertaining to organized opportunities for parental involvement.

Phone: Contact Person: Contact Phone No. 714-447-7775

PTSA Email: Parent Conferences School Site Council [email protected] ELAC DELAC Parent Tech Nights Website: Parents on a Mission Parenting Classes from the Orange County Department of Education http://fsd.k12.ca.us/nicolas Student Enrollment by Grade Level (School Year 2011-12) This table displays the number of students enrolled in each grade level at the school.

Grade Level Number of Students Grade 7 398 Grade 8 369

Total Enrollment 767

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Nicolas Junior High - Fullerton School District Nicolas Junior High 2011-12 Nicolas Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Student Enrollment by Group (School Year 2011-12) This table displays the percent of students enrolled at the school who are identified as being in a particular group. III. School Climate

Percent of Total Percent of Total Group Group Enrollment Enrollment School Safety Plan (School Year 2011-12) Black or African American 2.3W hite 8.9 This section provides information about the school's comprehensive safety plan. American Indian or Alaska Native 0.3 Two or More Races 1.2 A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the Asian 3.3S ocioeconomically Disadvantaged 76.1 school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and Filipino 1.6 English Learners 59.2 updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is Hispanic or Latino 81.7 Students with Disabilities 13.8 approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while Native Hawaiian/Pacific Islander 0 at school sponsored activities, c) making district programs and community resources available to students and parents, and d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" Average Class Size and Class Size Distribution (Secondary) which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how This table displays, by subject area, the average class size and the number of classrooms that fall into each size category (a they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed range of total students per classroom). description of each element of the plan including specific actions, resources and time lines to be implemented by the school. Copies are also available at the District Office in the office of Child Welfare and Attendance. 2009-10 2010-11 2011-12

Avg. Class Number of Avg. Class Number of Avg. Class Number of Suspensions and Expulsions Subject Size Classrooms Size Classrooms Size Classrooms This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ the school and district levels for the most recent three-year period. English 23 25 13 9 22.2 23 22.4 22 22 10 27 9 Rate School District Mathematics 24 17 20 8 22.3 21 12 6 26.2 12 13 9 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Science 28 3 14 6 28.3 6 6 9 29.1 4 7 7 Suspensions 37.7 29.87 14.2 5.8 4.75 3.9

Social Science 28 5 17 8 29.2 3 13 10 30 3 10 11 Expulsions 0 0.91 0 0 0.1 0

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Nicolas Junior High - Fullerton School District Nicolas Junior High 2011-12 Nicolas Junior High 2011-12 School Accountability Report Card School Accountability Report Card

IV. School Facilities V. Teachers

The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific Teachers School District information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment. 2009-10 2010-11 2011-12 2011-12 Nicolas Junior High School has 37 classrooms, a multipurpose room, a physical education shower and locker building, a Teachers with Full Credential 36 36 35 613 Healthy Start program building, speech/language room, and a library media center. The main campus was built in 1956. Teachers without Full Credential 1 1 1 2 Additions were constructed in 1959, 1961, and 1964. Five portable classrooms were added in 2002, with one more added in 2003. Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are Teacher Misassignments and Vacant Teacher Positions completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the The District has established cleaning standards for all schools in the district. A summary of these standards is available at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning Teachers of English Learners. schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Indicator 2010-11 2011-12 2012-13 for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building Misassignments of Teachers of English Learners 0 0 0 components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the Total Teacher Misassignments 0 0 1 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. Vacant Teacher Positions 0 0 0

School Facility Good Repair Status. (School Year 2012-13) Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status. This table displays the percent of classes in core academic subjects taught by Highly Qualified Teachers as defined in the Elementary and Secondary Education Act (ESEA), in a school, in all schools in the district, in high-poverty schools in the Inspected On: 1/6/2012 Repair Status district, and in low-poverty schools in the district. 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 Repair Needed and Action Taken or eligibility of approximately 25 percent or less in the free and reduced price meals program. More information on teacher System Inspected Exemplary Good Fair Poor Planned qualifications required under the ESEA can be found on the CDE Improving Teacher and Principal Quality Web page at Systems: Gas Leaks, Mechanical/HVAC, http://www.cde.ca.gov/nclb/sr/tq/. Sewer Location of Classes Percent of Classes In Core Academic Subjects Interior: Interior Surfaces Taught by Highly Qualified Teachers Not Taught by Highly Qualified Cleanliness: Overall Cleanliness, Pest/ Teachers Vermin Infestation This School 94.19 5.81 Electrical: Electrical All Schools in District 98.84 1.16 Restrooms/Fountains: Restrooms, Sinks/ Secure fixtures, repair leaks. Fountains High-Poverty Schools in District 97.44 2.56 Safety: Fire Safety, Hazardous Materials Low-Poverty Schools in District 99.52 0.48 Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Nicolas Junior High - Fullerton School District Nicolas Junior High 2011-12 Nicolas Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Number of FTE Assigned to Average Number of Students per 2008-09 Glencoe Algebra Title School Academic Counselor Readiness 8

Academic Counselor 0 767 Counselor (Social/Behavioral or Career 0 N/A 2008-09 Holt Geometry 8 Development 2007-08 MacMillan/McGraw- Library Media Teacher (Librarian) 0 N/A Hill K-5 Science Yes 0 % Library Media Services Staff (Paraprofessional) 0.25 N/A Psychologist 0.6 N/A 2007-08 Holt McDougal 6-8 Social Worker 0 N/A 2006-07 Houghton Mifflin K-5 Nurse 0.2 N/A

Speech/Language/Hearing Specialist 3 N/A History-Social Science Yes 0 % Resource Specialist (non - teaching) 0.5 N/A 2006-07 McDougal Littell 6-8 Other 0.5 N/A Foreign Language 2001-02 En Español 7-8 Yes 0 % On-line Health Curriculum VII. Curriculum and Instructional Materials Dairy Council of California (grade-appropriate) materials Description of school's program towards meeting William's Settlement Requirements Health Too Good for Drugs materials Yes 0 % On October 9, 2012, the Governing Board of the Fullerton School District certified that, as of that date, each pupil in the District in (grades 4-6) kindergarten through grade eight, had been provided with a standards-aligned textbook or basic instructional materials purchased from the approved standards-aligned adoption list in the core curriculum areas listed below. 2004-05 Holt McDougal Decisions for Health (Grade 7) Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other Science Laboratory Equipment instructional materials used at the school; whether the textbooks and instructional materials are from the most recent (grades 9-12) adoption (yes/no); and information about the school’s use of any supplemental curriculum or non-adopted textbooks or "All the Arts for All the Kids" instructional materials. lessons/curriculum in visual art, music, dance and theater Textbooks and Instructional Percent students lacking own Core Curriculum Area From Most Recent Adoption? Instrumental music (grades 5- Materials/Year of Adoption assigned copy Visual and Performing Arts Yes 0 % 6) 2010-11 Houghton Mifflin Medallions K-5 Band and string instruments and musical scores (grades 7- 2001-02 Holt 6-8 8)

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California VIII. School Finances Gateways Intensive Intervention 4-8

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Nicolas Junior High - Fullerton School District Nicolas Junior High 2011-12 Nicolas Junior High 2011-12 School Accountability Report Card School Accountability Report Card

State Average For Districts In Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11) Category District Amount Same Category This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average Percent of Budget for Administrative Salaries 6 5 teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. IX. Student Performance Total Expenditures Per Expenditures Per Average Teacher Level Expenditures Per Pupil (Supplemental / Pupil (Basic/ Salary Standardized Testing and Reporting Program Pupil Restricted) Unrestricted) School Site $4,678.00 $490.00 $4,188.00 $68,467.00 The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment District N/A N/A $3,941.66 $72,313.00 (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Percent Difference – School Site and District N/A N/A 6.25 -5.32 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA State N/A N/A $5,455.00 $69,404.00 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is Percent Difference – School Site and State N/A N/A -23.23 -1.35 given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is Types of Services Funded (Fiscal Year 2011-12) based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose This section provides information about the programs and supplemental services (e.g., information about supplemental disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with educational services related to the school’s federal Program Improvement status) that are provided at the school through or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed either categorical funds or other sources. information regarding the STAR Program results for each grade and performance level, including the percent of students Types of Services Funded not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR In addition to general state funding, Fullerton School District receives state and federal categorical funding for special Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores programs. These funds support the following educational programs, including but not limited to: 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. In no case shall any group score be reported that would • Beginning Teacher and Support (BTSA) deliberately or inadvertently make public the score or performance of any individual student. • Class Size Reduction • Gifted and Talented Education • Economic Impact Aid Standardized Testing and Reporting Results for All Students – Three-Year Comparison • Instructional Materials This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state • Peer Assistance and Review (PAR) standards). • School Safety and Violence Prevention • Special Education Subject School District State • Title I, Economically Disadvantaged • Title II, Teacher and Principal Quality 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 • Title III, Education for English Learners English-Language Arts 45 45 47 65 67 68 52 54 56 Mathematics 47 50 50 72 73 74 48 50 51 Teacher and Administrative Salaries (Fiscal Year 2010-11) Science 55 55 57 74 79 78 54 57 60 History-Social Science 42 45 39 63 64 65 44 48 49 This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

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Nicolas Junior High - Fullerton School District Nicolas Junior High 2011-12 Nicolas Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Standardized Testing and Reporting Results by Student Group – Most Recent Year X. Accountability This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. Academic Performance Index Percent of Students Scoring at Proficient or Advanced The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be English-Language Mathematics Science History-Social found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Arts Science Academic Performance Index Ranks – Three-Year Comparison All Students in the LEA 68 74 78 65 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A All Students at the School 47 50 57 39 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Male 40 48 55 37 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Female 53 54 58 41 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. Black or African American 50 40 0 0 API Rank 2009 2010 2011 American Indian or Alaska Native 0 0 0 0

Asian 71 92 82 50 Statewide 4 5 4 Similar Schools 10 8 9 Filipino 58 50 0 0 Hispanic or Latino 44 50 54 36 Academic Performance Index Growth by Student Group – Three-Year Comparison Native Hawaiian or Pacific Islander

White 59 47 64 48 Group Actual API Change 2009-10 2010-11 2011-12 Two or More Races 47 47 0 0 All Students at the School 22 2 -7 Socioeconomically Disadvantaged 44 49 54 37 Black or African American English Learners 14 27 16 7 American Indian or Alaska Native Asian Students with Disabilities 32 23 0 9 Filipino Students Receiving Migrant Education Hispanic or Latino 28 7 -6 Services Native Hawaiian or Pacific Islander White California Physical Fitness Test Results (School Year 2011-12) Two or More Races Socioeconomically Disadvantaged 26 10 -6 The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information English Learners 23 10 -15 regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Students with Disabilities 69 15 Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there performance of any individual student. is no Growth or target information.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 0 0 0

7 24 26.9 28.9 9 0 0 0

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Nicolas Junior High - Fullerton School District Nicolas Junior High 2011-12 Nicolas Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Academic Performance Index Growth by Student Group - 2012 Growth API Comparison Federal Intervention Program (School Year 2012-13) This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two LEA, and state level. consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make Group 2012 Growth API AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. # of School # of LEA # of State Students Students Students Indicator School District All Students at the School 722 748 10,187 867 4,664,264 788 Program Improvement Status In PI In PI Black or African American 16 812 156 822 313,201 710 First Year of Program Improvement 2005-2006 2008-2009 American Indian or Alaska Native 2 26 833 31,606 742 Year in Program Improvement Year 5 Year 3 Asian 23 895 2,197 976 404,670 905 Number of Schools Currently in Program Improvement N/A 6 Filipino 12 797 195 943 124,824 869 Percent of Schools Currently in Program Improvement N/A 30 Hispanic or Latino 597 737 4,827 792 2,425,230 740 Native Hawaiian or Pacific Islander 19 879 26,563 775 White 60 785 2,254 907 1,221,860 853 XII. Instructional Planning and Scheduling Two or More Races 8 256 920 88,428 849 Socioeconomically Disadvantaged 602 738 4,536 787 2,779,680 737 Professional Development English Learners 417 700 4,034 811 1,530,297 716 This section provides information on the annual number of school days dedicated to staff development for the most recent Students with Disabilities 109 585 1,154 702 530,935 607 three-year period. Adequate Yearly Progress 2009/2010 (Three Days) Primary Focus The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate • K-8 Intervention Programs Yearly Progress (AYP) criteria: • K-8 English Language Development • Participation rate on the state’s standards-based assessments in ELA and mathematics • K-8 Writing Strategies • Percent proficient on the state’s standards-based assessments in ELA and mathematics • K-8 Language Arts Strategies • API as an additional indicator • K-8 Mathematics Strategies • Graduation rate (for secondary schools) Delivery of Professional Development Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at • Staff Development Day the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. • Workshops • Conferences Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) • After-school Workshops • In-class Coaching This table displays an indication of whether the school and the district made AYP overall and whether the school and the Other Related Professional Development Activities district met each of the six AYP criteria described above. • Data-Driven instruction • Differentiated Instruction AYP Criteria School District • Technology Integration Overall No No • Health and Wellness Participation Rate - English-Language Arts Yes Yes • SDAIE Strategies • Systematic ELD Participation Rate - Mathematics Yes Yes • Response to Intervention Percent Proficient - English-Language Arts No No • Professional Learning Communities Percent Proficient - Mathematics No No API Yes Yes Graduation Rate N/A N/A

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Nicolas Junior High - Fullerton School District Nicolas Junior High 2011-12 School Accountability Report Card

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Nicolas Junior High - Fullerton School District D. Russell Parks Junior High 2011-12 School Accountability Report Card

2011-12 I. Data and Access

D. Russell Parks Junior High School Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Fullerton Elementary District Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions 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.

II. About This School Published During 2012-13 School Description and Mission Statement (School Year 2011-12) Principal: This section provides information about the school, its programs and its goals. Sherry Dustin The mission of D. Russell Parks Junior High School is to provide for the optimum intellectual, social, physical, and emotional growth of each student. We envision a school where the Professional Learning Community works in collaborative teams to focus on student learning and achievement. Teachers, students, and staff work at meeting grade level standards targeting Address: specific learning needs for all grade levels in the areas of language arts, mathematics, and English language development. The 1710 Rosecrans Ave. curriculum is standards-based and engages students in learning. The Parks Junior High staff will monitor individual student progress frequently and revise goals and strategies as necessary based on student assessment results. Parents are informed Fullerton, California 92833 and involved in their child’s progress and viewed as partners in the education of their child. Opportunities for Parental Involvement (School Year 2011-12) Phone: This section provides information about opportunities for parents to become involved with school activities, including contact 714-447-7785 information pertaining to organized opportunities for parental involvement. Contact Person: Contact Phone No. Email: [email protected] At Parks, parents are encouraged to be involved with the academic program in the following ways: School Site Council, ELAC, DELAC, PTSA, Parent volunteers, PEF (Parks Education Foundation), Back to School Night, Open House and volunteer for our Website: reading classes. www.fsd.k12.ca.us/parks Student Enrollment by Grade Level (School Year 2011-12) This table displays the number of students enrolled in each grade level at the school.

Grade Level Number of Students Grade 7 482 Grade 8 485

Total Enrollment 967

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Parks Junior High - Fullerton School District D. Russell Parks Junior High 2011-12 D. Russell Parks Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Student Enrollment by Group (School Year 2011-12) This table displays the percent of students enrolled at the school who are identified as being in a particular group. III. School Climate

Percent of Total Percent of Total Group Group Enrollment Enrollment School Safety Plan (School Year 2011-12) Black or African American 1.7W hite 25.1 This section provides information about the school's comprehensive safety plan. American Indian or Alaska Native 0.3 Two or More Races 2.3 A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance with Education Code Sections 33126, 35256, and 32286 as well as applicable District policies and regulations. Each year, prior to March 1, the Asian 40.1 Socioeconomically Disadvantaged 18.2 school's safety plan is reviewed, updated and discussed with staff and School Site Council. Annually, the school's staff reports on the status of its safety plan with the school leadership team, PTA and School Site Council. Status reports and Filipino 2.8 English Learners 25.3 updates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is Hispanic or Latino 25.1 Students with Disabilities 6.9 approved by the members of the School Site Council on March 1. The key elements of the plan include: a) providing a safe teaching and learning environment for all students and staff members, b) ensuring that all students are safe and secure while Native Hawaiian/Pacific Islander 0.2 at school sponsored activities, c) making district programs and community resources available to students and parents, and d) creating a school where students, programs, and community members interact in an atmosphere of mutual respect that enhances the environment for learning. Each year the school submits along with the safety plan a detailed "action plan" Average Class Size and Class Size Distribution (Secondary) which addresses the identified areas the staff and School Site Council has brought forward as critical areas of concern or how This table displays, by subject area, the average class size and the number of classrooms that fall into each size category (a they should improve. A copy of the plan is available at all times in the school office and will provide a more detailed range of total students per classroom). description of each element of the plan including specific actions, resources and time lines to be implemented by the school. Copies are also available at the District Office in the office of Child Welfare and Attendance. 2009-10 2010-11 2011-12

Avg. Class Number of Avg. Class Number of Avg. Class Number of Suspensions and Expulsions Subject Size Classrooms Size Classrooms Size Classrooms This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ the school and district levels for the most recent three-year period. English 30 6 31 4 28.8 8 30.8 2 23 12 20 17 Rate School District Mathematics 29 3 22 10 31.3 5 6 22 29.3 3 20 11 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 Science 30 1 21 6 32.3 1 8 17 31.5 17 6 Suspensions 2.8 3.17 2.9 5.8 4.75 3.9

Social Science 30 3 21 10 32.5 1 9 26 31.9 19 16 Expulsions 0 0.1 0 0 0.1 0

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Parks Junior High - Fullerton School District D. Russell Parks Junior High 2011-12 D. Russell Parks Junior High 2011-12 School Accountability Report Card School Accountability Report Card

IV. School Facilities V. Teachers

The District takes great efforts to ensure that all schools are clean, safe, and functional. Listed below is more specific Teachers School District information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment. 2009-10 2010-11 2011-12 2011-12 Parks Junior High School has 33 classrooms, a physical education shower and locker building and a library media center. Teachers with Full Credential 41 38 38 613 The main campus was built in 1972. One portable classroom was added to the campus in 1975, two were added in 1989 and Teachers without Full Credential 0 1 1 2 two more were added in 1991 and two more in 2002. A portable restroom building was added in 2005. One portable classroom was added in 2006 and one portable classroom was added in 2007. Teachers Teaching Outside Subject Area of Competence 0 0 0 N/A District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are Teacher Misassignments and Vacant Teacher Positions completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the The District has established cleaning standards for all schools in the district. A summary of these standards is available at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of district maintenance office. The Maintenance and Operations staff works with the custodial staff to develop cleaning Teachers of English Learners. schedules to ensure a clean and safe school. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar- Indicator 2010-11 2011-12 2012-13 for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building Misassignments of Teachers of English Learners 0 0 0 components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior and exterior painting, and floor systems. During the 2011-12 school year, the District spent $390,340 on deferred maintenance. For the Total Teacher Misassignments 0 0 1 2012-13 school year, the District budgeted $404,090 for the deferred maintenance program. Vacant Teacher Positions 0 0 0

School Facility Good Repair Status. (School Year 2012-13) Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011-12) This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status. This table displays the percent of classes in core academic subjects taught by Highly Qualified Teachers as defined in the Elementary and Secondary Education Act (ESEA), in a school, in all schools in the district, in high-poverty schools in the Inspected On: 12/20/2011 Repair Status district, and in low-poverty schools in the district. 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 Repair Needed and Action Taken or eligibility of approximately 25 percent or less in the free and reduced price meals program. More information on teacher System Inspected Exemplary Good Fair Poor Planned qualifications required under the ESEA can be found on the CDE Improving Teacher and Principal Quality Web page at Systems: Gas Leaks, Mechanical/HVAC, http://www.cde.ca.gov/nclb/sr/tq/. Sewer Location of Classes Percent of Classes In Core Academic Subjects Interior: Interior Surfaces Taught by Highly Qualified Teachers Not Taught by Highly Qualified Cleanliness: Overall Cleanliness, Pest/ Teachers Vermin Infestation This School 98.63 1.37 Electrical: Electrical All Schools in District 98.84 1.16 Restrooms/Fountains: Restrooms, Sinks/ Secure fixtures. Fountains High-Poverty Schools in District 97.44 2.56 Safety: Fire Safety, Hazardous Materials Low-Poverty Schools in District 99.52 0.48 Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating

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Parks Junior High - Fullerton School District D. Russell Parks Junior High 2011-12 D. Russell Parks Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Number of FTE Assigned to Average Number of Students per 2008-09 Glencoe Algebra Title School Academic Counselor Readiness 8

Academic Counselor 0 967 Counselor (Social/Behavioral or Career 1 N/A 2008-09 Holt Geometry 8 Development 2007-08 MacMillan/McGraw- Library Media Teacher (Librarian) 0 N/A Hill K-5 Science Yes 0 % Library Media Services Staff (Paraprofessional) 0.25 N/A Psychologist 0.3 N/A 2007-08 Holt McDougal 6-8 Social Worker 0 N/A 2006-07 Houghton Mifflin K-5 Nurse 0.1 N/A

Speech/Language/Hearing Specialist 0.6 N/A History-Social Science Yes 0 % Resource Specialist (non - teaching) 2 N/A 2006-07 McDougal Littell 6-8 Other 0 N/A Foreign Language 2001-02 En Español 7-8 Yes 0 % On-line Health Curriculum VII. Curriculum and Instructional Materials Dairy Council of California (grade-appropriate) materials Description of school's program towards meeting William's Settlement Requirements Health Too Good for Drugs materials Yes 0 % On October 9, 2012, the Governing Board of the Fullerton School District certified that, as of that date, each pupil in the District in (grades 4-6) kindergarten through grade eight, had been provided with a standards-aligned textbook or basic instructional materials purchased from the approved standards-aligned adoption list in the core curriculum areas listed below. 2004-05 Holt McDougal Decisions for Health (Grade 7) Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012-13) This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other Science Laboratory Equipment 0 % instructional materials used at the school; whether the textbooks and instructional materials are from the most recent (grades 9-12) adoption (yes/no); and information about the school’s use of any supplemental curriculum or non-adopted textbooks or "All the Arts for All the Kids" instructional materials. lessons/curriculum in visual art, music, dance and theater Textbooks and Instructional Percent students lacking own Core Curriculum Area From Most Recent Adoption? Instrumental music (grades 5- Materials/Year of Adoption assigned copy Visual and Performing Arts Yes 0 % 6) 2010-11 Houghton Mifflin Medallions K-5 Band and string instruments and musical scores (grades 7- 2001-02 Holt 6-8 8)

Reading/Language Arts Yes 0 % 2009- 10 Steck-Vaughn California VIII. School Finances Gateways Intensive Intervention 4-8

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Parks Junior High - Fullerton School District D. Russell Parks Junior High 2011-12 D. Russell Parks Junior High 2011-12 School Accountability Report Card School Accountability Report Card

State Average For Districts In Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010-11) Category District Amount Same Category This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average Percent of Budget for Administrative Salaries 6 5 teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. IX. Student Performance Total Expenditures Per Expenditures Per Average Teacher Level Expenditures Per Pupil (Supplemental / Pupil (Basic/ Salary Standardized Testing and Reporting Program Pupil Restricted) Unrestricted) School Site $4,026.00 $61.00 $3,965.00 $70,475.00 The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment District N/A N/A $3,941.66 $72,313.00 (CAPA). The assessments under the STAR program show how well students are doing in relation to the state content Percent Difference – School Site and District N/A N/A 0.59 -2.54 standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. The CAPA State N/A N/A $5,455.00 $69,404.00 includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is Percent Difference – School Site and State N/A N/A -27.31 1.54 given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA is an alternate assessment that is Types of Services Funded (Fiscal Year 2011-12) based on modified achievement standards in ELA for grades three through nine, mathematics for grades three through seven and Algebra I and science in grades five, eight, and ten. The CMA is designed to assess those students whose This section provides information about the programs and supplemental services (e.g., information about supplemental disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with educational services related to the school’s federal Program Improvement status) that are provided at the school through or without accommodations. On each of these assessments, student scores are reported as performance levels. Detailed either categorical funds or other sources. information regarding the STAR Program results for each grade and performance level, including the percent of students Types of Services Funded not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2009 STAR In addition to general state funding, Fullerton School District receives state and federal categorical funding for special Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/pkt5intrpts09.pdf. Note: Scores programs. These funds support the following educational programs, including but not limited to: 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. In no case shall any group score be reported that would • Beginning Teacher and Support (BTSA) deliberately or inadvertently make public the score or performance of any individual student. • Class Size Reduction • Gifted and Talented Education • Economic Impact Aid Standardized Testing and Reporting Results for All Students – Three-Year Comparison • Instructional Materials This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state • Peer Assistance and Review (PAR) standards). • School Safety and Violence Prevention • Special Education Subject School District State • Title I, Economically Disadvantaged • Title II, Teacher and Principal Quality 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 • Title III, Education for English Learners English-Language Arts 80 82 80 65 67 68 52 54 56 Mathematics 83 83 81 72 73 74 48 50 51 Teacher and Administrative Salaries (Fiscal Year 2010-11) Science 90 94 91 74 79 78 54 57 60 History-Social Science 76 77 79 63 64 65 44 48 49 This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

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Parks Junior High - Fullerton School District D. Russell Parks Junior High 2011-12 D. Russell Parks Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Standardized Testing and Reporting Results by Student Group – Most Recent Year X. Accountability This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. Academic Performance Index Percent of Students Scoring at Proficient or Advanced The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in Group California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be English-Language Mathematics Science History-Social found at the CDE Academic Performance Index (API) Web page at http://www.cde.ca.gov/ta/ac/ap/. Arts Science Academic Performance Index Ranks – Three-Year Comparison All Students in the LEA 68 74 78 65 This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A All Students at the School 80 81 91 79 statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The Male 77 82 91 78 similar schools API rank reflects how a school compares to 100 statistically matched ''similar schools.'' A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 Female 83 81 92 79 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. Black or African American 71 65 0 0 API Rank 2009 2010 2011 American Indian or Alaska Native 0 0 0 0

Asian 91 96 96 89 Statewide 10 10 10 Similar Schools 8 9 9 Filipino 93 96 100 93 Hispanic or Latino 60 62 82 59 Academic Performance Index Growth by Student Group – Three-Year Comparison Native Hawaiian or Pacific Islander 0 0 0 0

White 80 77 93 78 Group Actual API Change 2009-10 2010-11 2011-12 Two or More Races 84 84 84 74 All Students at the School 16 9 0 Socioeconomically Disadvantaged 65 68 86 66 Black or African American English Learners 35 52 63 29 American Indian or Alaska Native Asian 6 11 0 Students with Disabilities 52 45 55 26 Filipino Students Receiving Migrant Education Hispanic or Latino 19 19 7 Services Native Hawaiian or Pacific Islander White 41 -6 -2 California Physical Fitness Test Results (School Year 2011-12) Two or More Races Socioeconomically Disadvantaged 6 -2 36 The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. Detailed information English Learners 39 6 1 regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Students with Disabilities Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there performance of any individual student. is no Growth or target information.

Grade Level Percent of Students Meeting Fitness Standards Four of Six Five of Six Six of Six Standards Standards Standards 5 0 0 0

7 10.1 22.4 63.5 9 0 0 0

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Parks Junior High - Fullerton School District D. Russell Parks Junior High 2011-12 D. Russell Parks Junior High 2011-12 School Accountability Report Card School Accountability Report Card

Academic Performance Index Growth by Student Group - 2012 Growth API Comparison Federal Intervention Program (School Year 2012-13) This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two LEA, and state level. consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make Group 2012 Growth API AYP. Detailed information about PI identification can be found at the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. # of School # of LEA # of State Students Students Students Indicator School District All Students at the School 943 923 10,187 867 4,664,264 788 Program Improvement Status In PI Black or African American 16 862 156 822 313,201 710 First Year of Program Improvement 2008-2009 American Indian or Alaska Native 2 26 833 31,606 742 Year in Program Improvement Year 3 Asian 380 983 2,197 976 404,670 905 Number of Schools Currently in Program Improvement N/A 6 Filipino 27 986 195 943 124,824 869 Percent of Schools Currently in Program Improvement N/A 30 Hispanic or Latino 235 833 4,827 792 2,425,230 740 Native Hawaiian or Pacific Islander 1 19 879 26,563 775 White 236 907 2,254 907 1,221,860 853 XII. Instructional Planning and Scheduling Two or More Races 22 945 256 920 88,428 849 Socioeconomically Disadvantaged 198 853 4,536 787 2,779,680 737 Professional Development English Learners 207 865 4,034 811 1,530,297 716 This section provides information on the annual number of school days dedicated to staff development for the most recent Students with Disabilities 75 717 1,154 702 530,935 607 three-year period. Adequate Yearly Progress 2009/2010 (Three Days) Primary Focus The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate • K-8 Intervention Programs Yearly Progress (AYP) criteria: • K-8 English Language Development • Participation rate on the state’s standards-based assessments in ELA and mathematics • K-8 Writing Strategies • Percent proficient on the state’s standards-based assessments in ELA and mathematics • K-8 Language Arts Strategies • API as an additional indicator • K-8 Mathematics Strategies • Graduation rate (for secondary schools) Delivery of Professional Development Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at • Staff Development Day the CDE Adequate Yearly Progress (AYP) Web page at http://www.cde.ca.gov/ta/ac/ay/. • Workshops • Conferences Adequate Yearly Progress Overall and by Criteria (School Year 2011-12) • After-school Workshops • In-class Coaching This table displays an indication of whether the school and the district made AYP overall and whether the school and the Other Related Professional Development Activities district met each of the six AYP criteria described above. • Data-Driven instruction • Differentiated Instruction AYP Criteria School District • Technology Integration Overall No No • Health and Wellness Participation Rate - English-Language Arts Yes Yes • SDAIE Strategies • Systematic ELD Participation Rate - Mathematics Yes Yes • Response to Intervention Percent Proficient - English-Language Arts No No • Professional Learning Communities Percent Proficient - Mathematics Yes No API Yes Yes Graduation Rate N/A N/A

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Parks Junior High - Fullerton School District D. Russell Parks Junior High 2011-12 School Accountability Report Card

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Parks Junior High - Fullerton School District within the Academy of the Arts was developed for the student who aspires to perform in musical Executive Summary School Accountability Report Card, theatre as a career. “Triple Threat” students take dance, theatre, and vocal music classes all four 2011–12 years in high school.

For Fullerton Union High The nationally-ranked Speech and Debate program has dominated county competitions for the past nine years, and has won a national championship two of the last three years, as well as the Address: 201 East Chapman Ave., Fullerton, CA, 92832-1925 Phone: (714) 626-3200 California State Championship in 2011. Competitions have taken them to major universities Principal: Cathy Gach, Principal Grade Span: 9-12 throughout the United States. Graduates of the FUHS Speech and Debate program boast a 100 percent college acceptance rate and continue to earn scholarships to prestigious Speech programs at This executive summary of the School Accountability Report Card (SARC) is intended to the collegiate level. provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 Student Enrollment school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2012–13 school year. For additional information Group Enrollment about the school, parents and community members should review the entire SARC or contact the school principal or the district office. Number of students 2,219 Black or African American 2.5% About This School American Indian or Alaska Native 0.3% The mission of Fullerton Union High School (FUHS) is to provide quality curriculum and Asian 3.6% instruction through a wide range of academic and extracurricular opportunities by which all Filipino 0.9% students may discover their interests and talents, form connections, and move from passive to active participants in the educational community in preparation for responsible productive Hispanic or Latino 62.0% adulthood. Native Hawaiian or Pacific Islander 0.3% White 27.4% The student body of FUHS is diverse both ethnically and socioeconomically, and FUHS students Two or More Races 2.0% possess a wide range of academic and extracurricular talents, skills, and interests. In order to support these talents and interests, a wide variety of educational and extracurricular programs are Socioeconomically Disadvantaged 47.3% offered at FUHS. English Learners 31.1% Students with Disabilities 8.3% FUHS possesses a rich history and tradition of excellence marked by numerous awards and accolades. FUHS has received nine Golden Bell Awards for educational excellence from the California School Boards Association and has been designated as a California Distinguished School Teachers by the California Department of Education in 1989, 1996, and 2005. In 2012, FUHS was recognized as “one of the best schools in the nation” by US News and World Report (top 7% in the Indicator Teachers nation; top 33% in the State). The Academy of the Arts consistently wins a multitude of awards and Teachers with full credential 79 recognitions throughout the arts disciplines. For example, the Jazz groups have been invited to perform at Carnegie Hall and Lincoln Center in New York as well as Jazz Festivals in Monterey, Teachers without full credential 0 Las Vegas, and Reno to name a few. Vocal Ensemble performs annually in its California Trail Teachers Teaching Outside Subject Area of Competence 3.0 Concert Tour and qualified students perform in honor choir events. Performing groups are Misassignments of Teachers of English Learners 0 regularly invited to perform and compete in community events and festivals. Thespians compete in Total Teacher Misassignments 3.0 festivals and perform at conferences throughout California including the California Youth in Theatre Day in Sacramento. Visual Arts students have advanced to the national stage with art displayed in the Congressional Library.

In 2013, the first group of “Triple Threat” students will graduate. The “Triple Threat” pathway

Fullerton Union High - Fullerton Joint Union High School District Student Performance responds to site needs as they arise and provides regularly scheduled maintenance in support of the site facilities. Each year items that are not on the routine maintenance list become topics of Subject Students Proficient and Above on STAR* Program Results discussion with the District Budget Study Committee for recommendations as summer projects to address campus improvements beyond the basic operational needs. English-Language Arts 56% Mathematics 38% Curriculum and Instructional Materials Science 57% History-Social Science 59% Pupils Who Lack Textbooks and Instructional Core Curriculum Area *Standardized Testing and Reporting Program assessments used for accountability purposes include Materials the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment. Reading/Language Arts 0 Mathematics 0 Academic Progress* Science 0 History-Social Science 0 Indicator Result Foreign Language 0 2012 Growth API Score (from 2012 Growth API Report) 812 Health 0 Statewide Rank (from 2011 Base API Report) 7 Visual and Performing Arts 0 Met All 2012 AYP Requirements no Science Laboratory Equipment (grades 0 Number of AYP Criteria Met Out of the Total Number of Criteria Possible Met 16 of 22 9-12) 2012–13 Program Improvement Status (PI Year) Year 3 School Finances *The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law. Level Expenditures Per Pupil (Unrestricted Sources Only)

School Facilities School Site $5,818 District $6,655 Summary of Most Recent Site Inspection State $5,455 Modernization was completed at all of the six comprehensive high schools in the District. This work included upgrades to classrooms and restroom facilities, as well as making improvements to School Completion grounds and landscaping. With the completion of the modernization, all educational facilities in the District are in excellent condition and repair. Indicator Result

The sites have been inspected by District maintenance staff three times a year. These inspections Graduation Rate (if applicable) 94.70 check all facilities for cleanliness, upkeep, and safety. Postsecondary Preparation Repairs Needed Measure Percent As of the last site inspection, no major or emergency repairs were needed. Any major repairs were Pupils Who Completed a Career Technical Education Program and Earned a High School noted on the inspection summary and are routinely corrected before the next inspection. 47.34% Diploma Graduates Who Completed All Courses Required for University of California or California 33.8% Corrective Actions Taken or Planned State University Admission Using the District Deferred Maintenance Five-Year Plan, preventative and routine repairs are handled in a timely manner avoiding most emergency repairs. The District Service Center

Fullerton Union High - Fullerton Joint Union High School District Student Enrollment Executive Summary School Accountability Report Card, 2011–12 Group Enrollment Number of students 711 For La Sierra High (Alternative) Black or African American 1.7% Address: 951 North State College Blvd., Fullerton, CA, 92831 Phone: (714) 447-5501 American Indian or Alaska Native 0.4% Principal: Sandi Layana, Principal Grade Span: 9-12 Asian 4.1% This executive summary of the School Accountability Report Card (SARC) is intended to Filipino 0.6% provide parents and community members with a quick snapshot of information related to Hispanic or Latino 74.5% individual public schools. Most data presented in this report are reported for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 Native Hawaiian or Pacific Islander 0.3% school year. Contact information, facilities, curriculum and instructional materials, and White 17.6% select teacher data are reported for the 2012–13 school year. For additional information about the school, parents and community members should review the entire SARC or Two or More Races 0.6% contact the school principal or the district office. Socioeconomically Disadvantaged 48.5% English Learners 46.7% About This School Students with Disabilities 25.7% La Sierra High School (LSHS) is an alternative high school serving the educational needs of high school age students as well as 18-22 year-old special education students. The goal for all general Teachers education students is to earn a high school diploma either by re-entering a comprehensive high school or by completing graduation requirements through LSHS. LSHS is an integral part of the Indicator Teachers Fullerton Joint Union High School District and services the communities of Buena Park, Fullerton, La Habra, and an unincorporated area of East Whittier. In June, 2011, LSHS received a six-year Teachers with full credential 31 accreditation from the Western Association of Schools and Colleges (WASC). Teachers without full credential 0 Mission Statement: Teachers Teaching Outside Subject Area of Competence 5.0 The mission of LSHS is to provide quality education to a widely diverse student population using Misassignments of Teachers of English Learners 1 varied strategies of instruction to produce a community of successful learners. Total Teacher Misassignments 6.0

Student Performance

Subject Students Proficient and Above on STAR* Program Results

English-Language Arts 16% Mathematics 8% Science 11% History-Social Science 12% *Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.

La Sierra High - Fullerton Joint Union High School District Academic Progress* Curriculum and Instructional Materials

Indicator Result Pupils Who Lack Textbooks and Instructional Core Curriculum Area Materials 2012 Growth API Score (from 2012 Growth API Report) 545 Reading/Language Arts 0 Statewide Rank (from 2011 Base API Report) B Mathematics 0 Met All 2012 AYP Requirements no Science 0 Number of AYP Criteria Met Out of the Total Number of Criteria Possible Met 4 of 6 History-Social Science 0 2012–13 Program Improvement Status (PI Year) Year 1 Foreign Language 0 *The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law. Health 0 Visual and Performing Arts 0 School Facilities Science Laboratory Equipment (grades 0 9-12) Summary of Most Recent Site Inspection During the 2007/08 school year, modernization was completed at all of the six comprehensive high School Finances schools in the District. This work included upgrades to classrooms and restroom facilities, as well as making improvements to grounds and landscaping. With the completion of the modernization, Level Expenditures Per Pupil (Unrestricted Sources Only) all educational facilities in the District are in excellent condition and repair. School Site $4,975 District $6,655 In February, 2009, the first phase of construction on the new 60,000 square foot facility that will house the District’s continuation and alternative high schools was completed and staff and students State $5,455 began using the facility. The second phase of construction was completed in the fall 2010/11 and provides all students in the District with exceptional facilities. School Completion

During 2010/11, as in previous years, the sites have been inspected by District maintenance staff Indicator Result three times a year. These inspections check all facilities for cleanliness, upkeep, and safety. Graduation Rate (if applicable) 85.25

Repairs Needed Postsecondary Preparation As of the last site inspection no major or emergency repairs were needed. Any minor repairs were noted on the inspection summary and are routinely corrected before the next inspection. Measure Percent Pupils Who Completed a Career Technical Education Program and Earned a High School 3.3% Corrective Actions Taken or Planned Diploma Graduates Who Completed All Courses Required for University of California or California 2.2% Using the District Deferred Maintenance Five-Year Plan, preventative and routine repairs are State University Admission handled in a timely manner avoiding most emergency repairs. The District Service Center responds to site needs as they arise and provides regularly scheduled maintenance in support of the site facilities. Each year items that are not on the routine maintenance list become topics of discussion with the District Budget Study Committee for recommendations as summer projects to address campus improvements beyond the basic operational needs. During the summer of 2010, the TeenAge Pregnancy and Parenting program (TAPP) closed and moved to the new facility with state-of-the-art surroundings.

La Sierra High - Fullerton Joint Union High School District Teachers Executive Summary School Accountability Report Card, 2011–12 Indicator Teachers Teachers with full credential 26 For La Vista High (Continuation) Teachers without full credential 0 Address: 909 North State College Blvd., Fullerton, CA, 92831-3013 Phone: (714) 447-5501 Teachers Teaching Outside Subject Area of Competence 2.0 Principal: Sandi Layana, Principal Grade Span: 9-12 Misassignments of Teachers of English Learners 0 This executive summary of the School Accountability Report Card (SARC) is intended to Total Teacher Misassignments 2.0 provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 Student Performance school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2012–13 school year. For additional information Subject Students Proficient and Above on STAR* Program Results about the school, parents and community members should review the entire SARC or contact the school principal or the district office. English-Language Arts 12% Mathematics 4% About This School Science 5% As a continuation high school, La Vista High School (LVHS) serves students who have fallen History-Social Science 17% behind in credits and are in danger of not completing high school. The goal of LVHS is to provide *Standardized Testing and Reporting Program assessments used for accountability purposes include students a caring and supportive environment in which they can meet the District’s graduation the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment. requirements and either graduate from LVHS or return to one of the District’s comprehensive high schools for graduation. Academic Progress*

Student Enrollment Indicator Result

Group Enrollment 2012 Growth API Score (from 2012 Growth API Report) 649 Statewide Rank (from 2011 Base API Report) B Number of students 535 Black or African American 2.6% Met All 2012 AYP Requirements no American Indian or Alaska Native 0.0% Number of AYP Criteria Met Out of the Total Number of Criteria Possible Met 5 of 6

Asian 1.3% 2012–13 Program Improvement Status (PI Year) Year 1 Filipino 0.7% *The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law. Hispanic or Latino 80.7% Native Hawaiian or Pacific Islander 0.2% White 13.3% Two or More Races 0.7% Socioeconomically Disadvantaged 63.0% English Learners 47.3% Students with Disabilities 5.4%

La Vista High - Fullerton Joint Union High School District School Facilities Summary of Most Recent Site Inspection School Finances

During the 2007/08 school year, modernization was completed at all of the six comprehensive high Level Expenditures Per Pupil (Unrestricted Sources Only) schools in the District. This work included upgrades to classrooms and restroom facilities, as well as making improvements to grounds and landscaping. With the completion of the modernization, School Site $7,464 all educational facilities in the District are in excellent condition and repair. District $6,655 State $5,455 2008/09 saw the completion of the first phase of construction on a new 60,000 square foot facility that will house the District’s continuation and alternative high schools. This planned improvement for the school years 2008/09 and 2009/10 will provide all students in the District with exceptional School Completion facilities. La Vista High School moved into its new facility in February, 2009. Indicator Result

During 2008/09, as in previous years, the sites have been inspected by District maintenance staff Graduation Rate (if applicable) 85.25 three times a year. These inspections check all facilities for cleanliness, upkeep, and safety. Postsecondary Preparation Repairs Needed

As of the last site inspection no major or emergency repairs were needed. Any minor repairs were Measure Percent noted on the inspection summary and are routinely corrected before the next inspection. Pupils Who Completed a Career Technical Education Program and Earned a High School 30% Diploma Corrective Actions Taken or Planned Graduates Who Completed All Courses Required for University of California or California 0.0% State University Admission Using the District Deferred Maintenance Five-Year Plan, preventative and routine repairs are handled in a timely manner avoiding most emergency repairs. The District Service Center responds to site needs as they arise and provides regularly scheduled maintenance in support of the site facilities. Each year items that are not on the routine maintenance list become topics of discussion with the District Budget Study Committee for recommendations as summer projects to address campus improvements beyond the basic operational needs.

Curriculum and Instructional Materials

Pupils Who Lack Textbooks and Instructional Core Curriculum Area Materials

Reading/Language Arts 0 Mathematics 0 Science 0 History-Social Science 0 Foreign Language 0 Health 0 Visual and Performing Arts 0 Science Laboratory Equipment (grades 0 9-12)

La Vista High - Fullerton Joint Union High School District again named a California Distinguished School. In 2010, SHHS was once again identified in the Executive Summary School Accountability Report Card, Washington Post/Newsweek as one of the top high schools in the United States. In 2012, 98 2011–12 percent of SHHS’s tenth graders passed the English Language Arts and Mathematics portions of the California High School Exit Exam. In 2012, the school achieved an API of 896, a 20 point For Sunny Hills High increase from the previous year. Address: 1801 Warburton Way, Fullerton, CA, 92833-2235 Phone: (714) 626-4201 While the makeup of SHHS is diverse, the students, parents, community, and staff take pride in the Principal: Judy Fancher, Principal Grade Span: 9-12 cooperative, supportive, and harmonious culture that exists throughout the campus. This harmony is evident in the positive interaction existing between the students. During the annual International This executive summary of the School Accountability Report Card (SARC) is intended to Week, students of diverse culture and background come together to recognize their differences as provide parents and community members with a quick snapshot of information related to well as to celebrate their unity as Lancers. Parental involvement and support are strong, and the individual public schools. Most data presented in this report are reported for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 PTSA actively promotes and sponsors dances, publishes a monthly newsletter, organizes Grad school year. Contact information, facilities, curriculum and instructional materials, and Night, supervises and maintains student lockers, and hosts a wide variety of activities, including select teacher data are reported for the 2012–13 school year. For additional information teacher and student recognition and the International Food Faire. about the school, parents and community members should review the entire SARC or contact the school principal or the district office. The campus receives students from four component elementary school districts – predominantly from the Fullerton School District and the Buena Park School District, with some students coming About This School through District open enrollment from the Lowell Joint and La Habra City School Districts.

Established in 1959, Sunny Hills High School (SHHS), a National Blue Ribbon School, has forged Mission Statement a long-standing reputation for providing students academically rigorous curricula that successfully prepares them for post-secondary education. Central to the school’s academic success are the The mission of Sunny Hills High School is to provide the best educational and growth experiences International Baccalaureate, Advanced Placement, Honors, and College Preparatory programs, for all students. The school believes in the potential of all students to learn and to succeed. The which challenge and extend critical thinking skills and foster heightened academic school’s policies and practices promote within each student academic competence, complex achievement. SHHS also offers its students a variety of highly successful and supportive thinking, quality work, and social responsibility. programs. The award-winning Agriculture program, through its involvement with Future Farmers of America, hones students’ leadership, public speaking, and interview skills while also teaching personal responsibility. The Business program instructs students in computer applications and Student Enrollment programming and culminates in the Senior Internship, a semester-long internship program with a company or business related to the career interest of each participating senior. Group Enrollment Number of students 2,438 Advanced Via Individual Determination (AVID) is an elective four-year college preparatory course Black or African American 1.8% and program designed to provide academic instruction, support, and motivation for students. Students’ academic skills are developed so they may enroll and succeed in the most rigorous American Indian or Alaska Native 0.2% college preparatory, Honors, Advanced Placement, and International Baccalaureate classes. The Asian 45.9% Conservatory of the Fine Arts (COFA) is a program that offers interdisciplinary study in Visual and Filipino 5.8% Fine Arts, Instrumental and Vocal Music, Theater, and Dance. Engineering Pathways to Innovation and Change (EPIC) is a program offering engineering courses integrated into an Hispanic or Latino 26.9% academic course of study and providing opportunities for student projects, internships with local Native Hawaiian or Pacific Islander 0.2% companies, and articulation with local colleges and universities. Additionally, students may White 18.4% participate in a wide variety of extra-curricular programs such as Associated Student Body, Two or More Races 0.5% athletics, and cheer. The success of SHHS’s educational program is evident in the fact that 94 percent of the seniors of the graduating class of 2010 were accepted into and planned to attend a Socioeconomically Disadvantaged 22.1% community college, college, or university. The diverse offering of courses, coupled with quality English Learners 22.1% instruction, has resulted in SHHS being recognized at both the State and national level. In 2012, Students with Disabilities 5.3% SHHS earned the National Blue Ribbon School of Excellence award. In 2009, SHHS was once

Sunny Hills High - Fullerton Joint Union High School District Teachers School Facilities

Indicator Teachers Summary of Most Recent Site Inspection Teachers with full credential 86 Modernization was completed at all of the six comprehensive high schools in the District. This Teachers without full credential 1 work included upgrades to classrooms and restroom facilities, as well as making improvements to Teachers Teaching Outside Subject Area of Competence 1.6 grounds and landscaping. With the completion of the modernization, all educational facilities in the District are in excellent condition and repair. In 2012, an Engineering building opened, and a Misassignments of Teachers of English Learners 0 new dance studio opened in 2013. Total Teacher Misassignments 1.6 2007 saw the start of construction on a new 60,000 square foot facility that will house the District’s Student Performance continuation and alternative high schools. This planned improvement for the school years 2008/09 and 2009/10 provided all students in the District with exceptional facilities. As in previous years, Subject Students Proficient and Above on STAR* Program Results the sites have been inspected by District maintenance staff three times a year. These inspections check all facilities for cleanliness, upkeep, and safety. English-Language Arts 79% Mathematics 59% Repairs Needed

Science 83% As of the last site inspection no major or emergency repairs were needed. Any minor repairs were History-Social Science 78% noted on the inspection summary and are routinely corrected before the next inspection. *Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment. Corrective Actions Taken or Planned Using the District Deferred Maintenance Five-Year Plan, preventative and routine repairs are Academic Progress* handled in a timely manner avoiding most emergency repairs. The District Service Center responds to site needs as they arise and provides regularly scheduled maintenance in support of the Indicator Result site facilities. Each year items that are not on the routine maintenance list become topics of 2012 Growth API Score (from 2012 Growth API Report) 896 discussion with the District Budget Study Committee for recommendations as summer projects to address campus improvements beyond the basic operational needs. Statewide Rank (from 2011 Base API Report) 10 Met All 2012 AYP Requirements Yes Curriculum and Instructional Materials Number of AYP Criteria Met Out of the Total Number of Criteria Possible Met 21 of 21 Pupils Who Lack Textbooks and Instructional 2012–13 Program Improvement Status (PI Year) Core Curriculum Area Materials *The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law. Reading/Language Arts 0 Mathematics 0 Science 0 History-Social Science 0 Foreign Language 0 Health 0 Visual and Performing Arts 0 Science Laboratory Equipment (grades 0 9-12)

Sunny Hills High - Fullerton Joint Union High School District School Finances

Level Expenditures Per Pupil (Unrestricted Sources Only)

School Site $5,864 District $6,655 State $5,455

School Completion

Indicator Result

Graduation Rate (if applicable) 95.68

Postsecondary Preparation

Measure Percent

Pupils Who Completed a Career Technical Education Program and Earned a High School 45.82% Diploma Graduates Who Completed All Courses Required for University of California or California 58.7% State University Admission

Sunny Hills High - Fullerton Joint Union High School District Student Enrollment Executive Summary School Accountability Report Card, 2011–12 Group Enrollment Number of students 2,654 For Troy High Black or African American 1.4% Address: 2200 East Dorothy Ln., Fullerton, CA, 92831-3036 Phone: (714) 626-4401 American Indian or Alaska Native 0.1% Principal: Maggie Buchan, Principal Grade Span: 9-12 Asian 40.0% This executive summary of the School Accountability Report Card (SARC) is intended to Filipino 6.2% provide parents and community members with a quick snapshot of information related to Hispanic or Latino 23.2% individual public schools. Most data presented in this report are reported for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 Native Hawaiian or Pacific Islander 0.3% school year. Contact information, facilities, curriculum and instructional materials, and White 24.5% select teacher data are reported for the 2012–13 school year. For additional information about the school, parents and community members should review the entire SARC or Two or More Races 3.8% contact the school principal or the district office. Socioeconomically Disadvantaged 10.8% English Learners 13.4% About This School Students with Disabilities 5.4% Troy High School (TRHS), a four-year comprehensive high school, served approximately 2,642 students in 2009/10. Troy High School opened in 1964 and is located near California State Teachers University, Fullerton. Indicator Teachers Long an innovator in educational strategies and curriculum, the school attracts students from surrounding areas of Orange County, primarily through the reputation of its technology and science Teachers with full credential 104 programs. For the reporting year, 70 percent of TRHS students came from outside the immediate Teachers without full credential 1 attendance area. In 1986, the Troy Tech program, a high technology magnet for gifted and talented Teachers Teaching Outside Subject Area of Competence students, was established. As a result, an infusion of computers and other aspects of educational 2.2 technology into all areas of the school’s curriculum occurred at a rapid rate. Concurrent with the Misassignments of Teachers of English Learners 0 establishment of Troy Tech, the school implemented the International Baccalaureate program. This Total Teacher Misassignments 2.2 comprehensive and cohesive liberal arts-centered course of study adheres to worldwide standards of excellence. Student Performance TRHS’s mission is to “provide both a comprehensive liberal arts educational program and a specialized program of study for students of all abilities and backgrounds.” At each stage of their Subject Students Proficient and Above on STAR* Program Results development and in each pathway of study, students are being shaped into critical thinkers, English-Language Arts 85% effective communicators, good citizens, and life-long learners. As such, students are encouraged to Mathematics 77% articulate and pursue a personal and professional vision for their own futures. TRHS’s educational community is committed to helping its students actualize their visions. Science 88% History-Social Science 80% In June, 2008, TRHS received a full six-year accreditation from the Western Association of *Standardized Testing and Reporting Program assessments used for accountability purposes include Schools and Colleges. the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.

Troy High - Fullerton Joint Union High School District Academic Progress* Curriculum and Instructional Materials

Indicator Result Pupils Who Lack Textbooks and Instructional Core Curriculum Area Materials 2012 Growth API Score (from 2012 Growth API Report) 932 Reading/Language Arts 0 Statewide Rank (from 2011 Base API Report) 10 Mathematics 0 Met All 2012 AYP Requirements Yes Science 0 Number of AYP Criteria Met Out of the Total Number of Criteria Possible Met 18 of 18 History-Social Science 0 2012–13 Program Improvement Status (PI Year) Foreign Language 0 *The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law. Health 0 Visual and Performing Arts 0 School Facilities Science Laboratory Equipment (grades 0 9-12) Summary of Most Recent Site Inspection Modernization was completed at all of the six comprehensive high schools in the District. This School Finances work included upgrades to classrooms and restroom facilities, as well as making improvements to grounds and landscaping. With the completion of the modernization, all educational facilities in Level Expenditures Per Pupil (Unrestricted Sources Only) the District are in excellent condition and repair. School Site $5,939 The completion of a new 60,000 square foot facility that began in 2007 houses the District’s District $6,655 continuation and alternative high schools. This provides all students in the District with State $5,455 exceptional facilities. School Completion During 2010/11, as in previous years, the sites have been inspected by District maintenance staff three times a year. These inspections check all facilities for cleanliness, upkeep, and safety. Indicator Result

Graduation Rate (if applicable) 96.73 Repairs Needed As of the last site inspection no major or emergency repairs were needed. Any minor repairs were noted on Postsecondary Preparation the inspection summary and are routinely corrected before the next inspection. Measure Percent Corrective Actions Taken or Planned Pupils Who Completed a Career Technical Education Program and Earned a High School 68.41% Using the District Deferred Maintenance Five-Year Plan, preventative and routine repairs are Diploma Graduates Who Completed All Courses Required for University of California or California handled in a timely manner avoiding most emergency repairs. The District Service Center 61.7% responds to site needs as they arise and provides regularly scheduled maintenance in support of the State University Admission site facilities. Each year items that are not on the routine maintenance list become topics of discussion with the District Budget Study Committee for recommendations as summer projects to address campus improvements beyond the basic operational needs.

Troy High - Fullerton Joint Union High School District