Fiddyment Farm Elementary School Accountability Report ... Farm Elementary School Accountability Report Card Reported Using Data from the 2015-16 School Year Published During 2016-17 By February 1 of each year, ...

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<ul><li><p>2015-16 School Accountability Report Card for Fiddyment Farm Elementary Page 1 of 12 </p><p>Fiddyment Farm Elementary School Accountability Report Card </p><p>Reported Using Data from the 2015-16 School Year Published During 2016-17 </p><p> By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at </p><p>http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians and community members should contact the school principal or </p><p>the district office. 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. </p><p>About This School Contact Information (School Year 2016-17) </p><p>School Contact Information </p><p>School Name------- Fiddyment Farm Elementary </p><p>Street------- 4001 Brick Mason Circle </p><p>City, State, Zip------- Roseville, CA 95747 </p><p>Phone Number------- 916-771-1880 </p><p>Principal------- Meghan Baichtal </p><p>E-mail Address------- mbaichtal@rcsdk8.org </p><p>Web Site------- http://www.rcsdk8.org </p><p>CDS Code 3166910-0127639 </p></li><li><p>2015-16 School Accountability Report Card for Fiddyment Farm Elementary Page 2 of 12 </p><p>District Contact Information </p><p>District Name------- Roseville City School District </p><p>Phone Number------- 917-771-1600 </p><p>Superintendent------- </p><p>Derk Garcia </p><p>Web Site------- www.rcsdk8.org </p><p> School Description and Mission Statement (School Year 2016-17) </p><p> Fiddyment Farm Elementary School opened its doors on August 19, 2013. We are a TK-5 elementary school in West Roseville, CA. Since opening we have grown to over 650 students. We currently offer Transitional Kindergarten classes and extended day Kindergarten. All of our classes are taught by fully credentialed teachers with an average of 13 years experience. Our classrooms all have interactive SMART boards and handheld devices for students to utilize while maximizing their academic growth and personal development. Each grade level works together in Professional Learning teams to develop Common Core standards based lessons that are designed to reach all learners. Intervention and enrichment are a part of the curriculum in each grade level. Mission Statement We at Fiddyment Farm are committed to maximizing student learning in a collaborative, respectful and safe environment to ensure all students become a positive F.O.R.C.E. in society. F Focused O Organized R Respectful C Compassionate E Encouraging Student Enrollment by Grade Level (School Year 2015-16) </p><p>Grade Number of </p><p>Level Students </p><p>Kindergarten 154 </p><p>Grade 1 100 </p><p>Grade 2 80 </p><p>Grade 3 70 </p><p>Grade 4 61 </p><p>Grade 5 62 </p><p>Total Enrollment 527 </p></li><li><p>2015-16 School Accountability Report Card for Fiddyment Farm Elementary Page 3 of 12 </p><p>Student Enrollment by Group (School Year 2015-16) </p><p>Student Percent of </p><p>Group Total Enrollment </p><p>Black or African American 2.1 </p><p>American Indian or Alaska Native 0.8 </p><p>Asian 8.7 </p><p>Filipino 7.2 </p><p>Hispanic or Latino 13.9 </p><p>Native Hawaiian or Pacific Islander 0.2 </p><p>White 59 </p><p>Two or More Races 8.2 </p><p>Socioeconomically Disadvantaged 14 </p><p>English Learners 9.3 </p><p>Students with Disabilities 10.1 </p><p>Foster Youth 0.2 </p><p>A. Conditions of Learning </p><p>State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are </p><p>teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials </p><p>Teachers School District </p><p>2014-15 2015-16 2016-17 2016-17 </p><p>With Full Credential 19 23 28 507 </p><p>Without Full Credential 0 0 0 1 </p><p>Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0 </p><p> Teacher Misassignments and Vacant Teacher Positions </p><p>Indicator 2014-15 2015-16 2016-17 </p><p>Misassignments of Teachers of English Learners 0 0 0 </p><p>Total Teacher Misassignments * 0 0 0 </p><p>Vacant Teacher Positions 0 0 0 Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. </p></li><li><p>2015-16 School Accountability Report Card for Fiddyment Farm Elementary Page 4 of 12 </p><p>Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16) </p><p>Location of Classes Percent of Classes In Core Academic Subjects </p><p>Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers </p><p>This School 100.0 0.0 </p><p>All Schools in District 100.0 0.0 </p><p>High-Poverty Schools in District 100.0 0.0 </p><p>Low-Poverty Schools in District 100.0 0.0 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Year and month in which data were collected: 9/2014 Roseville City Elementary held a public hearing on September 9, 2014 and determined that each school within the district had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. </p><p>Subject Textbooks and Instructional Materials/ </p><p>Year of Adoption </p><p>From Most Recent </p><p>Adoption? </p><p>Percent of Students Lacking Own </p><p>Assigned Copy </p><p>Reading/Language Arts Benchmark Yes 0 </p><p>Mathematics Houghton Mifflin 2015 Yes 0 </p><p>Science Science MacMillan/ McGraw Hill 2008 Yes 0 </p><p>History-Social Science History/Social Science Pearson Scott Foresman 2007 </p><p>Yes 0 </p><p> School Facility Conditions and Planned Improvements (Most Recent Year) </p><p> General (School Year 2016-2017) The District takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the school office. Maintenance and Repairs: 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 the highest priority. The District annually inspects wheelchair lifts, tests fire extinguishers, inspects and services all playground backboards, replaces bark on playgrounds and landscaping, and services HVAC units. School Facility Repair Status: Overall Summary of School Facilities Repair Status Good The inspection included a check of possible gas leaks, mechanical systems, interior and exterior doors and windows, interior surface areas, structural damage, electrical, playground equipment, and hazardous materials. In all areas this school passed inspection. Cleaning Process and Schedule: </p></li><li><p>2015-16 School Accountability Report Card for Fiddyment Farm Elementary Page 5 of 12 </p><p>The District has adopted cleaning standards for all schools in the District. The principal works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Deferred Maintenance Budget: 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 repairs or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. District School Facility Good Repair Status (Most Recent Year) </p><p>School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 12/2016 </p><p>System Inspected Repair Status Repair Needed and </p><p>Action Taken or Planned Good Fair Poor </p><p>Systems: Gas Leaks, Mechanical/HVAC, Sewer </p><p>X </p><p>Interior: Interior Surfaces X </p><p>Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation </p><p>X </p><p>Electrical: Electrical X </p><p>Restrooms/Fountains: Restrooms, Sinks/ Fountains </p><p>X </p><p>Safety: Fire Safety, Hazardous Materials X </p><p>Structural: Structural Damage, Roofs X </p><p>External: Playground/School Grounds, Windows/ Doors/Gates/Fences </p><p>X Grounds repairs needed </p><p> Overall Facility Rating (Most Recent Year) </p><p>Year and month of the most recent FIT report: 12/2016 </p><p>Overall Rating Exemplary Good Fair Poor </p><p> X </p></li><li><p>2015-16 School Accountability Report Card for Fiddyment Farm Elementary Page 6 of 12 </p><p>B. Pupil Outcomes </p><p>State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the </p><p>Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and </p><p> The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study </p><p> CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students </p><p>Subject </p><p>Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) </p><p>School District State </p><p>2014-15 2015-16 2014-15 2015-16 2014-15 2015-16 </p><p>English Language Arts/Literacy 61 66 60 63 44 48 </p><p>Mathematics 50 57 48 53 34 36 Note: 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. </p><p> CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2015-16) </p><p>Student Group Grade </p><p>Number of Students Percent of Students </p><p>Enrolled Tested Tested Standard Met or </p><p>Exceeded </p><p>All Students 3 77 75 97.4 72.0 </p><p>4 66 63 95.5 44.4 </p><p>5 64 60 93.8 80.0 </p><p>Male 3 45 43 95.6 58.1 </p><p>4 39 36 92.3 36.1 </p><p>5 34 32 94.1 71.9 </p><p>Female 3 32 32 100.0 90.6 </p><p>4 27 27 100.0 55.6 </p><p>5 30 28 93.3 89.3 </p><p>Asian 3 11 11 100.0 54.5 </p><p>Hispanic or Latino 3 12 12 100.0 50.0 </p><p>White 3 43 41 95.3 82.9 </p><p>4 43 40 93.0 40.0 </p><p>5 40 39 97.5 74.4 </p><p>Socioeconomically Disadvantaged 3 14 14 100.0 71.4 </p><p>4 16 16 100.0 31.3 </p><p>5 11 9 81.8 88.9 </p></li><li><p>2015-16 School Accountability Report Card for Fiddyment Farm Elementary Page 7 of 12 </p><p>Student Group Grade </p><p>Number of Students Percent of Students </p><p>Enrolled Tested Tested Standard Met or </p><p>Exceeded </p><p>Students with Disabilities 4 11 10 90.9 </p><p>Note: 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. Note: 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. </p><p> CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2015-16) </p><p>Student Group Grade </p><p>Number of Students Percent of Students </p><p>Enrolled Tested Tested Standard Met or </p><p>Exceeded </p><p>All Students 3...</p></li></ul>

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