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

------2015-16 Accountability Report Card -- Published During the 2016-17 School Year

---- School Description Stevenson Ranch Elementary School is located in Stevenson Ranch, California, a suburban area thirty miles north of Los Angeles. Built in 1995 and designed to accommodate 930 students, the school is experiencing declining enrollment and houses 788 students in transitional through sixth grade with four special day classes. The school has 750 students in 28 regular education classrooms and 38 students in four special day classrooms. In addition to the thirty-two classroom teachers, Stevenson Ranch has one part time intervention teacher, a resource specialist - teacher, three Behavior Support Specialists, one full-time and one part-time speech and language --- teachers, a school psychologist four days a week, school counselor two and a half days per week, Newhall School District orchestra teachers one day a week, classroom music teacher one day a week, a part-time adaptive 25375 Orchard Village Road, Suite physical education teacher, and an occupational therapist. Our school support staff include; Office 200 Manager, Office Assistant, Health Assistant, Community Liaison, Librarian, Technology Specialist, Santa Clarita, CA 91355 one Curriculum Specialist, a Science Specialist, full-time Assistant Principal, Principal, as well as one (661) 291-4000 day-time and two night-time custodians. Stevenson Ranch has an average class size of 23 in all www.newhallschooldistrict.net Transitional Kindergarten – 3rd grade classrooms, and serves a population that is 46% White, 19%

Hispanic, 19% Asian and 16% District Governing Board “other”. The staff and facilities, combined with the efforts of the parents and countless volunteers, Philip C. Ellis, Jr. create a culture that is warm, caring, and focused on excellence. Isaiah Talley Christy Smith Stevenson Ranch has specialized programs for its students such as intervention, Gifted and Suzan T. Solomon Talented Education (GATE), school wide technology, counseling, student council, in school Brian Walters enrichment and awards for character and attendance. Stevenson Ranch is a school where a community comes together to achieve the very best for children. It is in this caring environment District Administration that a rich, standards-based curriculum is taught daily and children, parents, and teachers learn Mr. Paul Cordeiro together. Superintendent Mr. Jeff Pelzel The community supports the traditional values of honesty, responsibility, patriotism, and pride in Assistant Superintendent of work. Stevenson Ranch teaches these same values and works closely with the local community in Instructional Services pursuing high expectations, academic excellence, and strong community involvement. We are Mrs. Ronna Wolcott proud to be named a 1998, 2004, 2008, and 2012 California Distinguished School, 2001 and 2012 Assistant Superintendent of National Blue Ribbon School, and a California Business for Education Excellence Foundation and Business Services California Just for Kids 2007, 2008, 2009, 2010, 2011 and 2012 Honor Roll School. Our award- Mrs. Alexis Yannich winning school had an astounding Academic Performance Index (API) of 979 based on student Assistant Superintendent of performance on the 2013 State assessments. Human Resources

Our school’s orderly, purposeful, child-centered environment is conducive to learning and welcoming toward all. The spirit on campus is inclusive and students are eager to share their school life with those important to them. For example, Grandparents’ and VIP Day last year brought over 500 guests to our classrooms to partake in the daily experience of children who attend Stevenson Ranch. Families of children volunteer in our classrooms daily, serve on our Parent Teacher Organization, our English Learner Advisory Board, and our Site Council committees. Volunteers who do not have children attending the school have served in the library, assisted in classrooms, and donated goods and services to support our children’s education.

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Our school is a Professional Learning Community. In grade level and cross grade level groups, our staff continuously examines student performance data. The results of that analysis inform teaching strategies and support programs to close gaps or extend concepts for individual students. Trends that can be generalized among grade levels or even schoolwide dictate the focus of professional development. Further quality review involves our Site Council and parent leaders in examination of California standards, student work, rubrics, assessment data, and professional development and its relationship to instructional improvement. This process allows us to clearly articulate the critical roles staff, students, and community must play in a genuine learning community. Based on this practice, we consistently engage in collective inquiry through data-driven analysis of outcomes. We measure excellence by results and hold ourselves collectively accountable for student achievement.

Our school motto First in Excellence, First in Pride is shared by students, staff, and the local community. It plays a fundamental role in the instructional program. Parents, community members, and staff work closely together to exemplify for our children that school is an important place and that our school is a learning community for all. It is in this caring environment that a rich, thinking curriculum unfolds each day, and children, parents, and staff learn together.

About the SARC A. Conditions of Learning By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC State Priority: Basic contains information about the condition and performance of each The SARC provides the following information relevant to the Basic State California public school. Under the Local Control Funding Formula (LCFF) Priority (Priority 1): all local educational agencies (LEAs) are required to prepare a Local Control • Degree to which teachers are appropriately assigned and fully and Accountability Plan (LCAP), which describes how they intend to meet credentialed in the subject area and for the pupils they are teaching; annual school-specific goals for all pupils, with specific activities to address • Pupils have access to standards-aligned instructional materials; and state and local priorities. Additionally, data reported in an LCAP is to be • School facilities are maintained in good repair. consistent with data reported in the SARC. Teacher Credentials • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at Stevenson Ranch Elementary 14-15 15-16 16-17 http://www.cde.ca.gov/ta/ac/sa/. With Full Credential 34 32 32 • For more information about the LCFF or LCAP, see the CDE LCFF Without Full Credential 0 1 1 Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and Teaching Outside Subject Area of Competence 0 0 0 community members should contact the school principal or the Newhall School District 14-15 15-16 16-17 district office. With Full Credential ♦ ♦ 278 2015-16 Student Enrollment by Grade Level Without Full Credential ♦ ♦ 4 Grade Level Number of Students Teaching Outside Subject Area of Competence ♦ ♦ 0 Kindergarten 97

Grade 1 100 Teacher Misassignments and Vacant Teacher Positions at this School Grade 2 87 Stevenson Ranch Elementary 14-15 15-16 16-17 Grade 3 112 Teachers of English Learners 0 0 0 Grade 4 112 Total Teacher Misassignments 0 0 0 Grade 5 134 Vacant Teacher Positions 0 0 0 Grade 6 151 * “Misassignments” refers to the number of positions filled by teachers who Total Enrollment 793 lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. 2015-16 Student Enrollment by Group Group Percent of Total Enrollment Core Academic Classes Taught by Highly Qualified Teachers Black or African American 2.8 2015-16 Percent of Classes In Core Academic Subjects American Indian or Alaska Native 0.1 Core Academic Classes Taught by Highly Qualified Teachers Taught by Highly Not Taught by Highly Asian 19.3 Location of Classes Qualified Teachers Qualified Teachers Filipino 4.5 This School 100.0 0.0 Hispanic or Latino 19.2 Districtwide Native Hawaiian or Pacific Islander 0 All 100.0 0.0 White 46.3 High-Poverty Schools 100.0 0.0 Two or More Races 7.7 Low-Poverty Schools 100.0 0.0 Socioeconomically Disadvantaged 7.3 * High-poverty schools are defined as those schools with student eligibility of English Learners 8.6 approximately 40 percent or more in the free and reduced price meals Students with Disabilities 11.3 program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals Foster Youth 0 program.

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

Textbooks and Instructional Materials Year and month in which data were collected: January 2016 Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts NSD CCSS Aligned Instructional Units created by grade level teachers 2013-14. Revised Instructional Units Summer 2015. TK Houghton Mifflin Splash 2012 Houghton Mifflin Reading (K-6), adopted Spring 2003; also English Language Development & Reading programs Avenues (K-4) and High Point (5-6) by Hampton Brown, adopted Spring 2004

The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0

Mathematics Bridges, Math Learning Center (K-5), adopted May 2016 Preparatory Math (6), adopted May 2016

The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0

Science Harcourt Science (K-5) and Prentice Hall Science Explorer (6), adopted Spring 2008 STEMscopes (3), approved spring 2016

The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0

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

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

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

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

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

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

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Age of Schools The Newhall School District includes 10 schools. Our newest school was constructed in 2005-2006. Eight schools are either less than 13 years old or have been “modernized” with local and State bond funds. “Modernization” may include utility infrastructure replacement, new carpeting, new lights, new windows and doors, new locks, new interior and/or exterior wall paneling, fire alarms, communications systems, internet infrastructure to all classrooms, storage, roof replacement, interior/exterior painting, library renovation, and bathroom renovation.

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

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 11/04/2016 Repair Status Repair Needed and System Inspected Good Fair Poor Action Taken or Planned Systems: X Gas Leaks, Mechanical/HVAC, Sewer Interior: X Interior Surfaces Cleanliness: X Overall Cleanliness, Pest/ Vermin Infestation Electrical: X Electrical Restrooms/Fountains: X Restrooms, Sinks/ Fountains Safety: X Fire Safety, Hazardous Materials Structural: X Structural Damage, Roofs External: X Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating Exemplary Good Fair Poor ------X

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B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State CAASPP Results for All Students - Three-Year Comparison priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Percent of Students Scoring at Proficient or Advanced Performance and Progress [CAASPP] System, which includes the (meeting or exceeding the state standards) Smarter Balanced Summative Assessments for students in the general Subject School District State education population and the California Alternate Assessments 13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16 [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have Science 95 94 96 83 82 84 60 56 54 replaced the California Alternate Performance Assessment [CAPA] for * Science test results include California Standards Tests (CSTs), California ELA and mathematics, which were eliminated in 2015. Only eligible Modified Assessment (CMA), and California Alternate Performance students may participate in the administration of the CAAs. CAA items Assessment (CAPA) in grades five, eight, and ten. Scores are not shown are aligned with alternate achievement standards, which are linked when the number of students tested is ten or less, either because the with the Common Core State Standards [CCSS] for students with number of students in this category is too small for statistical accuracy or to protect student privacy. significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the of Grade 2015-16 Percent of Students Meeting Fitness Standards California and the California State University, or career technical Level 4 of 6 5 of 6 6 of 6 education sequences or programs of study ---5--- 17.6 20.6 52.2 * Percentages are not calculated when the number of students tested is ten or 2015-16 CAASPP Results for All Students less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) Subject School District State 14-15 15-16 14-15 15-16 14-15 15-16 ELA 86 84 67 71 44 48 Math 71 78 54 62 34 36 * Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

2015-16 CAASPP Results by Student Group Science (grades 5, 8, and 10) Number of Students Percent of Students Group Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced All Students 137 137 100.0 96.4 Male 67 67 100.0 94.0 Female 70 70 100.0 98.6 Asian 27 27 100.0 96.3 Hispanic or Latino 25 25 100.0 92.0 White 67 67 100.0 97.0 Students with Disabilities 11 11 100.0 100.0 * Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Percent of Students Student Group Grade Standard Met or Enrolled Tested Tested Exceeded

All Students 3 113 112 99.1 75.0 4 113 109 96.5 84.4 5 137 137 100.0 84.7 6 153 152 99.3 90.8

Male 3 62 61 98.4 77.0 4 55 53 96.4 77.4 5 67 67 100.0 77.6 6 75 74 98.7 87.8

Female 3 51 51 100.0 72.5 4 58 56 96.5 91.1 5 70 70 100.0 91.4 6 78 78 100.0 93.6

Asian 3 24 24 100.0 87.5 4 22 21 95.5 100.0 5 27 27 100.0 85.2 6 27 27 100.0 100.0

Filipino 6 11 11 100.0 100.0

Hispanic or Latino 3 19 19 100.0 63.2 4 27 26 96.3 65.4 5 25 25 100.0 64.0 6 27 27 100.0 66.7

White 3 58 57 98.3 75.4 4 45 43 95.6 90.7 5 67 67 100.0 89.5 6 77 77 100.0 93.5

Socioeconomically Disadvantaged 3 13 13 100.0 38.5 4 11 11 100.0 45.5 6 13 13 100.0 38.5

Students with Disabilities 3 21 21 100.0 38.1 4 18 15 83.3 6.7 5 11 11 100.0 18.2 6 14 13 92.9 23.1

ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

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School Year 2015-16 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Number of Students Percent of Students Student Group Grade Standard Met or Enrolled Tested Tested Exceeded

All Students 3 113 112 99.1 75.9 4 113 109 96.5 76.2 5 137 137 100.0 75.2 6 153 152 99.3 82.2

Male 3 62 61 98.4 77.0 4 55 53 96.4 73.6 5 67 67 100.0 70.2 6 75 74 98.7 79.7

Female 3 51 51 100.0 74.5 4 58 56 96.5 78.6 5 70 70 100.0 80.0 6 78 78 100.0 84.6

Asian 3 24 24 100.0 87.5 4 22 21 95.5 100.0 5 27 27 100.0 85.2 6 27 27 100.0 96.3

Filipino 6 11 11 100.0 100.0

Hispanic or Latino 3 19 19 100.0 68.4 4 27 26 96.3 53.9 5 25 25 100.0 52.0 6 27 27 100.0 55.6

White 3 58 57 98.3 75.4 4 45 43 95.6 81.4 5 67 67 100.0 80.6 6 77 77 100.0 81.8

Socioeconomically Disadvantaged 3 13 13 100.0 38.5 4 11 11 100.0 36.4 6 13 13 100.0 15.4

Students with Disabilities 3 21 21 100.0 33.3 4 18 15 83.3 5 11 11 100.0 18.2 6 14 13 92.9 7.7

Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

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C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.

Opportunities for Parental Involvement (School Year 2016-17) Every school in the Newhall School District has a parent teacher organization that welcomes parent involvement in school activities. A school site council comprised of equal numbers of parents and school staff offers parents opportunities to participate in site-based decisions. Stevenson Ranch School also has an education foundation that provides school capital improvements to enrich the students’ education. Classroom teachers invite parents into the classroom to participate in learning activities at least three times per school year.

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety.

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

Suspensions and Expulsions School 2013-14 2014-15 2015-16 Suspensions Rate 0.1 0.8 0.4 Expulsions Rate 0.0 0.0 0.0 District 2013-14 2014-15 2015-16 Suspensions Rate 1.2 1.1 0.8 Expulsions Rate 0.0 0.0 0.0 State 2013-14 2014-15 2015-16 Suspensions Rate 4.4 3.8 3.7 Expulsions Rate 0.1 0.1 0.1

D. Other SARC Information The information in this section is required to be in the SARC but is not Academic Counselors and Other Support Staff at this School included in the state priorities for LCFF. 2016-17 Federal Intervention Program Number of Full-Time Equivalent (FTE) Academic Counselor------NA Indicator School District Counselor (Social/Behavioral or Career Development) 0.5 Program Improvement Status In PI Library Media Teacher (Librarian) NA First Year of Program Improvement 2013-2014 Library Media Services Staff (Paraprofessional) 0.75 Year in Program Improvement Year 1 Psychologist------0.8 Number of Schools Currently in Program Improvement 3 Social Worker------NA Percent of Schools Currently in Program Improvement 60.0 Nurse------0.25 Speech/Language/Hearing Specialist 1.4 Resource Specialist------1.0 Other------.80 Average Number of Students per Staff Member Academic Counselor------NA * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

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Average Class Size and Class Size Distribution (Elementary) Number of Classrooms* Average Class Size Grade 1-20 21-32 33+ 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 K 24 20 20 4 4 3 1 1

1 24 25 25 3 3 3

2 22 25 25 1 5 4 4

3 24 27 27 5 4 4

4 25 31 31 1 5 4 4

5 33 27 27 1 1 1 4 4 3

6 25 28 28 1 1 1 5 5 5

Other 13 13 1 1

Professional Development provided for Teachers High Quality and Ongoing Professional Development

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

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

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

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

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

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

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

Beginning Teacher Support and Assessment (BTSA) within the Newhall School District provides an effective transition into the teaching career for first- and second-year teachers. Each new teacher is paired with a support provider who provides intensive individualized support and assistance. An induction plan is in place for each participating beginning teacher and is based on an ongoing assessment of the development of the beginning teacher. This

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program ensures continuous improvement through ongoing research, development, and evaluation for the first two years of teacher service. Additionally, Newhall School District provides coaching opportunities before and during the school year to teachers new to the district (either beginning teachers or teachers coming from other districts). Administrators monitor and meet with new teachers over the course of the year, both individually and as a group, to provide an opportunity to ask questions, discuss needs, and clarify school goals and priorities.

FY 2014-15 Teacher and Administrative Salaries FY 2014-15 Expenditures Per Pupil and School Site Teacher Salaries State Average for District Expenditures Per Pupil Average Category Districts In Same Level Amount Teacher Category Total Restricted Unrestricted Salary Beginning Teacher Salary $46,505 $44,573 School Site- 7293.91 1580.46 5713.45 62976.25 Mid-Range Teacher Salary $67,330 $72,868 District------♦ ♦ 6513.33 $70,870 Highest Teacher Salary $90,281 $92,972 State------♦ ♦ $5,677 $75,137 Average Principal Salary (ES) $123,354 $116,229 Percent Difference: School Site/District -12.3 -11.1 Average Principal Salary (MS) $119,596 Percent Difference: School Site/ State 0.6 -16.2 Average Principal Salary (HS) $121,883 * Cells with ♦ do not require data. Superintendent Salary $187,747 $201,784 Percent of District Budget Teacher Salaries 43% 39% Administrative Salaries 6% 5% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

Types of Services Funded

Stevenson Ranch School operates within the guidelines of two California budget categories (Base Grant and Supplemental Grant), and Federal Title III funding. These funds are expended in support of the goals established by the NSD Local Control Accountability Plan.

Specific activities funded at Stevenson Ranch include: • Extension class for Gifted students • Before and after school intervention classes • Curriculum Specialists who work during the school day to support learning • Translation support for second language parents • Curriculum and instructional support for second language learners

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

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

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