2012-13 School Accountability Report Card — Published During the 2013-14 School Year

Cornell Elementary SchoolAlbany USD

Wendy Holmes, Principal E-mail: wholmes@ausdk12.org

920 Talbot Avenue Albany, CA 94706

Phone: (510) 558-3700

CDS Code: 01-61127-6090146 Grades: K-5

cornell.ausdk12.org

Albany Unified School District

Maria Stephenson, Superintendent E-mail: mstephenson@ausdk12.org

1501 Monroe Street Albany CA 94706

Phone: (510) 558-3750

www.ausdk12.org

Paul Black, President

Jonathan Knight, Vice-President

Patricia Low, Member

Allan Maris, Member

Ron Rosenbaum, Member

Governing Board

Principal’s MessageThe strength of our school lies with the staff who are knowledgeable, thoughtful and caring, and who share the belief that all students can learn. Our teaching faculty of highly qualified, fully credentialed and Cross-cultural Language and Academic Development (CLAD) certified teachers is dedicated to teaching students a core academic curriculum based on California State Standards and they collabo-rate regularly to produce a focused approach to instruction. Their efforts are reflected in their students’ performance on the California Standards Test. The most recently released Adequate Yearly Progress (AYP) results report 85 percent of Cornell students are proficient or advanced in English-language arts and math. In addition, our Academic Performance Index (API) is 926.

Cornell School is made up of a diverse student body. Currently, there are 580 students enrolled with over 28 different languages spoken. The school serves students in grades K-5 with 23 general educa-tion classrooms. Additional resources are allocated to serve students in need of reading and math intervention, English-language development instruction, speech and language support, special educa-tion resource services, adaptive physical education, occupational therapy and counseling. Students also participate in music, physical education, science and library classes taught by specialists. These specialists provide instruction that enhances the classroom curriculum.

The Cornell teaching faculty, staff and parents are committed to providing an educational program in which the school’s resources and services are effectively coordinated to meet the needs of all students. Through the SST/IEP process, we identify students who have special needs and then determine spe-cific strategies that will best support their academic, social and emotional growth. The staff strives to provide students with a curriculum that is rigorous, meaningful, relevant, appropriately challenging and allows students to develop their critical-thinking skills. Instruction is focused on State standards and all students are making progress toward mastery of these standards. Cornell teachers differentiate their instruction to meet the individual learning needs of their students. Recognizing the need to focus on the whole child, our teaching faculty provides learning experiences which foster social/emotional growth as well as develop students’ communication and collaboration skills.

We offer a fee-based enrichment program to students during the Early Bird and Late Bird reading periods in grades 1-3. Some enrichment classes offered include: Spanish, Vocal Music, Guitar, World Percussion, Drama and Chess. Inquiries about the Albany Enrichment Program should be directed to Albany@eastbaycenter.org. Our campus also offers an after-school childcare program focused on Chinese language and culture. This program serves students in grades K-5. Inquiries regarding the Chinese after-school program should be directed to Director of the Children’s Center Susan Stevenson at (510) 559-6590.

Parental InvolvementAt Cornell, we value and enjoy a high level of parent and community involvement. The school works in partnership with parents to support students, staff and our instructional programs. Opportunities for parent involvement include School Site Council, Cornell Parent-Teacher Association, English Learner Advisory Committee, Cornell Crew, Wellness Committee, Garden & Greening Committee, Traffic Safety/Walking School Bus Committee, Albany Music Fund, Albany Education Foundation, SchoolCARE, Al-bany Elementary Giving Campaign, and as volunteers in the classroom, office and leaders of noontime activities. Communication between the school and home is accomplished through weekly schoolwide newsletters as well as classroom newsletters, phone calls, e-mails, meetings, report cards and confer-ences.

The Cornell PTA supports a number of the school’s instructional programs as well as enrichment activi-ties. The PTA also offers parent education nights, funds our supplemental programs, hosts community building events and coordinates many fundraising activities. Along with the PTA, these organizations and other community resources provide support to our school in a number of ways such as: funding personnel and programs, supplying instructional materials for classrooms, offering enrichment activities for our students and coordinating improvements to our school. The members of our School Site Council discuss our students’ achievement, help monitor the implementation of our site plan, approve categori-cal budgets and evaluate our instructional programs. In addition, our teachers and students also benefit greatly from support and assistance provided by parent volunteers.

For more information on how to become involved, contact PTA President Adrianne Cabanatuan at presi-dent@cornellpta.org.

District Mission Statement The mission of AUSD is to

provide excellent public education, empowering all to achieve their fullest

potential as productive citizens. AUSD is committed to

creating comprehensive learning opportunities in a safe, supportive,

and collaborative environment, addressing the individual needs of each student.

“A safe and supportive learning environment for all promotes student achievement and embraces diversity within our community.”AUSD

2Cornell Elementary School • 2012-13 SARC

Three-Year Data ComparisonNumber of Classrooms by Size

10-11 11-12 12-13

Grade 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 4 3 4

1 4 4 3

2 4 4 1 4

3 4 5 4

4 3 4 4

5 3 4 4

Three-Year Data ComparisonAverage Class Size

10-11 11-12 12-13

Class Size DistributionThe bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size.

K 1 2 3 4 5

25 26 25 24

3129

24 26 24 25 25

3026 25

2226

2426

2012-13 Enrollment by Grade

Enrollment by Grade LevelThe bar graph displays the total number of students enrolled in each grade for the 2012-13 school year.

K

1

2

3

4

5

102

76

108

102

97

105

2012-13 School YearDemographics

Enrollment by Student GroupThe total enrollment at the school was 590 students for the 2012-13 school year. The pie chart displays the percentage of students enrolled in each group.

Socioeconomically Disadvantaged 14.60%English Learners 28.10%

Students with Disabilities 7.80%

Hispanic or Latino13.9%

Asian29.7%

Native Hawaiian or Pacific Islander

0.5%Filipino0.5%

Black or African American

2.0%

White40.2%

Two or More Races13.2%

Suspension and Expulsion Rates

Cornell ES

10-11 11-12 12-13

Suspension Rates 4.6% 0.4% 0.0%

Expulsion Rates 0.0% 0.0% 0.0%

Albany USD

10-11 11-12 12-13

Suspension Rates 5.9% 2.8% 2.1%

Expulsion Rates 0.1% 0.0% 0.0%

Suspensions and ExpulsionsThis table shows the school and district suspension and expulsion rates for the most recent three-year period. Please note, a new method for calculating sus-pension and expulsion rates was imple-mented starting in the 2011-12 school year – the rates in 2011-12 and beyond cannot be truly compared to previous rates since they are calculated differently.

3Cornell Elementary School • 2012-13 SARC

v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

Three-Year Data ComparisonStudents Scoring at Proficient or Advanced Levels

Cornell ES Albany USD California

Subject 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13

English-Language Arts 80% 83% 77% 76% 79% 77% 54% 56% 55%

Mathematics 87% 85% 83% 76% 76% 74% 49% 50% 50%

Science 77% 84% 87% 73% 75% 79% 57% 60% 59%

STAR Results for All StudentsThe Standardized Testing and Reporting Program (STAR) results are evaluated and compared to state content standards using the following five performance levels: Advanced (exceeds state standards), Proficient (meets state standards), Basic, Below Basic, and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. The tables show the percent-age of students who scored at Proficient or Advanced levels in English-language arts, mathematics, and science.

Spring 2013 ResultsStudents Scoring at Proficient or Advanced Levels

Group English- Language Arts Mathematics Science

All Students in the District 77% 74% 79%

All Students at the School 77% 83% 87%

Male 75% 83% 89%

Female 78% 83% 85%

Black or African American v v v

American Indian or Alaska Native v v v

Asian 80% 94% 90%

Filipino v v v

Hispanic or Latino 64% 73% 86%

Native Hawaiian or Pacific Islander v v v

White 83% 83% 88%

Two or More Races 75% 80% v

Socioeconomically Disadvantaged 56% 73% 73%

English Learners 64% 77% 53%

Students with Disabilities 50% 56% v

Students Receiving Migrant Education Services v v v

STAR Results by Student Group: English-Language Arts, Mathematics, and Science

Standardized Testing and Reporting ProgramThe Standardized Testing and Reporting Program (STAR) aims to identify strengths and weaknesses to improve student learn-ing. The STAR consists of several key tests that are designed for the student’s age and individual needs. These tests in-clude the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance As-sessment (CAPA).

The CSTs are multiple choice tests in English-language arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject.

The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan. It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations.

The CAPA is an alternate assessment for students with significant cognitive disabili-ties who are unable to take the CST with accommodations or modifications or the CMA with accommodations.

For more information on the STAR includ-ing tests, participation, groups, and scores by grade level, please visit star.cde.ca.gov.

4Cornell Elementary School • 2012-13 SARC

Academic Performance IndexThe Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score reflects the school, district, or a student group’s performance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target.

The annual API reporting cycle consists of the Base API (not published in this SARC) and Growth API. The Base API begins the reporting cycle and the results are released ap-proximately a year after testing occurs (e.g. The 2012 Base API is calculated from results of statewide testing in spring 2012, but the results are not released until May 2013). Growth API calculates test results in the same fashion and with the same indicators as the Base API but from test results from the following year (e.g. The 2013 Growth API is calculated from re-sults of statewide testing in spring 2013 and released in September 2013). To represent how much a school’s API changed from 2012-13, the 2012 Base API is subtracted from the 2013 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met.

To learn more about API, visit www.cde.ca.gov/ta/ac/ap/ for the API information guide and the API overview guide.

API Ranks

Three-Year Data Comparison

2010 2011 2012

Statewide API Rank 9 10 10

Similar Schools API Rank 1 6 8

nData are reported only for numerically significant groups.

v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

2013 Growth API and Three-Year Data ComparisonAPI Growth by Student Group

Group

2013 Growth API Cornell ES – Actual API ChangeCornell ES Albany USD California

Number of Students

Growth API

Number of Students

Growth API

Number of Students

Growth API 10-11 11-12 12-13

All Students 399 911 2,767 894 4,655,989 790 27 6 -14

Black or African American 7 v 123 775 296,463 708 n n n

American Indian or Alaska Native 0 v 7 v 30,394 743 n n n

Asian 117 924 785 921 406,527 906 42 20 -38

Filipino 2 v 32 879 121,054 867 n n n

Hispanic or Latino 58 876 483 818 2,438,951 744 n n n

Native Hawaiian or Pacific Islander 2 v 8 v 25,351 774 n n n

White 160 928 1,026 923 1,200,127 853 3 3 -10

Two or More Races 53 907 303 905 125,025 824 n n n

Socioeconomically Disadvantaged 70 841 654 820 2,774,640 743 n -13 3

English Learners 119 883 527 826 1,482,316 721 23 -21 9

Students with Disabilities 40 763 277 708 527,476 615 n n n

API Growth by Student GroupAssessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: (1) at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or (2) at least 100 students with valid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school.

API RanksSchools are ranked in 10 categories of equal size, called deciles, from one (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” com-pares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools API rank” reflects how a school com-pares to 100 statistically matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools’ API rank.

5Cornell Elementary School • 2012-13 SARC

2012-13 School YearAdequate Yearly Progress Criteria

Cornell ES Albany USD

Met Overall AYP No No

Met Participation Rate

English-Language Arts Yes Yes

Mathematics Yes Yes

Met Percent Proficient

English-Language Arts No No

Mathematics No No

Met API Criteria Yes Yes

Met Graduation Rate ÷ No

² Not applicable.

Adequate Yearly ProgressThe federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas:

1. Participation rate on statewide assessments in English-language arts and mathematics

2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics

3. API scores

4. Graduation rate for high schools

The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2012-13. For more information, visit www.cde.ca.gov/ta/ac/ay/.

÷ Not applicable. The graduation rate for AYP criteria applies to high schools.

California Physical Fitness TestEach spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas:

1. Aerobic Capacity

2. Body Composition

3. Flexibility

4. Abdominal Strength and Endurance

5. Upper Body Strength and Endurance

6. Trunk Extensor Strength and Flexibility

Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram®. The table shows the percentage of students meeting the fit-ness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde.ca.gov/ta/tg/pf.

Percentage of Students Meeting Fitness Standards

2012-13 School Year

Grade 5

Four of Six Standards 10.70%

Five of Six Standards 35.90%

Six of Six Standards 42.70%

2013-14 School YearFederal Intervention Program

Cornell ES Albany USD

Program Improvement Status Not Title I In PI

First Year of Program Improvement ² 2013-2014

Year in Program Improvement ² Year 1

Number of Schools Identified for Program Improvement 3

Percent of Schools Identified for Program Improvement 100.00%

Federal Intervention ProgramSchools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or gradua-tion rate) enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percent of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of TItle I schools within the district. This table displays the 2013-14 Program Improvement status for the school and district. For detailed information about PI Identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Public Internet AccessInternet access is available at public libraries and other locations that are pub-licly accessible (i.e., 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 include the hours of oper-ation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.

6Cornell Elementary School • 2012-13 SARC

2013-14 School YearTextbooks and Instructional Materials List

Subject Textbook Adopted

English-Language Arts Houghton Mifflin Reading Program (K-5) 2002

Mathematics Everyday Mathematics (K-5) 2008

Science Delta/Full Option Science System (FOSS) (K-5) 2007

History-Social Science Houghton Mifflin (K-1) 2006

History-Social Science Harcourt (2-5) 2006

Textbooks and Instructional MaterialsAlbany Unified School District sets a high priority upon ensuring sufficient and current textbooks and materials are available to support the school’s instructional program. Textbooks are adopted by the Board of Education after review and selection by staff according to the timelines established by the State of California. All District-adopted textbooks are State-Board approved and aligned to the State standards established by the California Board of Education.

2013-14 School YearQuality of Textbooks

Criteria Yes/No

Are the textbooks adopted from the most recent state-approved or local governing board-approved list? Yes

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education? Yes

Do all students, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home? Yes

Quality of TextbooksThe following table outlines the criteria required for choosing textbooks and instructional materials.

Percentage of Students Lacking Materials by Subject

2013-14 School Year

Reading/Language Arts 0%

Mathematics 0%

Science 0%

History-Social Science 0%

Visual and Performing Arts 0%

Foreign Language 0%

Health 0%

Availability of Textbooks and Instructional MaterialsThe following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

Currency of Textbooks

2013-14 School Year

Data Collection Date 10/2013

Currency of Textbook DataThis table displays the date when the text-book and instructional materials informa-tion was collected and verified.

School SafetySafety is a priority at Cornell School. We have implemented a schoolwide positive behavior program called BEST. Using the BEST program as our guide, Cornell staff has developed behavior expecta-tions for common areas around the school. Classroom and common area behavior expectations are framed around three core ideas, which serve as our Big Three Rules — Be Safe, Be Responsible, and Be Respectful. We have also developed and annually update a Peaceful Playground Handbook which specifies the guidelines for safe and cooperative play on the play structure and playground. In addition, our school has a Conflict Manager program, where students assist their peers in resolving conflicts at recess. In the classroom, Cornell teachers integrate the Welcoming Schools anti-bias curriculum into their instructional programs to address issues of bullying, diversity and accepting differences.

We maintain a Comprehensive School Safety Plan that meets local and State guidelines. The safety plan is annually approved by the School Board. Practice drills for fire, earthquakes and other emer-gencies are held with the staff and students on a monthly basis. Emergency kits are located in all classrooms and additional emergency supplies are stored on site. As part of our safety plan, we have established emergency response teams, each with specific responsibilities, so that we respond effec-tively and efficiently in the event of a crisis situation.

The School Safety Plan was last reviewed, updated and discussed with the school faculty May 2013.

Professional DevelopmentThe Cornell teaching faculty is offered three district-wide staff development days during the school year. Along with meetings held every Wednesday afternoon, these professional development days offer teachers the opportunity to collaborate with one another about their curriculum, instruction and as-sessments, to share best practices with colleagues, and to discuss ways to better support our students’ learning. Approximately every six weeks, Cornell teachers collaborate with the faculty at Marin School and Ocean View School in order to align our work across the District. An ongoing focus for this collabo-ration is teachers’ learning new instructional strategies to enhance their instruction and our students’ learning, including MARS problem solving math tasks. As another means of supporting ongoing profes-sional development, we also meet in Professional Learning Communities so that teachers are able to share their expertise with each other and step into the role of learners.

For the previous three school years, we had three days each year dedicated to staff and professional development.

Types of Services FundedFunding was used to support the following:

• Intervention Specialist

• Reading intervention materials

• English Language Learner Specialist

• Teacher Release Days for Grade Level Collaboration and Assessment

• Before/After School Math Intervention Teachers (Math Club Teachers)

7Cornell Elementary School • 2012-13 SARC

• Systems: Gas Systems and Pipes, Sewer, Mechanical Systems (heating, ventilation, and air conditioning)

• Interior: Interior Surfaces (floors, ceilings, walls, and window casings)

• Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas)

• Electrical: Electrical Systems (interior and exterior)

• Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains (interior and exterior)

• Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior)

• Structural: Structural Condition, Roofs

• External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds

School Facility Items Inspected The table shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected.

2013-14 School Year

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition, or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair, or poor. At the time of this school facility inspection, no deficiencies were found.

School Facility Good Repair Status

Items Inspected Repair Status Items Inspected Repair Status

Systems Good Restrooms/Fountains Good

Interior Good Safety Good

Cleanliness Good Structural Good

Electrical Good External Good

Overall Summary of Facility Conditions Good

Date of the Most Recent School Site Inspection 10/08/2013

Date of the Most Recent Completion of the Inspection Form 10/11/2013

Cornell Mission Statement At Cornell, our mission is to create a community of self-sufficient lifelong learn-ers who are cooperative, respectful and responsible. We create safe, inclusive and engaging classrooms as places of exploration and creativity. We have rou-tines and procedures that foster students taking responsibility for learning and achieving their personal best. Students reflect on themselves as learners in the roles of readers, writers, mathemati-cians, scientists, historians, sociologists, athletes and artists. Our students see their own individual strengths and set goals for their learning. They develop the skills to empathize with others through active listening and group work. This helps them see themselves as unique and part of a larger diverse society. As we tend to their learning, we emphasize critical think-ing, problem solving and students’ ability to express themselves clearly. All of our students are moving toward mastering the essential skills and grade-level standards so that they can thrive as learners in school and throughout their lives.

School FacilitiesDistrict facility committees have completed studies of districtwide needs as we plan for the future. In general, our District needs to prepare for continued growth in enrollment and is renovating existing facili-ties. Voters passed a $31.6 million school bond for construction and renovation of the Albany Schools.

With the school bond and State funding, the District built a new middle school in 1999 and completed a new high school in 2001 to replace the existing Albany High School. An additional State modernization bond was passed fall 2003 and a local construction bond was passed by Albany voters fall 2004. Mod-ernization of all District elementary schools began in 2000 and was completed in 2007.

Modernization included a new fire alarm/sprinkler system, new intercom/phone system, network, seis-mic retrofit, ADA-compliant restrooms/accessibility, code-compliant HVAC, energy conservation, new lighting, suspended ceilings, code-compliant doors and door hardware, replacement of old floor tile, roof system repair/replacement, replacement of portable classrooms and painting, etc.

The school was built in 1948 and the last building was added in 1974. There is a total of 23 K-5 general education classrooms, with nine of them being portables. The school is in good overall condition.

Continued on sidebar

2013-14 School YearDeficiencies and Repairs

Items Inspected Deficiencies, Action Taken or Planned, and Date of Action

Interior Signs of roof leaks at window in room 18. Repaired 11/15/2013.

Restrooms/Fountains Repair hand dryers in student restrooms and repair drinking fountains in rooms 15 and 16. Repairs made 11/1/2013.

Deficiencies and RepairsThe table lists the repairs required for all deficiencies found during the site inspection. Regardless of each item’s repair status, all deficiencies are listed.

School FacilitiesContinued from left

There are sufficient classroom, playground and staff spaces to support teaching and learning. The school has a multipurpose room, a library, two play areas and suf-ficient classrooms to meet current needs. The principal works with custodial staff members to ensure the cleaning of the school is maintained to provide a clean and safe school.

The safety of students and staff is a primary concern at Cornell Elementary School. The school site Safety Plan is updated annually. The key element of the school site Safety Plan encompasses student safety and evacuation procedures. Fire, earthquake, and lockdown drills are conducted on a regular basis.

To ensure student safety, staff members supervise students at all times before school, during recess and lunch. Any visitors to the campus are required to check-in at the school’s office and wear an appropriate identifying badge while visiting the school site.

District maintenance staff members ensure the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work-order process is used to ensure efficient service and the highest priority to emergency repairs.

8Cornell Elementary School • 2012-13 SARC

²Not applicable.

Three-Year Data ComparisonTeacher Credential Information

Albany USD Cornell ES

Teachers 12-13 10-11 11-12 12-13

With Full Credential 202 31 32 33

Without Full Credential 0 0 0 0

Teaching Outside Subject Area of Competence 1 0 0

Three-Year Data ComparisonTeacher Misassignments and Vacant Teacher Positions

Cornell ES

Teachers 11-12 12-13 13-14

Teacher Misassignments of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 0

2012-13 School YearNo Child Left Behind Compliant Teachers

Percent of Classes in Core Academic Subjects

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Cornell ES 100.00% 0.00%

All Schools in District 94.61% 5.39%

High-Poverty Schools in District ² ²

Low-Poverty Schools in District 94.61% 5.39%

Academic Counselors and School Support Staff Data

2012-13 School Year

Academic Counselors

FTE of Academic Counselors 0.0

Ratio of Students Per Academic Counselor ²

Support Staff FTE

Social/Behavioral or Career Development Counselors 0.0

Library Media Teacher (Librarian) 1.0

Library Media Services Staff (Paraprofessional) 1.0

Psychologist 0.3

Social Worker 1.0

Nurse 0.8

Speech/Language/Hearing Specialist 1.0

Resource Specialist (non-teaching) 0.8

Other FTE

Special Education Teachers 2.0

ELD Specialist 1.2

Science Specialist 0.8

Music Specialist 0.3

Reading Intervention Specialist 1.4

Teacher QualificationsThis table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov/.

Teacher Misassignments and Vacant Teacher PositionsThis table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the num-ber of teacher misassignments of English Learners.

Core Academic Classes Taught by Highly Qualified TeachersThe No Child Left Behind Act (NCLB) extended ESEA to require that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2012-13 school year.

High-poverty schools are defined as those schools with student participation of approximately 40 per-cent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.

Academic Counselors and School Support StaffThis table displays information about aca-demic counselors and support staff at the school and their full-time equivalent (FTE).

9Cornell Elementary School • 2012-13 SARC

Data for this year’s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English Learners. For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index Reports Information Guide located on the CDE API Web page at www.cde.ca.gov/ta/ac/ap. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.

All data accurate as of December 2013.

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2011-12 Fiscal YearDistrict Salary Data

Albany USD Similar Sized District

Beginning Teacher Salary $42,779 $38,578

Mid-Range Teacher Salary $62,305 $59,799

Highest Teacher Salary $83,985 $78,044

Average Elementary School Principal Salary $120,699 $95,442

Average Middle School Principal Salary $125,180 $98,080

Average High School Principal Salary $137,442 $106,787

Superintendent Salary $233,000 $150,595

Teacher Salaries — Percent of Budget 39% 37%

Administrative Salaries — Percent of Budget 7% 6%

2011-12 Fiscal YearFinancial Data Comparison

Expenditures Per Pupil From

Unrestricted Sources

Annual Average Teacher

Salary

Cornell ES $3,685 $69,605

Albany USD $5,242 $64,473

California $5,537 $63,166

School and District — Percent Difference -29.7% +8.0%

School and California — Percent Difference -33.5% +10.2%

Financial Data The financial data displayed in this SARC is from the 2011-12 fiscal year. The most current fiscal infor-mation available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at 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 www.ed-data.org.

District Financial DataThis table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits.

Financial Data ComparisonThis table displays the school’s per pupil expenditures from unrestricted sources and the school’s aver-age teacher salary and compares it to the district and state data.

School Financial Data

2011-12 Fiscal Year

Total Expenditures Per Pupil $6,786

Expenditures Per Pupil From Restricted Sources $3,101

Expenditures Per Pupil From Unrestricted Sources $3,685

Annual Average Teacher Salary $69,605

School Financial DataThe following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources.

Expenditures Per PupilSupplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not consid-ered restricted. Basic/Unrestricted expen-ditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

In accordance with Stateand federal requirements, theSchool Accountability Report

Card (SARC) is put forth annuallyby all public schools as a tool forparents and interested parties to

stay informed of the school’sprogress, test scores, and

achievements.

School Accountability Report Card