John Adams Elementary School

2012-2013 School Accountability Report Card

Mission Statement Melissa Murray The Madera Unified School District will be widely recognized throughout California as a leader in education, Principal where the futures of children are driven by their aspirations, not bound by their circumstances. Vision Statement: John Adams aims to inspire students to develop into lifelong learners that reach their melissamurray@ highest potential and become productive members of society. maderausd.org Mission Statement: John Adams Elementary School’s purpose, in partnership with our parents and community, is to provide a safe and motivating learning environment where all students will be able to use School Address: problem solving and critical thinking skills to prepare themselves for success in an ever-changing world. 1822 National Avenue Madera, CA 93637- Principal’s Message John Adams Elementary is a Professional Learning Community (PLC). The school maintains high 4344 expectations for academics and behavior. We are proud of being named the California Business for Excellence in Education Honor Roll in 2009. This is an award given to schools that over a three-year period (559) 674-4631 have had high levels of students performing at the proficient and advanced levels and made significant strides in closing the achievement gap. This adds to our already impressive list of awards for student achievement. In 2007, John Adams Elementary was a No Child Left Behind-Blue Ribbon School Nominee, one of only 35 schools in the State up for this national award. Madera Unified Adams was also recognized in 2006 as a California Distinguished School. Teachers and students want to do their best to be the best. This commitment to excellence is demonstrated by teachers who analyze data to improve student achievement. Professional development is a cornerstone to improving teacher practices. School District Students are recognized at the annual Super Nova Awards ceremony for significant gains or the high score in each grade level on California Standards Test. Students are recognized daily with our “Personal Best” campaign. Edward Gonzalez Parents are actively involved in the success of their children at John Adams. Parents donate time and Superintendent money to support the teachers and administration in providing the best education possible. It truly is a team edwardgonzalez@ effort at John Adams Elementary. John Adams—where high expectations are the only expectations. maderausd.org School Profile John Adams Elementary is one of 24 elementary, Enrollment by Student Group District Address: middle and comprehensive high schools in Madera 2012-13 Unified School District. Percentage 1902 Howard Road During 2012-13, 852 K-6th grade students were African American 2.0% enrolled at Jon Adams, with classes arranged on a Madera, CA 93637- traditional calendar. American Indian 0.6% 5123 Asian 2.4% (559) 675-4500 Discipline & Climate for Filipino 0.2% Learning Hispanic or Latino 72.9% Students at John Adams Elementary are guided Pacific Islander - by specific rules and classroom expectations CDS: 20-65243- White 20.2% that promote respect, cooperation, courtesy and 6024004 acceptance of others. The goal of John Adams Two or More 1.6% Elementary School’s discipline program is for None Reported 0.1% students to be accountable for their behavior thus supporting the school goal of reducing school English Learners 23.2% www.madera.k12.ca.us suspensions by 50%. Socioeconomically Disadvantaged 72.1% Students with Disabilities 3.4%

John Adams Elementary 1 Published: December 2013 Parents and students are informed of school rules and discipline policies Enrollment By Grade through the Parent/Student handbook, newsletters and Connect Ed phone messages, which are sent home at the beginning of the school year. This chart illustrates the enrollment trend by grade level for the past three Updated information is sent home to parents and students throughout the school years. school year. Enrollment Trend by Grade Level The suspensions and expulsions table illustrates total cases for the last 2010-11 2011-12 2012-13 three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, K 129 116 122 as some students may have been suspended on multiple occasions. 1st 124 122 113 Expulsions occur only when required by law or when all other alternatives are exhausted. 2nd 115 126 115 3rd 121 118 123 Suspensions & Expulsions 4th 136 114 114 School District 5th 90 138 109 10-11 11-12 12-13 10-11 11-12 12-13 Suspensions 86 66 69 2622 1906 2125 6th 112 97 137 Suspension Rate 10.4% 7.9% 8.3% 13.4% 9.6% 10.6% Expulsions 0 1 0 74 135 96 Counseling & Support Staff (School Year Expulsion Rate 0.0% 0.1% 0.0% 0.4% 0.7% 0.5% 2012-13) Students are encouraged to participate in the school’s additional academic In addition to academics, the staff strives to assist students in their social and extracurricular activities, which are an integral part of the educational and personal development. Staff members are trained to recognize at-risk program. These school wide and classroom incentives promote positive behavior in all students. The school values the importance of on-site attitudes, encourage achievement, and aid in the prevention of behavioral counseling and has procedures in place to insure that students receive problems. Extracurricular activities, clubs, and programs include: Athletics- the services they need. Staff members are devoted to helping students Basketball, Cross-Country, Flag Football, Cheer, Volleyball, Wrestling deal with problems and assisting them to reach positive goals. The chart and Soccer. Other activities include the Afterschool Program, which helps displays a list of support services that are offered to students. students with tutorials, homework and art. During the school year John Counseling & Support Services Staff Adams hosts many activities such as Jog-a-thon, Career Fair, Field Trips, Number of Full Time 6th Grade Camp, Fall Carnival, Back to School Night and Open House Staff Equivalent John Adams Elementary School recognizes and celebrates the Attendance Clerk 1 1 achievements and successes of students and staff on a regular basis. Students are recognized by their classroom teacher for their achievements Campus Monitor 4 1 at award’s assemblies held each semester. Curriculum Coach 1 1 English Learner (EL) 1 .2 Class Size Intervention Teacher The chart shows the average class size by grade level, as well as the Health Assistant 1 .6 number of classes offered in reference to their enrollment. Intervention Specialist 1 .7

Class Size Distribution Music Teacher 1 .2 Classrooms Containing: Nurse 1 .4 Average 1-20 21-32 33+ Paraprofessionals 3 3 Class Size Students Students Students Physical Education 2 .4 11 12 13 11 12 13 11 12 13 11 12 13 Teacher By Grade Level Psychologist 1 .4 K 26 23 33 - - 1 5 5 2 - - 1 Secretary 1 1 Speech and Language 1 25 27 30 - - - 6 6 4 - - - 1 .6 Assistant 2 29 28 28 - - 1 4 4 4 - - - Speech Language 1 .4 3 21 30 28 1 - 1 6 4 4 - - - Pathologist 4 37 38 35 - - 1 - - 2 4 3 1 5 38 34 32 - - 1 - - 1 2 5 2 6 37 33 34 - - - - 2 - 4 2 4 Parent Involvement K-3 - - 29 - - 2 - - 14 - - 1 Parents are encouraged to be involved in their children’s education at John 3-4 - - 32 - - 1 - - 6 - - - Adams. We have an active Parent Club that helps support teachers and student projects and needs. 4-8 - - 34 - - 2 - - 3 - - 7 This year we have many parents, as well as community members, volunteer Other - - - - 2 ------in our newly remodeled library. Our Parent Club has grown and increased By Subject Area their number of community activities and strengthened the school-to-home bond. The School Site Council (SSC) and English Language Advisory Other - - 6 - - 1 ------Committees (ELAC) give parents another opportunity to monitor and other suggestions to improve the instructional programs of the school.

John Adams Elementary 2 Published: December 2013 Particularly in the primary grades, parents come in and assist teachers Note: High-poverty schools have student eligibility of approximately 40 in their classrooms. Our fifth and sixth graders participate in districtwide percent or more in the free and reduced price meals program. Low-poverty athletics and it is a source of pride and community involvement. The schools have student eligibility of approximately 25 percent or less. games are well attended by our parents and several sports have coaches that are parent volunteers. Parent involvement is one of the keys to John Adams’ continued success. Staff Development For more information on how to become involved, contact Sandra Carrillo, John Adams’ Staff members build teaching skills and concepts by Parent Club President, at (559) 674-4631. participating in selected conferences and workshops throughout the year, then sharing their experiences and knowledge with District colleagues. The School Site Council has approved all trainings and in-services. All trainings Teacher Assignment are aimed at supporting the goals outlined in the school site plan. The District dedicated two days to staff development for the 2012-13 school Madera Unified School District recruits and employs only the most qualified year. Topics for staff development during the 2013-14 school year include: credentialed teachers. Common Core State Standards (CCSS), English Language Learner (ELL) Teacher Credential Status principles, Instructional strategies for all core subject areas, Houghton Mifflin (HM) English Language Arts (ELA) trainings, Holt Math trainings School District and Lindamood-Bell (LMB) trainings. 10-11 11-12 12-13 12-13 In addition John Adams’ funds two teachers on special assignments Fully Credentialed 29 30 30 737 (TSAs) that support staff development, as well as student intervention through Response to Intervention (RtI). Without Full Credentials 1 1 0 0 Working Outside Subject 0 0 0 12 Contact Information Teacher misassignments reflect the number of placements within a school Parents or community members who wish to participate in leadership for which the certificated employee in the teaching or services position teams, school committees, school activities, or become a volunteer may (including positions that involve teaching English Learners) does not hold contact the Principal, Melissa Murray, at the school office at 559-674- a legally recognized certificate or credential. Note: “Misassignments” refers 4631. to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Data Sources Teacher vacancies reflect the number of positions to which a single Data within the SARC was provided by Madera Unified School District, designated certificated employee has not been assigned at the beginning retrieved from the 2012-13 SARC template, located on Dataquest (http:// of the year for an entire year. data1.cde.ca.gov/dataquest), and/or Ed-Data website. Dataquest is a Misassignments/Vacancies search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining 11-12 12-13 13-14 to schools and districts throughout the state. Among the data available, Misassignments of Teachers of English Learners 0 0 0 parents and community may find information about school performance, Misassignments of Teachers (other) 0 0 0 test scores, student demographics, staffing, and student misconduct/ intervention. Ed-Data is a partnership of the CDE, EdSource, and the Total Misassignments of Teachers 0 0 0 Fiscal Crisis and Management Assistance Team (FCMAT) that provides Vacant Teacher Positions 0 0 0 extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools. Highly Qualified Teachers (School Year 2012-13) Standardized Testing and Reporting (STAR) The Federal No Child Left Behind Act requires that all teachers in core Program subject areas meet certain requirements in order to be considered as The Standardized Testing and Reporting (STAR) Program consists “Highly Qualified” no later than the end of the 2006-07 school year. of several key components, including the California Standards Test Minimum qualifications include: Possession of a Bachelor’s Degree, (CST), California Modified Assessment (CMA) and California Alternate Possession of an appropriate California teaching credential, Demonstrated Performance Assessment (CAPA). CST description and scores are competence in core academic subjects. For more information, see the reported in detail within the SARC. CDE Improving Teacher and Principal Quality Web page at: http://www. The CMA is an alternate assessment based on modified achievement cde.ca.gov/nclb/sr/tq/. standards in English/language arts (ELA) for grades three through eleven; mathematics for grades three through seven, Algebra I and Geometry; NCLB Compliant Teachers and science in grades five and eight, Life Science in grade ten. This test % of Core % of Core is designed to assess students whose disabilities preclude them from Academic Academic achieving grade level proficiency of the California content standards with Courses Courses or without accommodations. Taught Taught By CAPA is given to those students with significant cognitive disabilities whose By NCLB Non-NCLB Compliant Compliant disabilities prevent them from taking either the CSTs with accommodations Teachers Teachers or modifications or the CMA with accommodations. Assessment covers ELA and mathematics in grades two through eleven, and science for School 100.0% 0.0% grades five, eight, and ten. District 97.0% 3.0% High-Poverty Schools in District 97.0% 3.0% Low-Poverty Schools in District N/A N/A

John Adams Elementary 3 Published: December 2013 California Standards Test The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/ language arts, mathematics, social science, and science, for the most recent three-year period. The second 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. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

California Standards Test (CST) Subject School District State 2011 2012 2013 2011 2012 2013 2011 2012 2013 English/Language Arts 54 50 47 41 42 40 54 56 55 Mathematics 61 57 56 40 39 39 49 50 50 Science 58 64 57 44 42 46 57 60 59 History/Social Science * * * 39 42 42 48 49 49 *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

California Standards Test (CST) Subgroups English/ History/ Subject Language Mathematics Science Social Arts Science District 40 39 46 42 School 47 56 57 * African American/ 25 33 * * Black American Indian * * * * Asian 50 83 * * Filipino * * * * Hispanic or Latino 44 53 49 * Pacific Islander * * * * White 61 65 79 * Males 42 55 63 * Females 53 57 49 * Socioeconomically 44 55 55 * Disadvantaged English Learners 21 38 * * Students with 31 47 * * Disabilities Migrant Education * * * * Two or More * * * * Races *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

Physical Fitness (School Year 2012-13) In the spring of each year, the district is required by the state to administer a Percentage of Students in Healthy Fitness Zone physical fitness test to all fifth, seventh and ninth grade students. The physical fitness test measures each student’s ability to perform fitness tasks in six major 2012-13 areas: Aerobic Capacity, Body Composition, Abdominal Strength, Trunk Extension Four of Six Five of Six Six of Six Grade Level Strength, Upper Body Strength, and Flexibility. Students who either meet or Standards Standards Standards exceed the standards in all six fitness areas are considered to be physically fit or in the “healthy fitness zone” (HFZ). 5 20.0% 28.2% 24.5% *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

John Adams Elementary 4 Published: December 2013 Academic Performance Index API School Results The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually 2010 2011 2012 measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to achieve. Statewide 7 6 4 Similar Schools 8 4 2 John Adams Elementary School’s Statewide Rank: 4 Schools receiving an API Base score are ranked in ten categories from 1 (lowest) to 10 (highest), according to type of school (elementary, Group 10-11 11-12 12-13 middle, or high school). All Students at the School John Adams Elementary School’s Similar Schools Rank: 2 Schools also receive a ranking that Actual API Change -22 -13 -13 compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the Hispanic or Latino school performed compared to similar schools. Actual API Change -19 -12 -13 The first table displays the school’s statewide and similar schools’ API ranks and API point White changes by student group. Actual API Change -15 -12 3 The second table displays, by student group, the Growth API at the school, district, and state level. Socioeconomically Disadvantaged Actual API Change -15 -20 -3 English Learners Actual API Change -5 -22 -16

2013 Growth API Comparison School District State Number Number Number Growth Growth Growth of of of Score Score Score Students Students Students All Students at the School 566 785 13,947 736 4,655,989 790 Black or African American 11 760 311 704 296,463 708 Asian 13 850 174 845 406,527 906 Hispanic or Latino 408 767 12,090 727 2,438,951 744 White 121 843 1,156 814 1,200,127 853 Socioeconomically Disadvantaged 426 775 12,334 724 2,774,640 743 English Learners 135 740 7,109 691 1,482,316 721 Students with Disabilities 29 684 1,073 600 527,476 615

Adequate Yearly Progress (AYP) (School Year 2012-13) No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/language arts (ELA) by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements: • Participation rate on the state’s standards-based Adequate Yearly Progress (AYP) assessments in ELA and mathematics. School District • Percent proficient on the state’s standards-based assessments in ELA and mathematics. Made AYP Overall No No • API as an additional indicator. English - English - • Graduation rate (for secondary schools). Met AYP Criteria Language Mathematics Language Mathematics There are several consequences for schools that do not meet the Arts Arts AYP standards, including additional tutoring and replacing of staff. Participation Rate Yes Yes Yes Yes Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be Percent Proficient No No No No required to provide the transportation to the new site. Results of API School Results Yes No school and district performance are displayed in the table. Graduation Rate N/A Yes Federal Intervention Program (School Year 2013-14) Federal Intervention Programs Schools and districts receiving Federal Title I funding enter Program Improvement School District (PI) if they do not make AYP for two consecutive years in the same content Program Improvement (PI) Status In PI In PI area (English/language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level First Year in PI 2011-2012 2004-2005 of intervention with each additional year that they do not make AYP. For detailed Year in PI (2013-14) Year 3 Year 3 information about PI identification, see the CDE PI Status Determinations Web # of Schools Currently in PI - 24 page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp. % of Schools Identified for PI - 96.0%

John Adams Elementary 5 Published: December 2013 Instructional Materials (School Year District-Adopted Textbooks 2013-14) Grade Adoption Subject Publisher Sufficient % Lacking Madera Unified held a public hearing on September 24, Levels Year 2013, and determined that each school within the district had History/Social Holt, Rinehart 6th 2006 Yes 0.0% sufficient and good quality textbooks, instructional materials, Studies & Winston or science lab equipment pursuant to the settlement of History/Social Pearson Scott Williams vs. the State of California. All students, including K-5 2006 Yes 0.0% Studies Foresman English learners, are given their own individual standards- Holt, Rinehart aligned textbooks or instructional materials, or both, in core 6th Mathematics 2008 Yes 0.0% subjects for use in the classroom and to take home. Textbooks & Winston and supplementary materials are adopted according to a cycle Houghton developed by the California Department of Education, making Mifflin- K-5 Mathematics 2008 Yes 0.0% the textbooks used in the school the most current available. California Materials approved for use by the state are reviewed by Math all teachers and a recommendation is made to the School Reading/Lang Holt, Rinehart 6th 2009 Yes 0.0% Board by a selection committee composed of teachers and Arts & Winston administrators. All recommended materials are available for parent examination at the district office prior to adoption. Houghton Reading/Lang Mifflin- A The table displays information collected in August, 2013 K-5 2003 Yes 0.0% Arts Legacy of about the quality, currency, and availability of the standards- Literature aligned textbooks and other instructional materials used at Holt, Rinehart the school. 6th Science 2007 Yes 0.0% & Winston Houghton K Science 2007 Yes 0.0% Additional Internet Access/Public Mifflin Libraries MacMillan/ 1st-5th Science 2007 Yes 0.0% For additional research materials and Internet availability, McGraw Hill students are encouraged to visit the public libraries located in the City of Madera, which contain numerous computer workstations.

School Facilities John Adams Elementary School was originally constructed School Facility Conditions in 1952 and is comprised of 31 classrooms, a cafeteria, a Date of Last Inspection: 08/16/2013 band room, a library, a staff lounge, a computer lab, and two playgrounds (Kindergarten and upper grades). Overall Summary of School Facility Conditions: Good Facility Component Deficiency & Remedial Cleaning Process: The principal works daily with the custodial Items Inspected System Status Actions Taken or Planned staff of two full-time employees to ensure that the cleaning of the school is maintained to provide for a clean and safe Good Fair Poor school. The district governing board has adopted cleaning Systems (Gas Leaks, Mech/ X standards for all schools in the district. A summary of these HVAC, Sewer) standards is available at the district office for review. Interior X Maintenance and Repair: District maintenance staff ensures that the repairs necessary to keep the school in good repair Cleanliness (Overall and work orders are completed in a timely manner. A work Cleanliness, Pest/Vermin X order process is used to ensure efficient service and highest Infestation) priority is given to emergency repairs. While reviewing Electrical X this report, please note that even minor discrepancies Restrooms/Fountains X are reported in the inspection process. The items noted in the table have been corrected or are in the process of Safety (Fire Safety, X remediation. Hazardous Materials) Structural (Structural Deferred Maintenance Budget: The District participates in X the State School Deferred Maintenance Program, which Damage, Roofs) provides matching funds on a dollar–for–dollar basis, to 14D- Fix cracks/holes assist school districts with expenditures for major repair in the concrete near the or replacement of existing school building components. custodial closely by room Typically this includes roofing, plumbing, heating, electrical 4. Fix cracks/holes in the External (Grounds, Windows, systems, interior or exterior painting, and floor systems. X concrete by room 5. Fix Doors, Gates, Fences) For the 2013-14 school year the district allocated $66,231.00 cracked sidewalk near the for deferred maintenance program. This represents .43% of room 3 door and the cracked sidewalk y the custodial the district’s general fund budget. During the 2013-14 school closet. Fix by June, 1014. year, the district’s governing board did approve deferred maintenance projects for the school, which included new carpet at Madison Elementary, Fencing project & asphalt at Dixieland, HVAC control for EMS at MLK, fencing at Sierra Vista Elementary, and reroof at Washington Elementary.

John Adams Elementary 6 Published: December 2013 Safe School Plan District Expenditures (Fiscal Year 2012-13) The Safety of students and staff is a primary concern of John Adams The expenditures per pupil data is based on 2012-13 fiscal year audited Elementary School. The school is always in compliance with all laws, rules, financial statements. The table reflects the direct cost of educational and regulations pertaining to hazardous materials and state earthquake services, per average daily attendance, excluding food services, facilities standards. acquisition and construction, and certain other expenditures. This calculation is required by law annually and is compared with other districts The School Site Safety plan was last reviewed and updated on May 23, state-wide. 2013 by the School Safety Committee. All revisions were communicated to the both the classified and certificated staff. The school’s disaster preparedness plan includes steps for ensuring student and staff safety Expenditures per Pupil during a disaster. Fire and disaster drills are conducted on a monthly School basis throughout the school year. Lockdown drills are held twice a year. Students are supervised before and after school by certificated staff, and Total Expenditures Per Pupil $4,417 by classified staff and the site administrators supervise students during From Supplemental/Restricted Sources $687 lunch. Certificated staff and classified staff help with supervision during From Basic/Unrestricted Sources $3,730 lunch and break periods. There is a designated area for student drop off and pick up. Visitors must report to the office prior to entering the school District grounds. Once school is in session, the only entrance to the school is From Basic/Unrestricted Sources - through the main office. Percentage of Variation between School & District - Teacher & Administrative Salaries (Fiscal State Year 2012-13) From Basic/Unrestricted Sources $5,537 The table displays district salaries for teachers, principals, and Percentage of Variation between School & State -32.6% 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 the district’s budget, and compares Supplemental/Restricted expenditures come from money whose use is these figures to the state averages for districts of the same type and size. controlled by law or donor. Money designated for specific purposes by the Detailed information regarding salaries may be found at the CDE website, district or governing board is not considered restricted. Basic/Unrestricted www.cde.ca.gov. expenditures, except for general guidelines, are not controlled by law or donor. Average Salary Information For detailed information on school expenditures for all districts in California, Teachers - Principal - Superintendent see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries 2011-12 for all districts in California, see the CDE Certificated Salaries & Benefits District State Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http:// Beginning Teachers $37,159 $40,933 www.ed-data.org. Mid-Range Teachers $58,115 $65,087 Highest Teachers $71,557 $84,436 District Revenue Sources (Fiscal Year Elementary School Principals $97,705 $106,715 2012-13) Middle School Principals $100,146 $111,205 In addition to general state funding, Madera Unified School District High School Principals $108,042 $120,506 received state and federal funding for the following categorical funds and other support programs: Superintendent $165,000 $207,812 • Title I, II, III Salaries as a Percentage of Total Budget • EIA/SCE Teacher Salaries 0.4% 0.4% • EIA/LEP Administrative Salaries 0.1% 0.1%

School Site Teacher Salaries (Fiscal Year 2011-12) The table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on 2012-13 financial statements).

Average Teacher Salaries School & District School $65,148.40 District $59,591 Percentage of Variation 9.3% School & State All Unified School Districts $68,841 Percentage of Variation -5.4%

John Adams Elementary 7 Published: December 2013