school accountability report card school year...

School Accountability Report Card School Year 2009-10

Leonard R. Flynn Elementary School3125 CESAR CHAVEZ ST, SAN FRANCISCO, CA 94110

KARLING AGUILERA-FORT Principal:

Phone: 415-695-5770

(Published during 2010-11)

Fax: 415-695-5837

SFUSD School ID #: 680 Calif.School ID #: 6041347

SAN FRANCISCO UNIFIED SCHOOL DISTRICT Superintendent: Carlos Garcia

555 Franklin Street, San Francisco, CA 94102Phone: 415-241-6000 Web Site: www.sfusd.edu

SARC Contact:Research, Planning and Accountability

Ritu Khanna, Executive DirectorPhone: 415-241-6454 Fax: 415-241-6035

The School Accountability Report Card (SARC) which is required by law to be published annually, contains informationabout the condition and performance of each California public school. More information about SARC requirements is available on the SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office.

DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about thisschool and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP], test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet access is available at public libraries and other locations that are publicly accessible (e.g. the California State Library). Access to the Internet at libraries and other locations is generally provided on a first-come, first-served basis.Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

Section I - Data and Access

of 17

School Description and Mission Statement This section provides information about the school's goals and programs.

Leonard R. Flynn is a commuinity-based K-5 elementary school located in the Mission and bordering Benal Heights. Flynn's motto 'Soaring to Success' accurately describes the school's goal which is to become a California Distinguished as well as a Primary Years School. Our Mission statement supports this goal: Flynn's teachers and staff members dedicate themselves to maintianing high achievement expectations for all students to cultivate and celebrate the intellectual, creative and humanitarian potential of each student in a community that practices mutual respect, embraces diversity and inspires passion for learning. Students will leave Flynn Elementary with intellectual development, a character based on morals and compassion for others and will be good citizens and futue leaders.

Opportunities for Parental Involvement This section provides information about opportunities for parents to become involved with school activities.

Flynn's School-site Council, PTA and Parent Involvement Committee provide parents with a wide variety of ways to be involved in the school's activities and programs. Some of these are: volunteers in classrooms, lunch and yard supervision, members of school committees, leadership, school outreach and relations, fund raising and translating and interprtating. Leonard R. Flynn's administration, teachers and staff welcome and value parents and community members. They are seen an interegal part in achieveing the school's goal.

Section II - About This School

878583807471000

0

K12345678

Ungraded Elem

Grade Level Enrollment00000

480

9101112

Ungraded SecTotal Enrollment

Grade Level Enrollment

Student Enrollment By Grade Level (School Year 2009-10)This table displays the number of students enrolled in each grade level at the school.

of 17

African AmericanAmerican Indian or Alaska Native

AsianFilipino

Group

Percent of Total Enrollment

Hispanic or LatinoPacific Islander

White (Not Hispanic)Multiple or No Response

15.21%0.42%2.50%2.92%

53.75%0.63%

16.88%7.71%

Student Enrollment By Group (School Year 2009-10)This table displays the percent of students enrolled at the school who are identified as being in aparticular group.

Socioeconomically DisadvantagedEnglish Learners

Students with Disabilities

62.92%34.58%10.21%

20201919

K1

Grade Level

0000

4444

0000

0000

21.2520.519.519.75

3100

1344

0000

Number of Classrooms Number of Classrooms2009-10

33+

Avg Class Size 1-20 21-32 33+

Avg Class Size 1-20 21-32 33+

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

4344

20201918

0100

Number of ClassroomsAvg

Class Size

1-20 21-32

2008-09 2007-08

23

222500

45

0000

1000

0000

3200

23.752200

4200

0000

0000

0000

242500

2200

6K-3

000

3-44-8

000

000

000

000

000

000

000

000

000

000

000Other

Average Class Size and Class Size Distribution (Elementary)

of 17

Section III - School Climate

School Safety Plan (School Year 2009-10)This section provides information about the school's comprehensive safety plan.

In accordance with district, city and state policies for safety, security and emergency preparedness, Leonard R. Flynn Elementary School has a comprehensive safety and emergency preparedness plan written and in place. Periodic emergency drills for fire, earthquake, evacuation and lockdown allow the administration, staff and students to assess the level of readiness and to make neccessary adjustments to assure the safety and security of all. The plan was recently modified to align it with the comprehensive modernization project completion.

Section IV (School Facilities) begins on next page.

Suspensions and ExpulsionsThis table displays the rate of suspensions and expulsions (the total number of incidents divided by the totalenrollment) at the school and district levels for the most recent three-year period.

170Expulsions

Rate 80

140

60

80

60

School District 2007-08 2008-09 2009-10 2007-08 2008-09 2009-10

Suspensions

of 17

Section IV - School FacilitiesSchool Facility Conditions and Improvements

Repair Needed and Action Taken or Planned

Item Inspected Good Poor

Repair Status

This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

The extensive construction/modernization project per the American With Disabilities Act requirements to assure that the buiding and campus are safe and accessible to all students, staff, parents and visitors at Leonard R. Flynn Elementary was completed in August of this year.The school now has an elevator, stage lift, exterior emergency exits and a handicap entry gate. Because of these changes/additions, the school is safer and more accesssible to all. Flynn's Greening project along with regular school/parent/community beautification days, maintains its highest priority which is to have an evironmentally friendly, clean, safe and inviting school.

School Facility Good Repair Status This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Fair

WO - Work Order. DM - Deferred Maintenance.

Systems: Gas Leaks, Mechanical/HVAC, Sewer GOOD

Interior: Interior Surfaces GOOD RM 100: Loose ceiling tiles, WO2nd FLR Hllwy: Corridor and stairwells need repair and paint. DM

Cleanliness: Overall and Pest Infestation GOOD

Electrical: GOOD

Restrooms/Sinks/Fountains: POOR 1ST FLR Girls Rstrm: Restroom by Rm 100 out of order.1st FLR Boys Rstrm: Broken Partition Door, Handicapped Toilet inoperative, Broken toilet paper dispenser3RD FLR Boys Rstrm: Missing sign, broken hand towel dispenser, Work orders will be made for deficiencies listed above

Safety: Fire and Hazardous Materials GOOD

Structural: Damage, Roofs GOOD

External: School Grounds, Windows, Doors POOR Playground: Broken wooden seat at yard bench by basketball hoops, WO

of 17

Section V (Teachers) begins on next page.

Overall Summary of School Facility Good Repair StatusThis table displays the overall summary of the results of the most recently completed school site inspection.

Overall Summary

Item Inspected

X

Exemplary Good Fair PoorFacility Condition

Inspection Date 8/23/2010

Additional Comments

of 17

Section V - Teachers

Teacher CredentialsThis table displays the number of teachers assigned to the school with a full credential, without a full credential,and those teaching outside of their subject area of competence. Detailed information about teacher qualificationscan be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

260

With Full CredentialWithout Full Credential

Teachers

280

300

2007-08 2008-09 2009-10

0Teaching Outside Subject Area of Competence 1 0

310823

2009-10DistrictSchool

--------

Teacher Misassignments and Vacant Teacher Positions

1

1Misassignments of Teachers of English Learners

Total Teacher Misassignments

Indicator 1

1

0

0

2008-09 2009-10 2010-11

0Vacant Teacher Positions 0 0

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization)and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entirecourse at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

This SchoolAll Schools in District

High-Poverty Schools in DistrictLow-Poverty Schools in District

Location of Classes

92.396.196.197.9

Taught by NCLB Compliant Teachers

Core Academic Classes Taught by No Child Left Behind Compliant Teachers, 2009-10This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district (75or more in free/reduced lunch meal program), and at low-poverty schools in the district (25% or less in free/reduced lunc

7.73.93.92.1

Taught by non-NCLB Compliant Teachers

Percent of Classes in Core Academic Subjects

meal program). More information on teacher qualifications required under NCLB can be found on the CDE ImprovingTeacher and Principal Quality Web page at http://www.cde.ca.gov/nclb/sr/tq/.

of 17

Section VI - Support Staff

Academic Counselors and Other Support Staff (School Year 2009-10)This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other supportstaff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50% of full time

Academic CounselorLibrary Media Teacher (Librarian)

Title01

Number of FTE Assigned to

School

Library Media Services Staff (Paraprofessional)Psychologist / Social Worker

0

NurseSpeech/Language/Hearing SpecialistResource Specialist (non-teaching) 1

Other 0

Average Number of Students per

Academic Counselor

----------------------------

Note: For various reasons, including funding sources and employees serving multiple locations, many of the staffin these positions are listed as working at central administrative offices, and so, will not show up under a particular school's staffing count. If additional information is needed regarding staffing in these particular support roles, please contact the school.

of 17

Section VII - Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials

For complete lists of adopted textbooks, go to:http://portal.sfusd.edu/template/default.cfm?page=chief_academic.libserv

Section VIII (School Finances) begins on next page.

For High Schools (grades 912) The San Francisco Unified School District adopts instructional materials following the cycle of state frameworks and standards, and provides sufficient textbooks for all students to use in class and to take home in the core curriculum areas of reading/language arts, mathematics, science, and history/social studies. Instructional materials were adopted by the SFUSD Board of Education for the 2010‐2011 school year and were provided for all high school students enrolled in Chinese and Probability and Statistics classes. Class sets of health instructional materials were provided for high school health teachers. In addition, other Board‐adopted core curriculum materials were provided to remedy all insufficiencies identified through a survey and other activities at the annual Instructional Materials Hearing at the September 28, 2010 meeting of the Board of Education. All adopted high school instructional materials have been evaluated and determined locally to meet state standards for grades 9‐12. Appropriate science laboratory equipment is available for all laboratory science courses. For Elementary and Middle Schools (grades K8) The San Francisco Unified School District adopts instructional materials following the cycle of state frameworks and standards, and adopts K‐8 materials from the list of standards‐aligned materials that have been adopted by the State Board of Education. The district provides sufficient textbooks for all students to use in class and to take home in the core curriculum areas of reading/language arts, mathematics, science, and history/social studies. For 2010‐2011, instructional materials were provided for all students in grades K‐8. Replacements were provided for core curriculum areas as identified through a survey and other activities preceding the annual Instructional Materials Hearing at the September 28, 2010 meeting of the Board of Education.

of 17

Section VIII - School Finances

Types of Services Funded (Fiscal Year 2009-10)

We at Flynn Elementary are very proud to have a variety of programs that not only supplement the regular education curriculum but also enhance it. Teacher professional development include training in best practices, increased subject content knowledge and curriculum development.In addition teachers attend conferences and workshops funded by our Title I, Instructional Improvement and Discretionary Block Grants. Music and art classes come to us through the San Francisco Arts Education Project and opportunities to experience music through symphonies and ensambles are provided by the San Francisco Symphony's Arts in Music program. Mission Learning Center coordinates Flynn's Afterschool Program and Soul Shoppe and Champs support a positive school climate.

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2008-09)

$1,180School SiteDistrict

Level

$5,431 $4,251

$4,251

Total Expenditures

Per Pupil

Expenditures Per Pupil

Supplemental

Expenditures Per Pupil

Basic

Percent Difference - School Site and District 0%

$60,116$60,116

Average Teacher

Salary

0%

State $5,681

Percent Difference - School Site and State -25.2%$68,179-11.8%----

------------

----------------

This table displays a comparison of the school's per pupil expeditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with

all schools in the district equally has been used. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

average teacher salaries at the district and state levels. The option to report expenditures and salaries for the benefit of

$42,377$67,667

Beginning Teacher SalaryMid-Range Teacher Salary

Category$39,774$64,207

District AmountState Average For Districts

In Same Category

$87,102$108,894

Highest Teacher SalaryAverage Principal Salary (Elementary)

$77,630$97,642

$113,713$124,531

Average Principal Salary (Middle)Average Principal Salary (High)

$101,073$106,144

$223,323Superintendent Salary $296,768Not availableNot available

Percent of Budget for Teacher SalariesPercent of Budget for Administrative Salaries

Not availableNot available

Teacher and Administrative Salaries (Fiscal Year 2008-09)This table displays district-level salary information for teachers, principals, and superintendents, and compares thesefigures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same typeand size. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/.

of 17

Section IX - Student Performance

STAR Results for All Students - Three-Year ComparisonThis table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceedingthe state standards).

30

30

26

0

English-Language Arts

Mathematics

ScienceHistory-Social Science

Subject 34

40

37

0

32

37

30

0

53

52

52

45

51

51

51

42

55

54

59

49

50

46

50

41

46

43

46

36

52

48

54

44

School District State 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10

Standardized Testing and Reporting ProgramThe Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); The California Modified Assessment (CMA), and the California Alternate Perfomance Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CSTsinclude English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8 and 9-11; and history-social science in grades 8 and 10-11. The CAPA includes ELA, mathematics, and science in grades 2-11, and for science for grades 5, 8 and 10. The CAPA is given to those students with significant cognitive disabilities which prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMAincludes ELA and mathematics for grades 3-8 and science in grade 5 and is an alternative assessment that is based on modified achievement standards. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.Student scores are reported as performance levels. Detailed information regarding the STAR program results for eachgrade and performance level, including percents of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) results web site at http://star.cde.ca.gov. Program information regarding the STAR program can be found in the Explaining 2008 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/starpkt5intrpts.pdf. 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 statistical accuracy or toprotect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

of 17

Section X (Accountability) begins on next page.

Standardized Testing Reporting Results by Student Group - Most Recent Year This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting orexceeding the state standards) for the most recent testing period.

African AmericanAmerican Indian or Alaska Native

AsianFilipino

Group18*

*

English-Language Arts


White (not Hispanic)

23

69

% of Students Scoring at Proficient or Advanced

16*

*

Mathematics

33

71

**

*

Science

30

*

History-Social Science

MaleFemale

Economically DisadvantagedEnglish Learners

25402010

Students with DisabilitiesStudents Receiving Migrant Education

Services

14*

3440282924*

2339317*

California Physical Fitness Test Results (School Year 2008-09)

Grade 5Grade 7Grade 9

Grade Level 30.9

0.00.0

Four of Six Standards

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. Detailed information regardingthis test, and comparisons of a school's test results to the district and state levels, may be found at the CDE web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

25.0

0.00.0

Five of Six Standards8.8

0.00.0

Six of Six StandardsPercent of Students Meeting Fitness Standards

of 17

Section X - AccountabilityAcademic Performance IndexThe Academic Performance Index (API) is an annual measure of the academic performance and progress of schoolsin California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the APIcan be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks - Three-Year ComparisonThis table displays the school's statewide and similar schools API ranks. The statewide API rank ranges form 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while astatewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools". A similar schoolrank of 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.

StatewideSimilar Schools

API Rank33

2007

12

2008

11

2009

API Growth by Student Group - Three-Year ComparisonThis table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: Results for numerically significant student groups only.

All Students at the SchoolAfrican American

American Indian or Alaska NativeAsian

Group-8

2007-08

Filipino


-14

Actual API Change

-1626

2008-09

-56

3827

AS

2009-10

37


Socioeconomically Disadvantaged

English Learners


-25

-15

-25

-47

23

32

API Growth by Student Group - 2010 Growth ComparisonThis table displays by student group the 2010 Growth API at the school, LEA, and state level.

of 17

OverallParticipation Rate - English-Language Arts

AYP CriteriaNoYes

NoYes

School District

Participation Rate - MathematicsPercent Proficient - English-Language Arts

Yes YesNo

Percent Proficient - Mathematics No

AYP Overall and by Criteria (2009-10)This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

Adequate Yearly ProgressThe federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP)

1) Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics 2) Percent proficient on the state's standards-based assessments in ELA and mathematics 3) API as an additional indicator 4) Graduation rate (for secondary schools)Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay.

NoNo

API YesGraduation Rate Pend

YesN/A

criteria:

All Students at the SchoolAfrican American

American Indian or Alaska NativeAsian

Group706581

School

Filipino


642

2010 Growth API

791615730869

LEA

788

675654

767685728889

State

851

715754


Socioeconomically Disadvantaged

English Learners


629

635

876

759

735

574

838

712

691

580

of 17

Program Improvement StatusFirst Year of Program Improvement

Indicator In PI

2003-2004In PI

2006-2007

School District

Year in Program ImprovementNumber of Schools Currently in Program Improvement

Year 5 Year 332

Percent of Schools Currently in Program Improvement 29--------

Federal Intervention Program (School Year 2010-11)Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for twoconsecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additionalyear that they do not make AYP. Detailed information about PI indentification can be found at the CDE Web site athttp://www.cde.ca.gov/ta/ac/ay/.

of 17

Section XI - School Completion and Postsecondary PreparationNot Applicable.

of 17

Section XII - Instructional Planning and Scheduling

This section provides information about the program for training the school's teachers and other professional staff.

Professional Development

Professional development is a part of every site plan and a major component of instructional support to departments.The district's professional development program provides opportunities for teachers to implement the district's corecurriculum for all students, update subject area expertise, use data to plan instructional improvement strategies andacquire new instructional strategies. Leadership development across content areas is facilitated centrally, and foreducators and parents each school continues to provide three full days of professional development during the academic year.

End of SARC Document.

of 17

school accountability report card school year...

Documents