explanation of the sarc and its requirements, please visit the · pdf fileschool...

Mission & VisionI. Demographic Information

II. School Safety & Climate for LearningIII. Academic DataIV. School Completion (secondary schools only)V. Class Size

VI. Teacher & Staff InformationVII. Curriculum & Instruction

VIII. Post-Secondary Preparation (secondary schools only)IX. Fiscal & Expenditure Data

509

William R. De Avila Elementary School

The following information is mandated by the California State Department of Education and is new or revised for the 2003/2004 SARC. For a full discussion andexplanation of the SARC and its requirements, please visit the State’s web site, especially www.cde.ca.gov/ope/sarc/

SFUSD #

1351 Haight St., San Francisco, CA 94117

415-241-6325 415-241-6540Phone: FAX:

Table of Contents

6040927CA ID #

Click on section titles above to go directly to a

section or scroll through entire document.

School Accountability Report CardSchool Year 2003-2004

Published during 2004/2005

ESSCHTYPE

Printed 3/2/2005

1

The goal of DeAvila is to create a safe, strong sense of community which encourages and supports peerrelations, creates understanding when someone is lost or confused. supports the philosophy of treatingothers as you want to be treated yourself, and promotes compassion for the feelings of others.Accomplishing this goal requires clear, consistent communication which speaks to what the school andparents expect of our students. All students attending DeAvila are entitled to an education in a positiveenvironment that is safe and conducive to learning. The SFUSD and our staff are committed to providinga supportive atmosphere where each student can attain his/her potential. We look forward to a successfulschool year.

509

William R. De Avila Elementary School

The following information is mandated by the California State Department of Education and is new or revised for the 2003/2004 SARC. For a full discussion andexplanation of the SARC and its requirements, please visit the State’s web site, especially www.cde.ca.gov/ta/ac/sa.

SFUSD #

1351 Haight St., San Francisco, CA 94117

415-241-6325

School web site can be accessedthrough the SFUSD home page.

email:

Enrollment:Grades Served:

SAN FRANCISCO UNIFIED SCHOOL DISTRICTSuperintendent:Address:

Phone:Fax:

Web Site:

SARC Contact:

K-5 Dr. Arlene Ackerman555 Franklin St., San Francisco, CA 94102

415-241-6454415-241-6035

Ritu Khanna, DirectorResearch, Planning & Accountability

www.sfusd.edu

[email protected]:

415-241-6540Phone: FAX:

281

[email protected]

6040927CA ID #

Serving San Francisco school children since 1896, first as Dudley Stone but since 1980 as William R.DeAvila, our motto is "Striving for Excellence.” DeAvila Elementary School participates in the SAFESchools–Healthy Student Initiative. To support the core curriculum, students are required to participate inweekly computer lab and library skill instruction that is closely aligned with the Houghton MifflinReading Series and Harcourt Math program. In addition, our students participate in 10-15 weekPerforming Arts Workshops. Kindergarten children participate in motor perception programs and allstudents have access to the Library/Media Center with technology including the Internet. Supplementingthe core curriculum, students have experiences in problem-solving strategies and cooperative learningthrough such means as the chess club and the student-parent bookstore. We're proud of our ConflictManagement Program. Community service is a vital part of our school program with annual participationin Jump Rope for Your Heart, singing for community agencies, and food drives.

School Accountability Report CardSchool Year 2003-2004

Published during 2004/2005

School Description

Ms Christina Windsor, Principal

Notes regarding the source and currency of data: Data included in this SARC are consistent with State Board of Educationguidelines which are available at the California Department of Education website, http://www.cde.ca.gov/ta/ac/sa/definitions04.asp.Most data presented in this report were collected from the 2003-04 school year or from the two preceding years. The narrative wascollected from schools in the Fall of 2004. Due to the certification timelines for graduation, dropout, and fiscal information, the data forthese sections of the report were collected in 2002-03.

Principal’s Introduction

SCHOOLTYPE

ES

509

Printed 4/21/2005

2

Our motto at William R. DeAvila Elementary School is “Striving for Excellence.” It is our goal to ensurethat all students experience academic success in the core curriculum.

It is equally important that we foster a sense of independence and interdependence. Consistent with theDistrict’s stated goals, we offer students support in the core curriculum through participation in visual andperforming arts and access to computer and other technology.

All children are products of their environment. Students will participate fully in all programs andactivities. Each child is the joint responsibility of each staff member and parent/guardian.

We vow to work to our utmost to instill caring, understanding, responsibility and pride in every child whocomes to WRDA.

We are determined to improve teaching and learning to enhance the academic achievement of all of ourstudents.

We believe that we must provide the best learning opportunities for our children, and must be excellentteachers to show them how to succeed.

In order to provide the best learning environment for our children, we must lead by example and identifyand eliminate barriers to optimal learning.

Opportunities for Parental Involvement

Vision Statement

Organized opportunities for parental involvement:

Contact Person Name:

Contact Person Phone Number:

We believe that family participation is vital to the success of our children and welcome parents at anytime. We have established a Parent/Teacher Resource Room where parents may look for resources, use acomputer, have refreshments and engage in conversation with staff.

Lawanda Brown

415-241-6325

Parent Involvement is a key element to any school improvement process. At DeAvila ES, we recognize thecritical role parents can and should play in their child’s education. Parents are their children’s first teachers.Parent influences during the developmental pathways are critical and necessary for learning. We needDeAvila parents to be a part of the decision making process.

Printed 4/21/2005

3

I. Demographic InformationStudent Enrollment Data reported are the number of students in each grade level as reported by theCalifornia Basic Educational Data System (CBEDS).

Number of Percent of Students StudentsRacial/Ethnic Category

African-American American Indian or Alaska Native

Asian-American Filipino-American Hispanic or Latino

Pacific Islander White (Not Hispanic)

Other

892

1360

36

114

21

Student Enrollment by Ethnic Group Data reported are the number and percent ofstudents in each racial/ethnic category as reported by CBEDS.

Student Enrollment by Grade Level

EnrollmentGrade Level EnrollmentGrade Level

2345678

K1

Ungraded Elementary

Ungraded Secondary

Total Enrollment

101112

95156443745

00000

480000 281

31.70.7

4.62.10.0

12.8

40.6

7.5281Total

Printed 4/21/2005

4

Key elements of School Safety Plan:

School FacilitiesSafety, cleanliness and adequacy of schoolfacilities.

School Programs and Practices that Promote a Positive Learning Environment

School Safety PlanDate of Last Review/Update:

Date Last Reviewed with Staff:

II. School Safety and Climate for Learning509

The key elements in the School Safety Plan at William DeAvila Elementary are pro-social and positivebehavioral and academic expectations for students and staff. The following procedures are or will be inplace: child abuse reporting procedures; disaster procedures; routine and emergency procedures;suspension, expulsion and mandatory expulsion policies; procedures to notify teachers of dangerousstudents, a sexual harassment policy for staff and students; an anti-slur policy; safe entry and exitprocedures of students, parents and staff; and a safe and orderly environment conducive to learning atthe school. Teachers and staff are trained in TRIBES and the Caring School Community process topromote positive behavior and create a safe and caring school learning environment.

10/10/200108/23/2001

The principal greets the Student Body each morning and discusses practices that create a safeenvironment. In addition, the Primary Intervention Program, Reading Recovery, the schoolpsychologist, and an active Student Success Team meet weekly to discuss strategies and interventionsto assist students referred for behavioral, social, medical or academic concerns.

The principal and custodian check the building daily to keep the environment conducive to learning.Necessary repairs for the building are immediately reported to the school district. The electrical systemof the school needs to be upgraded.

In order to provide a healthy climate, we have regulations consistent with the Student Behaviorhandbook. Students are suspended for violations of those regulations. The following programs havebeen included in the School Academic Plan to achieve the District’s objective to reduce the number ofsuspensions:

Suspensions and Expulsions

Suspensions (number) Suspensions (rate) Expulsions (number) Expulsions (rate)

School District

2002/03 2003/04 2003/042002/037

02.60%

0.00%

2001/02 2001/024

01.49%

0.00%

13

04.63%

0.00%

1,722

.10%

2.94%60

2,428

.08%

4.17%47

2,645

.07%

4.58%39

DeAvila Elem.

SCHOOLTYPE

ES

A Conflict Management team, Student Council and Student Advisor ensure that students will be able toresolve problems. Citizenship and academic achievement are encouraged. The SST process is used forongoing behavior, academic and health concerns.

192654,100 Built:sq. ft.

September 2004September 2004

Dates for Aim High

9/22/2003Printed 4/21/20055

Restrooms are in good condition. Cracks and loose plaster on inside building plaster walls need repairs,and the electrical system/data network needs to be upgraded for integrated technology. The floors needmaintenance and/or repair.

Degree to which school buildings and grounds provide adequate space for teachingand learning (classroom space, playground space, staff space).

Condition of restrooms, floors, walls, roof, plumbing and electrical systems.

Suitability of the facility as a learning environment including, but not limited to, lighting, heating, cooling and noise negation; thecondition of the school’s fire alarm system; and the condition of the school’s technology infrastructure.

Efforts to keep the buildings and grounds clean, free of litter and graffiti, etc.

Efforts to ensure the school facilities are in good repair and safe for students and staff.

Success of these efforts.

There is adequate space for all classrooms, a library, auditorium and cafeteria. Yard space is adequatefor an urban school but poorly arranged, necessitating two lunch periods to safely accommodate allstudents.

DeAvila is a suitable learning environment, including an adequate technology infrastructure. Thelighting, fire alarm system and heating are adequate. Funding for personnel to provide support programswould enhance the instructional program.

Daily inspection by the custodian and awareness programs for the students help to maintain a cleanenvironment.

Daily inspection by the custodian and annual district team maintenance help to ensure the facility is ingood repair and safe for students and staff.

Onsite inspections are successful. District meets emergency requests for repairs. Routine repair requestsare often backlogged.

District Maintenance and Repair

The District maintenance staff works to complete all repairs necessary to keep schools in good repairand working order. A work order process is used to ensure efficient service and that emergency repairsare given the highest priority. In 2004-05, the maintenance staff has set all ADA and Williams Case work orders as its highestpriority.

District Cleaning Process and Schedule

The Facilities Building & Grounds Department has adopted cleaning standards for all schools withinthe district. A summary of these standards is available for review at each school office and ismaintained and updated at the Department office. The principal at each school site works daily with thecustodial staff to develop cleaning schedules to ensure a clean and safe school.

District Deferred Maintenance Budget

The District participates in the State School Deferred Maintenance Program, which provides statematching funds on a dollar-for-dollar basis, to assist districts with expenditures for major repair orreplacement of existing school building components. Typical repair and/or replacement projectsinclude roofs, plumbing, heating, electrical systems, painting (interior & exterior), windowreplacement, flooring systems and paving of play yards. For the 2004-05 school year the District has budgeted $9,648,940 which represents a 3% contributionfrom the Unrestricted General Fund to cover ongoing and major maintenance, with 1/2 of 1%designated for Fund 14 (Deferred Maintenance).

District Deferred Maintenance Projects

For 2004-05 the governing board will be asked to approve the repair or replacement of 8 roofs,painting of two schools, paving in approximately six (6) play yards, complete replacement of four (4)school clock/bell systems, replacement of one window system and various electrical upgrades

9/22/2003Printed 4/21/20056

(including two exterior lighting projects) at one middle and one high school.District New School Construction Projects

For the 2004-05 school year the school district completed construction on one new elementary schooland commenced the construction of a second new elementary school. The first new school project is the Bessie Carmichael Elementary School that was completed andoccupied in October, 2004. The school itself is built on a 1.4-acre site with 22 school age classrooms(K-5) and 3 Pre-school classrooms. This new school construction was a $22.6M project which utilizedleveraged real estate; State Leroy Green funds (Fund 35); Mello-Roos funds (Fund 36); City of SanFrancisco MOU funds (Fund 40) and Developer Fees (Fund 25). The second new school constructed in the 2004-05 school year is the Dianne Feinstein ElementarySchool. This project consists of 26 classrooms, a new library and multi-purpose room. The facility isbeing constructed to accommodate up to 500 K-8 students. Dianne Feinstein is a $21.4M project whichwill utilize State Leroy Greene funds (Fund 35); Mello-Roos funds (Fund 36); Proposition A - GeneralObligation Bond (Fund 38). This school will be ready for occupancy in Fall of 2006.

9/22/2003Printed 4/21/20057

III. Academic DataCalifornia Standardized Testing and Reporting (STAR)

Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 aretested annually in various subject areas. Currently, the STAR program includes California Standards Tests(CST) in English/language arts and mathematics in grades 2-11, science and history/social science in grades9-11, and a norm-referenced test which tests reading, language and mathematics in Grades 2-11, spelling inGrades 2-8, and science in Grades 9-11.

California Standards Tests (CST)The California Standards Tests show how well students are doing in relation to the state content standards.Student scores are reported as performance levels. The five performance levels are Advanced (exceeds statestandards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), andFar Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met statestandards in that content area. Detailed information regarding results for each grade and proficiency levelcan be found at the California Department of Education website at http://star.cde.ca.gov or by speaking withthe school principal. Note: To protect student privacy, scores are not shown when the number of studentstested is 10 or less.

509

PerformanceLevel

Advanced

School District

2001 2002 2003

State

2001 2002 2003 2001 2002 2003

Advanced

Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceedingthe state standard).

CST - All Students

PerformanceLevel

School District

2002 2003 2004

State

2002 2003 2004 2002 2003 2004

English/Language Arts 31 23 24 35 38 40 32 35 36

Mathematics 25 33 24 34 39 40 31 35 34

Science 11 32 28 27 30 27 25History/Social Science 32 32 35 28 28 29

Proficient or Advanced

Not Tested

School District

2001 2002 2003

State

2001 2002 2003 2001 2002 2003

<Tabl <Tabl <Table <Table

<Tabl <Tabl

<Table <Table

<Table <Table

<Table

<Table

<Table

<Table

<Tabl

<Tabl <Table <Table

<Table

CST - Racial/Ethnic Groups

PerformanceLevel

7 36 50

9 41 41

5 20

AfricanAmerican

AmericanIndian or

AlaskaNative

AsianAmerican

FilipinoAmerican

Hispanicor Latino

White (notHispanic)


English/Language ArtsMathematicsScienceHistory/Social Science

PacificIslander

8

Norm Referenced Test (NRT)

Reading and mathematics results from the California Achievement Test, 6th Edition (CAT-6), the currentNRT adopted by the State Board of Education, are reported for each grade level as the percent of testedstudents scoring at or above the 50th percentile (the national average). School results are compared to resultsat the district and state levels. The CAT-6 was adopted in 2003; therefore, no data are reported for 2002.Detailed information regarding results for each grade level can be found at the California Department ofEducation website at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protectstudent privacy, asterisks appear in any cell when the number of students tested is 10 or less.

School District2000 2001 2002

State2000 2001 2002 2000 2001 2002

PerformanceLevel

Advanced

Proficient

Basic

Below Basic

FarBelow Basic

PercentNot Tested

2000 2001 2002

African American(not of Hispanic origin)

All Students

SocioeconomicallyDisadvantaged

Students withDisabilities

Met Target (Y/N)

White(not of Hispanic origin)

School LEA

Met Target (Y/N)

School LEA

AYP ReportingCategory

AYP ReportingCategory

Disaggregated by Subgroup:

English LanguageLearners

Disaggregated by Race/Ethnicity:

American Indian orAlaska Native

Asian

Filipino

Hispanic or Latino

Pacific Islander

NRT - All Students

Reading

Mathematics

School District

2002 2003 2004

State

2002 2003 2004 2002 2003 2004

47 30 48 45

52 47

45 43

55 50

43

51

46

58

24

32 63 57

Subject

Data reported are the percent of students scoring at or above the 50th percentile.

CST - Subgroups

PerformanceLevel

18 33 9 16 32 6 28

23 25 26 16 31 6 28

11 11 19 14

Male FemaleEnglish

Learners



MigrantEducation

ServicesYesYes No No


English/Language ArtsMathematicsScienceHistory/Social Science

Subject

Reading

Mathematics

NRT - Racial/Ethnic Groups

AfricanAmerican

AmericanIndian or

AlaskaNative

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

13 59 50

6 32 45


9

Academic Performance Index (API)The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures theacademic performance and progress of individual schools in California. On an interim basis, the state has set800 as the API score that schools should strive to meet.Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 800.The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number ofAPI points a school gained between its base and growth years. Schools that reach their annual targets areeligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five areeligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), whichprovides resources to schools to improve their academic achievement. There was no money allocated to theII/USP Program in 2002 or 2003.Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for eachnumerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomicallydisadvantaged subgroups.) Growth targets, equal to 80% of the school’s target, are also set for each of thesubgroups. Each subgroup must meet its target for the school to be eligible for awards.Percentage Tested: In order to be eligible for awards, elementary and middle schools must test at least 95% oftheir students in grades 2-8 and high schools must test at least 90% of their students in grades 9-11 on STAR.Statewide Rank: Schools receiving a base API score are ranked in ten categories of equal size (deciles) fromone (lowest) to ten (highest), according to type of school (elementary, middle, or high school).Similar Schools Rank: Schools also receive a ranking that compares that school with 100 other schools withsimilar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten(highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. Detailed information about the APIand the Public Schools Accountability Act (PSAA) can be found at the California Department of Educationwebsite at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

“A” means the school scored at or above the statewide performance target of 800.

California Fitness TestData reported are the percent of students meeting fitness standards (scoring in the healthy fitness zoneon all six fitness standards). Detailed information regarding the California Physical Fitness Test may befound at the California Department of Education website at http://www.cde.ca.gov/ta/tg/pf/ Note: Toprotect student privacy, asterisks appear in any cell whenever 10 or fewer students had valid testscores.

57

School District

Total Male Female FemaleMaleTotalGradeLevel

State

FemaleMaleTotal

10.9 11.1 10.7 26.338.1

30.042.6

22.733.8

24.829.1

26.731.3

22.927.0

9 22.9 24.2 21.7 26.3 25.3 27.2

NRT - Subgroups

22 27 9 14 33 9 27

28 37 39 25 38 16 36

Male FemaleEnglish

Learners



MigrantEducation

ServicesYesYes No NoSubject

Reading

Mathematics


10

API Subgroups - Racial/Ethnic Groups

African AmericanBase API ScoreGrowth TargetAmerican Indian or Alaska Native

API Growth DataFr. 2003to 2004

Fr. 2002to 2003

From 2001to 2002

Base API Score

African AmericanGrowth API ScoreActual GrowthAmerican Indian or Alaska NativeGrowth API Score

API Base Data

200320022001

Growth TargetAsian-AmericanBase API ScoreGrowth TargetFilipino-American

Actual GrowthAsian-AmericanGrowth API ScoreActual GrowthFilipino-American

Base API ScoreGrowth TargetHispanic or LatinoBase API ScoreGrowth Target

Growth API ScoreActual GrowthHispanic or LatinoGrowth API ScoreActual Growth

Pacific IslanderBase API ScoreGrowth TargetWhite (Not Hispanic)Base API Score

Pacific IslanderGrowth API ScoreActual GrowthWhite (Not Hispanic)Growth API Score

Growth Target Actual Growth

777

5514

4

801A

686

52113

-35719

54346

-28

79957

768

492-59

-9

728-73

721

5086

6

7955

747

4976

6

7426

API Subgroups - Socioeconomically Disadvantaged

Base API ScoreGrowth Target

API Growth DataFr. 2003to 2004

Fr. 2002to 2003

From 2001to 2002

Growth API ScoreActual Growth

API Base Data

200320022001

549

-27

600

-4

617

-46

576

6

604

6

663

4

Schoolwide API

Percentage TestedBase API ScoreGrowth TargetStatewide Rank

API Growth DataFrom 2001

to 2002

Similar Schools Rank

Percentage TestedGrowth API ScoreActual Growth

API Base Data

20032002200198

616-25

98660

-6

99675-33

98641

821

99666

741

98708

566

Fr. 2002to 2003

Fr. 2003to 2004

Note: # indicates that no growth target was assigned in that year.

Note: # indicates that no growth target was assigned in that year.Local Assessment(Percentage of Students Meeting or Exceeding the District Standard)

2345

Reading Writing

2001 2002 2003

GradeLevel

Mathematics

678

K2001 2002 2003 2001 2002 2003

91011

11

Awards and Interventions Programs

Year Identified forProgram Improvement

Year in ProgramImprovement

DistrictSchool

Year Exited ProgramImprovement

Number of Schools Currentlyin Program Improvement 33

Federal Intervention Program

Percent of Schools Identifiedfor Program Improvement

Although state intervention and awards programs are currently in the California Education Code, theprograms were not funded for the period addressed by this report. Therefore, there are currently no dataavailable to report.

Schools receiving Title I funding enter federal Program Improvement (PI) if they do not make AdequateYearly Progress (AYP) for two consecutive years. After entering PI, schools advance to the next level ofintervention with each additional year that they do not make AYP. Information about PI, including a list of allPI schools, can be found at the California Department of Education website at http://www.cde.ca.gov/ta/ac/ay/or by speaking with the school principal.

29.7%

12

The federal No Child Left Behind Act requires that all students perform at or above the proficient levelon the State’s standards based assessment by 2014. In order to achieve this goal and meet annualperformance objectives, districts and schools must improve each year according to set requirements. A“yes” in the following table displaying Overall AYP Status indicates that AYP was met for all studentsand all subgroups, or that exception criteria were met, or that an appeal of the school’s or district’s AYPstatus was approved. Additional data by subgroup show whether all groups of students in the school anddistrict made the annual measurable objectives for the percent proficient or above and the participationrate required under AYP. Detailed information about AYP can be found at the California Department ofEducation website at http://www.cde.ca.gov/ta/ac/ay/ or by speaking to the school principal.

Adequate Yearly Progress (AYP)

African American(not of Hispanic origin)

All Students



White(not of Hispanic origin)

English LanguageLearners

American Indian orAlaska Native

Asian

Filipino

Hispanic or Latino

Pacific Islander

School District

2002 2003 2004 2002 2003 2004Subgroups

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

N/A

N/A

N/A

N/A

N/A

N/A

No

N/A

N/A

3/2/2005Printed:

<Table

All Students

School District

2002 2003 2004 2002 2003 2004Overall

YesNo

Yes

No

N/A

Yes

N/A

N/A

N/A

N/A

No

N/A

N/A

No

Yes

No

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

Yes

13

IV. School Completion (Secondary Schools only)509

California High School Exit Exam (CAHSEE)Beginning with the graduating class of 2006, students in California public schools will have to pass theCalifornia High School Exit Exam to receive a high school diploma. The School Accountability ReportCard for that year will report the percentage of students completing grade12 who successfully completethe CAHSEE. These data are not required to be reported until 2006 when they

can be reported for the entire potential graduating class. Whenimplemented, the data will be disaggregataed by special eduationstatus, English language learners, socioeconomic status, gender,and ethnic group.

Dropout Rate and Graduation RateData reported regarding progress toward reducing dropout rates over the most recent three-year periodinclude: • grade 9-12 enrollment

• the number of dropouts, and• the one-year dropout rate as reported by CBEDS

The formula for the one-year dropout rate is (Grades 9-12 dropouts divided by Grades 9-12 Enrollment)multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), iscalculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through12, in consecutive years, plus the number of graduates.

9/22/2003Printed 3/2/200514

V. Class Size

Average Class Size and Class Size DistributionData reported are the average class size and the number of classrooms that fall into each category (i.e.,number of students), by grade level, as reported by CBEDS.

Class Size ReductionCalifornia’s K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades1 through 3. Funding is provided to participating school districts to decrease the size of K-3 classes to20 or fewer students per certificated teacher. Data reported are the number of students in each gradelevel that are in a class size reduction classroom.

509

Grade2002 2003 2004

Avg 1-20 21-32 33+ Avg 21-321-20 33+ Avg 1-20 21-32 33+K123456

K-33-44-8

Other

16.0 2 18.3 3 17.0 3

16.513.015.018.019.5

3.0

7.0

22222

1

1

21

23214

19.515.017.521.013.51

32222

1

14.718.518.520.016.7

5.0

Grade LevelPercentage of Pupils Participating

K123

2002 2003 200499.399.3

99.399.3

99.399.3

99.399.3

99.399.3

99.399.3

Average Teaching Load andTeaching Load DistributionData reported are the average class size and the number of classrooms for each range of students bygrade level as reported by CBEDS.

Subject2002 2003 2004

Avg 1-20 21-32 33+ Avg 21-321-20 33+ Avg 1-20 21-32 33+EnglishMathematicsScienceSocial Science

Grades 6 - 12

<Table Missing>

9/22/2003Printed 3/2/2005

15

This school:

VI. Teacher and Staff Information

Teacher CredentialsData reported are the number of teachers (full- and part-time) as reported by CBEDS. Each teacheris counted as “1”. If a teacher works at two schools, he/she is only counted at one school. Data arenot available for teachers with a full credential and teaching outside his/her subject area.

Teachers with Full Credential(fully credentialed and teaching in subject area)

Teaching Outside Subject Area(fully credentialed but teaching outside subject area)

Emergency Permits(not qualified for a credential or internship butmeeting minimum requirements)

Teachers with Waivers(do not have credential and do not qualify for Emergency Permit)

20042002Total Number of Teachers 21

20

1

0

21

19

1

0

20

19

1

0

2003

Professional Qualifications of TeachersIt is the goal of the district that every teacher hold either a California credential or an Intern credentialand be highly qualified as defined by the No Child Left Behind legislation. The district has reduced the

Academic Courses Not Taught by NCLB Compliant TeachersThe No Child Left Behind Act (NCLB) requires that all teachers teaching in core academic subjectsare to be “highly qualified” not later than the end of the 2005-06 school year. In general, NCLBrequires that each teacher must have:

1. a bachelor’s degree,2. a state credential or an Intern Certificate/Credential for no more than three years, and3. demonstrated subject matter competence for each core subject to be taught by the teacher.

More information on teacher qualifications required under NCLB can be found at the CaliforniaDepartment of Education’s website at http://www.cde.ca.gov/nclb/sr/tq/ .

Percent of classes in core content areas not taught by NCLB compliant teachers as above:

SFUSD: All schools High-poverty schools Low-poverty schools

Teachers in Alternative Routes to Certification(district and university internship)

Pre-Internship

1 0 0

2 2 0

NOTE: The statistics above do not accurately reflect whether SFUSD’s teaching staff is“highly qualified.”

NCLB requires that all teachers teaching core academic classes must be designated as “highlyqualified” by the end of the 2005-2006 school year. All teachers employed by SFUSD currentlymeet two of the three NCLB “highly qualified” criteria. An extensive assessment of SFUSDteachers’ core academic competency–the third criteria–is currently underway. By Fall 2006 weanticipate that all SFUSD teachers will meet NCLB’s highly qualified requirements.

0

85.7

70.5 75.1 60.1

509

16

At WRDA, all 23 classroom teachers are credentialed; all either hold or are working to earn CLAD orBCLAD certification to be able to meet the academic needs of LEP students.

Teacher EvaluationsTeacher evaluation procedures and the criteria on which they are based:

Substitute TeachersImpact upon program of quality or availability of substitute teachers:

San Francisco Unified School District's teacher evaluation system is currently under revision. The Districthas conducted a pilot in 30 schools of a new evaluation system, based upon the California Standards forthe Teaching Profession. This pilot includes teacher self-assessment, professional growth plans andobjectives, and guided reflection. There are protocols for pre-observation and post-observationconferences. Administrators are trained in evidence-based observation, focusing on specific areas ofteacher practice, as well as in reflective questioning and coaching strategies. All of this is an effort tomake teacher evaluation a professional growth-oriented process in the SFUSD. For teachers who are notperforming at a satisfactory level, the District has a Peer Assistance & Review (PAR) program wherebythose teachers receive up to a year of intensive coaching support to significantly improve practice andremain employed in the SFUSD.

number of teachers working without a credential by over 70% since 2001.

Teacher MisassignmentsData reported are the number of placements of a certificated employee in a teaching or servicesposition for which the employee does not hold a legally recognized certificate or credential, or theplacement of a certificated employee in a teaching or services position that the employee is nototherwise authorized by statute to hold.

Teacher Education LevelData reported are the percent of teachers by education level.

Master’s Degree plus 30 or more semester hours

SchoolDoctorate

District

Master’s DegreeBachelor’s Degree plus 30 or more semester hours

Bachelor’s DegreeLess than Bachelor’s Degree

1.3

0.1

20 23.5

65 61.3

15 13.4

0.2

Total Misassignments of Any Other Teachers

2003/20042001/2002Misassignments of Teachers of English Learners

2002/200310

Vacant Teacher PositionsData reported are the number of positions to which a single designated certificated employee has notbeen assigned at the beginning of the year for an entire year or, if the position is for a one-semestercourse, a position to which a single designated certificated employee has not been assigned at thebeginning of a semester for an entire semester.

20042002Vacant Teacher Positions

20031

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Academic CounselorsData reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% of full time.Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollmentas reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the numberof academic counselors.

Number of Academic Counselors (FTE) Ratio of Pupils per Academic Counselor

At DeAvila we have an elementary student advisor and a part time RSP teacher. Resource teachers andstaff head the school's Computer Lab, Library and Reading Recovery programs. Our schoolpsychologist is on site 2 days a week. A speech/language specialist is on site 3 days a week; aninstrumental music teacher one. Mental health counselors work with Special Education students 4 daysa week. Sixteen paraprofessionals work with children daily. Numerous tutors provided by our businesspartner, S. F. School Volunteers, Universities, the America Reads Project and Infusion One are on sitedaily working one on one with our students. In addition to the above we are also fortunate to have aschool nurse twice a week, a therapist from Westside Community Center twice a week and a therapistfrom Tender Lion, once a week.

FTEStaff Category

CounselorLibrarian

PsychologistSocial Worker

NurseSpeech/Language/Hearing SpecialistResource Specialist (Non-Teaching)

Other

(K-8 school counselors for grades 6-8 only.)

Counselors and Other Support Staff

Elementary: District general funds are not available for counseling services at the elementary school level. However,some schools have added support staff funded through special programs, projects, or grant awards.Middle/High: The District staffing ratio for counselors in middle and high schools is based on enrollment and iscomputed as follows:

Middle Students: Counselors High Students: Counselors0-650 : 1 0-501 : 1 1501-1751 : 3.5

650-901 : 1.5 501-751 : 1.5 1751-2001 : 4over 901 : 2 751-1001 : 2 2001-2251 : 4.5

1001-1251 : 2.5 over 2251 : 51251-1501 : 3

Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% of fulltime. Two staff persons working 50% of full time also equal one FTE.

18

Curriculum improvement programs and opportunities for improvement.

School and district efforts to align the instructional program with the state frameworks and content standards.

VII. Curriculum and Instruction

School Instruction and Leadership

School leadership team at the school site, its role in ensuring the quality of the instructional program and support ofteachers in improving instruction .

How the school staff monitors the progress of underperforming students/student groups.

Procedures for assessment of the progress of subgroups such as English Learners, Title I students,and numerically significant API subgroups.

Efforts to ensure equal access to the core curriculum for all students, including students with lower skills, English Learners,and the placement of individuals with exceptional needs in the least restrictive environment.

Summary of overall achievement by subgroups.

Number of Staff Development Days: 2001-2002 = 3 20002-2003 = 3 2003-2004 = 3

Professional Development

509

The School Improvement Program, English Language Learner Advisory Council and Site AdvisoryCouncil, as well as the PTA and the Union Building Committee, are forums for curriculumimprovement.

Referrals to the Student Success Team, Primary Intervention Program, Reading Recovery, adaptationsin classrooms, after school tutorial programs and support by paraprofessionals assist special needsstudents.

All staff participated in District inservice in the alignment of standards with curriculum. In addition, thestaff are given copies of the standards and meet in grade level and cross grade level teams to planimplementation of the standards in their classrooms. Ongoing teacher evaluation focuses on standardsbased instruction. Teachers have identified benchmarks for meeting standards throughout the year.

All teachers are members of the school leadership team and meet regularly to plan strategies forimplementing a quality instructional program based on the state instructional standards. Students’writing samples are collected schoolwide and assessed; plans for improvement are collaborativelydeveloped.

Underperforming students and groups are identified by test data analysis and individual teacherreferrals. Student progress is monitored by classroom teachers and the the Student Success Team.

School site assessment data analysis is based on review of subgroup reports of the Brigance (K-1),Assessment of Basic Comprehension (Grade 1), CAT6, Integrated Writing Assessment, MathematicsPerformance Assessment, and California English Language Arts Standards and Writing Standards.

DeAvila School exceeded its API growth target by 55 points for the 2000-2001 school year. Latinostudents made significant gains on the CAT6 in Reading and Math. English Language Learners madesignificant gains in Math.

Professional development is a part of every school site plan and a major component of instructional supportdepartments. The district's professional development program provides opportunities for teachers to

Indicate whether or not textbooks meet state standards and have been adopted by the State Board of Education(SBE).

Report the ratio of textbooks to pupils.

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Supports and interventions that are available to assist special needs students.

Classroom teachers ensure that all students have access to the core curriculum. English Learners areplaced in classes with certificated ELD or Bilingual teachers. Special education students are providedwith support to be mainstreamed when appropriate for their development.

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District textbook adoptions meet basic needs. Staff and parents supplement for spellers, other workbooksand Weekly Readers. There are never enough supplies.

Condition of textbooks and other instructional materials. Include information on supply, quality, and currency.

School educational technology program.

Additional technology resources.

Quality and Currency of Textbooks and Other Instructional Materials

In addition to district professional development opportunities, DeAvila teachers have participated inMultiple Intelligences, I.R.I.S.E, Tribes and technology, Anti-Bias curriculum, Physical Education andvarious Language Arts and Reading workshops. In-services related to the Safe School/Healthy StudentInitiatives would also be integrated into professional development days.

DeAvila has a technology curriculum with an instructional aide who provides instruction and teachersupport in a lab setting. Carryover to the classroom is limited because of the absence of a schoolwidenetwork server and adequate/appropriate software for the intermediate grades. Teachers need professionaldevelopment in technology curriculum integration.

DeAvila has an classified technology instructional aide and two computer labs. We do not have a networkserver yet.

1. Number of Computers Used for Instructionally Related Purposes2. Number of Computers listed above with CD-ROM (must be less than or equal to #1)3. Number of Classrooms with Internet Access4. Number of Classrooms with Wide Area Network (WAN) Access

73

60

1

0

implement the district's core curriculum for all students, update subject area expertise, use data to planinstructional improvement strategies, and acquire new instructional strategies. Leadership developmentacross content areas is facilitated centrally, and for educators and parents each school has three full days forprofessional development during the academic year. For 2003/2004 there are three weeks of centrally coordinated Professional Development Institutes. Theseweek-long, afterschool/Saturday institutes offer professional development in standards, best practices,assessment and diversity. A week-long institute in August offered professional development to all newteachers. Additional opportunities on special topics designed to ensure standards based instruction are offered byvarious district departments. All teachers are expected to maintain an individual professional growth planthat is approved by their professional advisor and is aligned with identified professional and school areas ofneed.

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Total Number of Minimum DaysNumber of days and reasons

Any additional minimum days at this school and reasons:

In all San Francisco Unified District schools in grades K through 8: • 10 minimum days make time for parent/teacher conferences during Fall and Spring Parent Conference Weeks • 3 minimum days per year make time for teachers to take part in professional development during Professional Development Institutes

Instructional Minutes (School Year 2003-2004)

51,70052,55052,55052,55054,35054,350

Grade Level State Instructional Minutes1 through 8 Requirement Offered by

K12345678

36,00050,40050,40050,40054,00054,00054,00054,00054,000

State Requirement for High School: 64,800

DeAvila Elem.

9101112

Instructional Minutes offered:

HEALTH: Class sets are provided

SCIENCE: Elementary schools currently use a kit-basedscience curriculum that was adopted in 1994. Schools havesufficient sets of science kits for each grade level. To supplementthe kits and meet the demands of the science test for 5th grade,the district purchased new 4th & 5th grade materials in 2004.We will adopt new K-5 science materials and provide themdistrict-wide following the State adoption in 2006.

The availability of sufficient state-adopted (grades K-8) and standards-aligned (grades K-12) textbooks and other instructionalmaterials for each pupil, including English learners, that are consistent with the content and cycles of the curriculumframeworks adopted by the State Board of Education in the core curiculum areas of reading/language arts, mathematics, science,history-social science, foreign language, and health (for grades K-12, inclusive); and science laboratory equipment (for grads9-12, inclusive), as appropriate.

Availability of Sufficient Standards-Aligned Textbooks and Other Instructional Materials

Reading/Language ArtsMathematics

ScienceHistory/Social Science

Foreign LanguageHealth

Science Laboratory Equipment

1:1 Fewer books than students

X

X

X

NA

NA

Core Curriculum Areas

(Grades 9-12)

Availability of Textbooks/Materials

HEALTH: Class sets are provided

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How the school makes special efforts to help special student populations in their preparation to enter the work force.

How the school measures the success of its efforts to prepare students for the work force.

How the school's instructional programs foster the acquisition and growth of work readiness skills on the part of the school'sstudents.

Degree to Which Students Are Prepared to Enter Workforce

DeAvila fosters the development of positive interpersonal skills as well as proficiency in reading,mathematics, and writing skills which are essential to the acquisition of work readiness skills.

DeAvila School seeks feedback from the Middle Schools and High Schools that our students attend.Annual satisfaction surveys, and response from alumni also indicate the success of our graduates.Community and business partnerships are nurtured.

Students are given responsibilities and “jobs” at the school level to enable them to achieve competencyand satisfaction in developing independence. Field trip opportunities, student council and communityvolunteer activities expand the preparation for entering the work force outside the school site.

Some schools “bank” additional instructional time to be used for professional development.Banked minutes at this school:

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VIII. Post Secondary Preparation (secondary schools only)

Advanced Placement/International Baccalaureate Courses Offered

Percentage of Graduates Who Have Passed Courses Required for University ofCalifornia (UC) and California State University (CSU) AdmissionThe percentage of graduates is the number of graduates who have passed course requirements for UCand/or CSU admission divided by the school’s California Basic Educational Data System (CBEDS)total graduates for the most recent year.

509

Students Enrolled in Courses Required for University of California (UC) and CaliforniaState University (CSU) Admission

The Advanced Placement (AP) and International Baccalaureat (IB) programs give students anopportunity to take college-level courses and exams while still in high school. Data reported are thenumber of courses and classes offered, and the enrollment in various AP and IB classes. The data for Fineand Performing Arts include AP Art and AP Music, and the data for Social Science include IBHumanities.

Data reported are the number and percent of students enrolled in courses required for UC and/or CSUadmission. The percent of students is calculated by dividing the total number of students enrolled incourses required for UC and/or CSU admission (a duplicated count) by the total number of studentsenrolled in all courses (also a duplicated count).

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Expenditures (Fiscal Year 2002-2003)

IX. Fiscal and Expenditure Data

District

Total DollarsDollars per Student

(ADA)

State Average for Districtsin Same Category

State Averagefor all Districts

Dollars per Student(ADA)

Dollars per Student(ADA)

$413,093,628 $7,485 $6,882 $6,822

Average Salaries (Fiscal Year 2002-2003)

$40,310 $36,856$55,213 $58,263

$219,143 $177,295

$98,209$94,152$89,885 $94,774$70,407 $72,665

State Average forDistricts in

Same CategorySFUSD

509

5.2 5.136.9 41.6

Beginning Teacher Salary

Mid-Range Teacher SalaryHighest Teacher Salary

Average Principal Salary (Elementary)Average Principal Salary (Middle)

Average Principal Salary (Secondary)Superintendent SalaryPercentage of Budget for Teachers’ Salaries

Percentage of Budget for Administrative Payrolls %

%

%%

$98,934$106,858

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Types of Services Funded DeAvila Elem.

21st Century Learning CentersAcademic Volunteer & Mentor ServiceAfter School LearningAmerica ReadsCaring School CommunitiesConflict Resolution ProgramHealthy StartJunior AchievementReading First InitiativeReading RecoverySan Francisco Education Fund

9/22/2003Printed 3/3/200525

explanation of the sarc and its requirements, please visit the · pdf fileschool...

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