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High Tech Elementary Explorer

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at 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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2015-16 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe 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 is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Briony Chown, DirectorPrincipal, High Tech Elementary Explorer

Briony comes to Explorer from London where she has taught 2nd, 3rd, and 5th grades. In her London school, Brionysupported other teachers in integrat ing art and technology into their classroom curriculum. She holds a Post-GraduateCert ificate of Educat ion from Goldsmith's College, University of London and a B.A. in English and Philosophy from theUniversity of Sheffield. As well as teaching, Briony loves exploring new places, cooking, reading, hiking and learning newskills.

High Tech Elementary Explorer2230 Truxtun Rd.San Diego, CA 92106-6128

Phone: 619-795-3600E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/30/2017


About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name San Diego Unified

Phone Number (619) 725-8000

Superintendent Cindy Marten

E-mail Address [email protected]

Web Site www.sandi.net

School Contact Information (School Year 2016-17)

School Name High Tech Elementary Explorer

Street 2230 Truxtun Rd.

City, State, Zip San Diego, Ca, 92106-6128

Phone Number 619-795-3600

Principal Briony Chown, Director

E-mail Address [email protected]

Web Site www.hightechhig.org

County-District-School (CDS) Code

37683386117683

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

Explorer began in 2000 w ith 120 children and the dream of creat ing a small school where social and emotional intelligence could be integrated w ith deep thinkingand academic excellence. These many years later, Explorer has grown to serve 350 children from throughout San Diego and acquired a permanent home.

At Explorer, we deeply connect social and emotional learning w ith academics. We have seen how student awareness of self and others leads to strong academicachievement. Students w ith strong social and emotional skills work well independently, collaborate and communicate well, and engage deeply in 21st centurylearning. Explorer teachers are reflect ive pract it ioners who create their own curriculum, design relevant, real-world work for students, and collaborate to buildschool w ide culture and pract ices.

Explorer never could have started nor thrived w ithout the support and involvement of its extraordinary parent body. Parents are partners in their child's educat ionand, alongside our faculty, form a foundat ion from which our school has grown and flourished.

We welcome you to our website to learn more about our mission, classroom projects, and best pract ices.

2015-16 SARC - High Tech Elementary Explorer

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www.sandi.net


www.hightechhig.org



Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Kindergarten 66

Grade 1 45

Grade 2 72

Grade 3 48

Grade 4 72

Grade 5 49

Total Enrollment 352

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 50

10

20

30

40

50

60

70

80

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 6.8 %

American Indian or Alaska Nat ive 0.3 %

Asian 3.4 %

Filipino 4.3 %

Hispanic or Lat ino 28.4 %

Native Hawaiian or Pacific Islander 0.3 %

White 52.3 %

Two or More Races 4.3 %

Other -0.1 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 34.7 %

English Learners 11.1 %

Students w ith Disabilit ies 16.2 %

Foster Youth 0.3 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 22 26 22 4243

Without Full Credent ial 1 1 0 30

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 1 1 349

2014-15 2015-16 2016-170

5

10

15

20

25

30Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

1 1 2

Total Teacher Misassignments* 1 2 3

Vacant Teacher Posit ions 0 0 0

2014-15 2015-16 2016-170.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected:

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 96.0% 4.0%

High-Poverty Schoolsin District

96.0% 4.0%

Low-Poverty Schoolsin District

97.0% 3.0%

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

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?

PercentStudentsLacking

OwnAssigned

Copy

Reading/LanguageArts Explorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet

the needs of each student. Among them include online adapt ive textbooks, novels, academic journals, primaryresources, digital tools along w ith others. In addit ion, HTH students publicize their work online:

http://www.hightechhigh.org/projects/

0.0 %

MathematicsExplorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet



0.0 %

ScienceExplorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet



0.0 %

History-SocialScience Explorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet



0.0 %

Foreign LanguageExplorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet



0.0 %

HealthExplorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet



0.0 %

Visual andPerforming Arts Explorer Elementary HTH uses a w ide variety of resources that enable teachers to different iate instruct ion to meet



0.0 %

Science Lab N/A N/A 0.0 %


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Note: Cells w ith N/A values do not require data.

Eqpmt (Grades 9-12)


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School Facility Good Repair StatusYear and month of the most recent FIT report:

Overall Facility RateYear and month of the most recent FIT report:

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

HTeX occupies the first floor of a 91,140 square foot, three-story, building that was originally built in 1967+/-, but was completely renovated in 2005. Thebuilding is in excellent condit ion, w ith maintenance and custodial services provided by on-site staff. There are no maintenance needs beyond those that arerout ine for a school of this size. A 70 Kw photovoltaic system, shared by the three schools, was added to the roof in 2014. LED light ing and other energyupgrades were implemented in 2016. All of these improvements w ill great ly improve the schools’ energy bills.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Exemplary


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing 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 Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

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 forstat ist ical accuracy or to protect student privacy.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

English Language Arts / Literacy (grades 3-8 and 11) 62.0% 62.0% 49.0% 54.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 46.0% 40.0% 39.0% 42.0% 34.0% 36.0%


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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 ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated 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 stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

ELA - Grade 3ELA - Grade 3

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 50 49 98.0% 57.1%

Male 24 24 100.0% 50.0%

Female 26 25 96.2% 64.0%

Black or African American -- -- -- --

American Indian or Alaska Nat ive -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Lat ino 12 12 100.0% 50.0%

Native Hawaiian or Pacific Islander -- -- -- --

White 26 25 96.2% 68.0%

Two or More Races -- -- -- --

Socioeconomically Disadvantaged -- -- -- --

English Learners -- -- -- --

Students w ith Disabilit ies -- -- -- --

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --


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All Students 73 70 95.9% 67.1%

Male 39 37 94.9% 62.2%

Female 34 33 97.1% 72.7%



Asian -- -- -- --




White 47 44 93.6% 77.3%








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All Students 48 48 100.0% 60.4%

Male 26 26 100.0% 53.9%

Female 22 22 100.0% 68.2%



Asian -- -- -- --


Hispanic or Lat ino -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- --

White 39 39 100.0% 66.7%








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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.



CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

Mathematics - Grade 3Mathematics - Grade 3


All Students 50 49 98.0% 36.7%

Male 24 24 100.0% 25.0%

Female 26 25 96.2% 48.0%



Asian -- -- -- --




White 26 25 96.2% 56.0%








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All Students 73 70 95.9% 54.3%

Male 39 37 94.9% 56.8%

Female 34 33 97.1% 51.5%



Asian -- -- -- --




White 47 44 93.6% 65.9%








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All Students 48 48 100.0% 22.9%

Male 26 26 100.0% 26.9%

Female 22 22 100.0% 18.2%



Asian -- -- -- --



Nat ive Hawaiian or Pacific Islander -- -- -- --

White 39 39 100.0% 25.6%








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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)

Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Science (grades 5, 8, and 10) 82.0% 67.0% 71.0% 68.0% 65.0% 59.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 48 48 100.0% 70.8%

Male 26 26 100.0% 65.4%

Female 22 22 100.0% 77.3%


American Indian or Alaska Nat ive 0 0 0.0% 0.0%

Asian 0 0 0.0% 0.0%



Nat ive Hawaiian or Pacific Islander 0 0 0.0% 0.0%

White 39 39 100.0% 79.5%





Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%



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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

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 forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2015-16)California Physical Fitness Test Results (School Year 2015-16)

Grade Level

Percentage of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

Parents are involved in the school at every level. From volunteering in the classrooms to init iat ing school-w ide act ivit ies and fundraising, the parent council at High Tech Elementary Explorer is fundamental to the success of the school. Parents are seen as partners in the educat ion of students at the school.


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Suspensions 3.6 1.7 1.7 4.2 3.7 3.4 4.4 3.8 3.7

Expulsions 0.0 0.0 0.0 0.1 0.1 0.1 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160.0

1.0

2.0

3.0

4.0

5.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

It is the goal of High Tech Elementary Explorer to provide experiences for children that teach them compassion, commitment, and concern for others. It is understood that children learn what they experience, and therefore all adults model appropriate behavior for children. The faculty at the school help children behave in ways that are conducive to learning and building community. Classroom experiences create developmentally appropriate opportunit ies for autonomy and posit ive decision making. The essence of discipline is understanding behavior and finding effect ive alternat ives to punishment. At Explorer, we are dedicated to helping children learn to meet their own needs while respect ing the needs of others. W ithin each classroom, age- appropriate rules and consequences are decided upon in the beginning of the school year. Teachers form empathic and posit ive relat ionships w ith their students, holding them to high standards of behavior. Children and teachers decide upon rules together for their mutual benefit . They also decide upon solut ions that w ill be helpful to all concerned should problems arise. When teachers make decisions w ithout a student ’s input, they use firmness w ith kindness, dignity and respect.

It is our strong belief that while punishment may work in the short term to stop misbehavior immediately, long-range results may include resentment, revenge, rebellion, and/or retreat. Therefore, Explorer uses discipline that is not humiliat ing to children. Its purpose is to achieve long-range goals as well as responsibility and immediate cooperat ion. It is based upon mutuality and incorporates clear and firm expectat ions w ith respect for children so that a foundat ion for teaching life skills, good decision-making and self-control is emphasized. The main object ive in assigning consequences for misbehavior is to assist children in making good choices, whether in the classroom, at lunch or during recess. When a child is unsafe, interrupts learning, or clearly does not respect the needs of others, the follow ing course of act ion occurs: • Children are reminded of the expected behavior and previously agreed-upon school standards. • Should the behavior cont inue, the teacher w ill conference w ith the child to determine good decision making. • When inappropriate behavior does not change, the principal and/or social curriculum coordinator w ill be consulted. • Finally, a conference w ill be called w ith the parent in order to assist the child in meeting the school’s expectat ions for behavior.


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If at any t ime a child’s behavior is unsafe or dangerous to himself/herself, or to another child or teacher, the child w ill be sent home from school for at least the remainder of the school day. The school upholds the right to further suspend or require a child be w ithdrawn from school should these behaviors occur or it be determined that the school cannot meet the child’s academic, social, or emotional needs. Explorer regards suspensions and expulsion as a last resort. Should the child’s behavior be dangerous to self, to others, or the teachers, or if the school decides it cannot meet the child’s needs, expulsion w ill occur according to the policies designated in its charter.

SCHOOL WIDE RULES • Respect the needs and feelings of others • Use appropriate language and demonstrate concern for the property of teachers and peers • Be safe and be considerate of the safety of others • Remain in the classroom or on school grounds unless permission is given by the teacher or administrator to leave.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Average Class Size and Class Size Distribution (Elementary)

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

Academic Counselors and Other Support Staff (School Year 2015-16)

Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2012-2013

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 145

Percent of Schools Current ly in Program Improvement N/A 75.1%

2013-14 2014-15 2015-16

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

K 4.0 3 0 0 22.0 0 2 0

1 1.0 1 0 0 22.0 0 3 0

2 3.0 3 0 0 24.0 0 2 0

3 3.0 2 0 0 24.0 0 3 0

4 2.0 3 0 0 24.0 0 2 0

5 1.0 1 0 0 24.0 0 3 0

6 0.0 0 0 0 0.0 0 0 0

Other 0.0 0 0 0 0.0 0 0 0

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor

Counselor (Social/Behavioral or Career Development) N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) N/A

Psychologist 1.0 N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) 2.0 N/A

Other N/A


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*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site -- -- -- --

District N/A N/A $0.0 $73582.0

Percent Difference – School Site andDistrict

-- -- -- --

State N/A N/A $5677.0 $75837.0

Percent Difference – School Site and State -- -- -- --


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)

High Tech Elementary Explorer part icipates in the Nat ional School Lunch Program and runs an extensive afterschool program where students can part icipate insports, act ivit ies and receive academic support.

Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $42,632 $45,092

Mid-Range Teacher Salary $64,780 $71,627

Highest Teacher Salary $88,049 $93,288

Average Principal Salary (Elementary) $122,585 $115,631

Average Principal Salary (Middle) $125,249 $120,915

Average Principal Salary (High) $136,833 $132,029

Superintendent Salary $261,667 $249,537

Percent of Budget for Teacher Salaries 37.0% 37.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000


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http://www.cde.ca.gov/ds/fd/cs/


Professional DevelopmentProfessional Development

The Director has a collaborat ive leadership style. Every attempt is made to build reciprocity and community in the school. The act ive parent body is support ive of the school on every level, from volunteering in classrooms to fundraising. The academic program focuses on teaching standards and content at the highest level, as well as social curriculum. Gifted and Talented Educat ion (GATE) seminar and cluster students are assimilated into classrooms and given different iated tasks. An excellent resource team meets the needs of students w ith learning differences. In-depth assessments are given to all students, Grades K–5. The school collaborates w ith High Tech High Learning to provide a K–12 educat ional path for students.

Curriculum is cont inually evaluated as it applies to California state standards and meaningful integrated studies at the highest level. The Director and a part-t ime curriculum coordinator supervise teachers by making frequent classroom visits, both formally and informally. Weekly staff meetings are related to staff development. The school is working toward standardizing forms of assessment. There are ongoing conversat ions between faculty and administrat ion to support the highest goals for individual academic achievement.

Explorer’s faculty is able to attend the district ’s workshops and independent conferences. We arrange for faculty workshops and in-service training at the school. Our faculty is outstanding and provides leadership trainings in addit ion to outside consultancies.


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sarc report for high tech elementary explorer · high tech elementary ... explorer has grown to...

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