Teresa Burke Elementary School
1301 Filburn Avenue • Wasco, CA 93280 • (661) 758-7480 • Grades TK-6
Samuel Torres, Principal
[email protected]
2014-15 School Accountability Report Card
Published During the 2015-16 School Year
----{iSARC_DLogo}---Wasco Union Elementary School
District
1102 5th Street
Wasco, CA 93280
(661) 758-7100
www.wuesd.org
District Governing Board
Danny Rueda
Richard Reding
Ernie Sanchez
Anna Poggi
Luis Fernandez
District Administration
Principal’s Message
As the principal of Teresa Burke Elementary School, I will promote a safe educational environment
where educational success for all students is at the forefront of what we do as a staff. It is our goal
to continue to be leading the way in promoting student leadership to guide them toward a positive
future. I will ask for parental and community support as we track into their future. The best is yet
to come.
Mission Statement
Teresa Burke Elementary School is committed to meeting the educational needs of all children
through a partnership consisting of school, parents, and students. All students should know,
understand, and be able to demonstrate knowledge in standards-based curriculum. This
demonstration of knowledge includes frequent checks for understanding to allow teachers an
opportunity to intervene when students encounter difficulty with the subject matter. This broad
educational commitment includes the opportunity for every student to be successful, develop a
positive self-image, make decisions, and grow academically, socially, psychologically, and
physically.
Kelly Richers
Superintendent
Brad Maberry
David Bowling
2014-15 School Accountability Report Card for Teresa Burke Elementary School
Page 1 of 10
About the SARC
A. Conditions of Learning
By February 1 of each year, every school in California is required by state
law to publish a School Accountability Report Card (SARC). The SARC
contains information about the condition and performance of each
California public school. Under the Local Control Funding Formula (LCFF)
all local educational agencies (LEAs) are required to prepare a Local Control
Accountability Plan (LCAP), which describes how they intend to meet
annual school-specific goals for all pupils, with specific activities to address
state and local priorities. Additionally, data reported in an LCAP is to be
consistent with data reported in the SARC.
•
For more information about SARC requirements, see the California
Department of Education (CDE) SARC Web page at
http://www.cde.ca.gov/ta/ac/sa/.
•
For more information about the LCFF or LCAP, see the CDE LCFF Web
page at http://www.cde.ca.gov/fg/aa/lc/.
•
For additional information about the school, parents/guardians and
community members should contact the school at (661) 758-7480 or
the district office.
2014-15 Student Enrollment by Grade Level
Grade Level
Number of Students
Kindergarten
114
Grade 1
101
Grade 2
122
Grade 3
129
Grade 4
116
Grade 5
109
Grade 6
112
Total Enrollment
803
State Priority: Basic
The SARC provides the following information relevant to the Basic State
Priority (Priority 1):
•
Degree to which teachers are appropriately assigned and fully
credentialed in the subject area and for the pupils they are teaching;
•
Pupils have access to standards-aligned instructional materials; and
•
School facilities are maintained in good repair.
Teacher Credentials
Teresa Burke Elementary School
13-14 14-15 15-16
With Full Credential
31
33
30
Without Full Credential
0
0
3
Teaching Outside Subject Area of Competence
0
0
0
Wasco Union Elementary School District
13-14 14-15 15-16
With Full Credential
♦
♦
146
Without Full Credential
♦
♦
15
Teaching Outside Subject Area of Competence
♦
♦
0
Teacher Misassignments and Vacant Teacher Positions at this School
Teresa Burke Elementary School
13-14
14-15
15-16
Teachers of English Learners
0
0
0
Total Teacher Misassignments
0
0
0
Vacant Teacher Positions
2
0
0
*
“Misassignments” refers to the number of positions filled by teachers who
lack legal authorization to teach that grade level, subject area, student group,
etc. Total Teacher Misassignments includes the number of Misassignments
of Teachers of English Learners.
2014-15 Student Enrollment by Group
Group
Percent of Total Enrollment
Black or African American
3.6
Hispanic or Latino
94
White
1.9
Two or More Races
0.4
Socioeconomically Disadvantaged
93.5
English Learners
50.6
Students with Disabilities
3.5
Foster Youth
0.1
Core Academic Classes Taught by Highly Qualified Teachers
2014-15 Percent of Classes In Core Academic Subjects
Core Academic Classes Taught by Highly Qualified Teachers
Location of Classes
This School
Not Taught by Highly
Qualified Teachers
100.0
0.0
Districtwide
All Schools
98.7
1.3
High-Poverty Schools
98.7
1.3
Low-Poverty Schools
0.0
0.0
*
2014-15 School Accountability Report Card for Teresa Burke Elementary School
Taught by Highly
Qualified Teachers
High-poverty schools are defined as those schools with student eligibility of
approximately 40 percent or more in the free and reduced price meals
program. Low-poverty schools are those with student eligibility of
approximately 39 percent or less in the free and reduced price meals
program.
Page 2 of 10
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16)
The Wasco Union Elementary School District maintains an emphasis on ensuring that sufficient adopted core textbooks and supplemental materials are
available to support the school’s instructional program. The district held a public hearing on September 8, 2015, to ensure the community that each
school within the district had sufficient approved core textbooks and instructional materials, pursuant to the settlement of Williams v. the State of
California. All students, including English learners, are given their own individual standards-aligned textbooks in core subjects for use in the classroom.
All textbooks and instructional materials used within the district are aligned with the California State Board of Education Content Standards and
Frameworks. Wasco Union Elementary School District follows the Board of Education’s six-year adoption cycle for core content materials and the eightyear cycle for textbook adoptions in visual and performing arts and health. The chart displays the list of textbooks currently in use.
Textbooks and Instructional Materials
Year and month in which data were collected: 09/2014
Core Curriculum Area
Reading/Language Arts
Textbooks and Instructional Materials/Year of Adoption
Treasures, Macmillan/McGraw-Hill 2010
Treasures, ELD; Macmillan/McGraw-Hill 2010
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook: 0%
Mathematics
My Math McGraw Hill CA Edition 2014
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook: 0%
Science
California Science, Pearson Scott Foresman 2007
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook: 0%
History-Social Science
Reflections, Harcourt Brace 2007
McDougal Littell 2007
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook: 0%
School Facility Conditions and Planned Improvements (Most Recent Year)
Teresa Burke Elementary School provides a safe and clean environment for students, staff, parents, and volunteers. School facilities are modern and upto-date to provide an appropriate learning environment for students and staff. There are yard supervisors on campus before the first bus arrives to
ensure student safety. Only students are allowed to enter the campus. All others, including parents, must enter through the front office, sign in, and
carry a visitor’s badge while on campus. Breakfast is served to all students who desire to eat prior to the start of the school day. Yard supervisors meet
with administration on a regular basis to discuss any pending issues related to student safety. The school facility provides ample classroom and playground
space, office space, and multiple well-equipped staff resource rooms. A team of two full-time custodians and three part-time custodians work hard to
ensure classrooms, restrooms, and campus grounds are kept clean and safe on a daily basis.
The table below shows the results of the most recent school facilities inspection. All facilities are inspected regularly to ensure that they are wellmaintained and in good repair. Work orders are processed promptly to ensure efficient service, and urgent repairs are given the highest priority. At the
time this report was compiled, 100 percent of campus facilities were in proper working order.
System Inspected
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: 06/08/2015
Repair Status
Good
Systems:
Gas Leaks, Mechanical/HVAC, Sewer
X
Interior:
Interior Surfaces
X
Cleanliness:
Overall Cleanliness, Pest/ Vermin Infestation
X
Electrical:
Electrical
X
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
X
Safety:
Fire Safety, Hazardous Materials
X
2014-15 School Accountability Report Card for Teresa Burke Elementary School
Fair
Poor
Repair Needed and
Action Taken or Planned
Page 3 of 10
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: 06/08/2015
Repair Status
System Inspected
Good
Structural:
Structural Damage, Roofs
X
External:
Playground/School Grounds, Windows/ Doors/Gates/Fences
X
Overall Rating
Exemplary
----------
Fair
Good
Poor
Fair
Repair Needed and
Action Taken or Planned
Poor
X
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State
priority: Pupil Achievement (Priority 4):
•
Statewide assessments (i.e., California Assessment of Student
Performance and Progress [CAASPP], Science California Standards
Tests); and
•
The percentage of pupils who have successfully completed courses
that satisfy the requirements for entrance to the University of
California and the California State University, or career technical
education sequences or programs of study
Grade
Level
2014-15 Percent of Students Meeting Fitness Standards
---5--*
4 of 6
5 of 6
6 of 6
12.40
22.90
56.20
Percentages are not calculated when the number of students tested is ten or
less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
2014-15 CAASPP Results by Student Group
Group
Percent of Students Scoring at
Proficient or Advanced
Science (grades 5, 8, and 10)
All Students in the LEA
40
Percent of Students Meeting or Exceeding the State Standards
(grades 3-8 and 11)
Subject
School
District
State
All Student at the School
33
Male
39
ELA
2014-15 CAASPP Results for All Students
Math
*
Female
28
16
22
44
Black or African American
--
11
13
33
Filipino
--
Hispanic or Latino
33
White
--
Two or More Races
--
Socioeconomically Disadvantaged
--
English Learners
10
Students with Disabilities
31
Students Receiving Migrant
Education Services
--
Foster Youth
--
Percentages are not calculated when the number of students tested is ten or
less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
CAASPP Results for All Students - Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
Subject
School
District
State
12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15
Science
*
35
40
33
48
48
40
59
60
56
Results are for grades 5, 8, and 10. 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 to protect student privacy.
2014-15 School Accountability Report Card for Teresa Burke Elementary School
*
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 to protect student privacy.
Page 4 of 10
School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA)
Disaggregated by Student Groups, Grades Three through Eight and Eleven
Number of Students
Student Group
All Students
Male
Female
Black or African American
Filipino
Hispanic or Latino
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Percent of Students
Grade
Enrolled
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
3
129
125
96.9
62
28
6
5
4
117
116
99.1
66
20
14
1
5
111
109
98.2
56
26
16
3
6
117
117
100.0
48
32
17
3
3
57
44.2
70
23
4
4
4
60
51.3
68
22
8
2
5
53
47.7
60
28
9
2
6
56
47.9
46
29
21
4
3
68
52.7
54
32
7
6
4
56
47.9
63
18
20
0
5
56
50.5
52
23
21
4
6
61
52.1
49
34
13
3
3
2
1.6
--
--
--
--
4
7
6.0
--
--
--
--
5
5
4.5
--
--
--
--
6
5
4.3
--
--
--
--
4
1
0.9
--
--
--
--
5
1
0.9
--
--
--
--
3
117
90.7
62
29
5
4
4
105
89.7
66
21
12
1
5
96
86.5
55
26
16
3
6
110
94.0
45
33
18
4
3
5
3.9
--
--
--
--
4
3
2.6
--
--
--
--
5
6
5.4
--
--
--
--
6
2
1.7
--
--
--
--
3
1
0.8
--
--
--
--
5
1
0.9
--
--
--
--
3
118
91.5
62
29
5
4
4
112
95.7
66
21
13
0
5
101
91.0
58
26
13
3
6
112
95.7
48
31
17
4
3
66
51.2
76
23
2
0
4
35
29.9
97
3
0
0
5
29
26.1
86
10
3
0
6
29
24.8
83
17
0
0
2014-15 School Accountability Report Card for Teresa Burke Elementary School
Page 5 of 10
School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA)
Disaggregated by Student Groups, Grades Three through Eight and Eleven
Number of Students
Student Group
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
3
5
3.9
--
--
--
--
4
5
4.3
--
--
--
--
5
6
5.4
--
--
--
--
6
6
5.1
--
--
--
--
3
1
0.8
--
--
--
--
4
5
4.3
--
--
--
--
5
7
6.3
--
--
--
--
6
4
3.4
--
--
--
--
3
--
--
--
--
--
--
4
--
--
--
--
--
--
5
--
--
--
--
--
--
6
--
--
--
--
--
--
Enrolled
Students with Disabilities
Students Receiving Migrant Education
Services
Foster Youth
Percent of Students
Grade
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.
School Year 2014-15 CAASPP Assessment Results - Mathematics
Disaggregated by Student Groups, Grades Three through Eight and Eleven
Number of Students
Student Group
All Students
Male
Female
Black or African American
Filipino
Percent of Students
Grade
Enrolled
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
3
129
125
96.9
71
17
10
2
4
117
116
99.1
51
35
14
0
5
111
110
99.1
69
26
4
1
6
117
117
100.0
59
28
11
2
3
57
44.2
68
19
11
2
4
60
51.3
50
30
20
0
5
53
47.7
74
21
4
2
6
56
47.9
54
30
14
2
3
68
52.7
74
15
9
3
4
56
47.9
52
41
7
0
5
57
51.4
65
32
4
0
6
61
52.1
64
26
8
2
3
2
1.6
--
--
--
--
4
7
6.0
--
--
--
--
5
5
4.5
--
--
--
--
6
5
4.3
--
--
--
--
4
1
0.9
--
--
--
--
5
1
0.9
--
--
--
--
2014-15 School Accountability Report Card for Teresa Burke Elementary School
Page 6 of 10
School Year 2014-15 CAASPP Assessment Results - Mathematics
Disaggregated by Student Groups, Grades Three through Eight and Eleven
Number of Students
Student Group
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
3
117
90.7
71
17
10
2
4
105
89.7
51
35
13
0
5
97
87.4
68
27
4
1
6
110
94.0
57
29
12
2
3
5
3.9
--
--
--
--
4
3
2.6
--
--
--
--
5
6
5.4
--
--
--
--
6
2
1.7
--
--
--
--
3
1
0.8
--
--
--
--
5
1
0.9
--
--
--
--
3
118
91.5
72
17
8
3
4
112
95.7
52
36
13
0
5
102
91.9
72
24
4
1
6
112
95.7
60
27
12
2
3
66
51.2
86
11
3
0
4
35
29.9
69
31
0
0
5
29
26.1
93
7
0
0
6
29
24.8
97
3
0
0
3
5
3.9
--
--
--
--
4
5
4.3
--
--
--
--
5
6
5.4
--
--
--
--
6
6
5.1
--
--
--
--
3
1
0.8
--
--
--
--
4
5
4.3
--
--
--
--
5
7
6.3
--
--
--
--
6
4
3.4
--
--
--
--
3
--
--
--
--
--
--
4
--
--
--
--
--
--
5
--
--
--
--
--
--
6
--
--
--
--
--
--
Enrolled
Hispanic or Latino
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Students Receiving Migrant Education
Services
Foster Youth
Percent of Students
Grade
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
•
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
2014-15 School Accountability Report Card for Teresa Burke Elementary School
Page 7 of 10
Opportunities for Parental Involvement
Each fall, Teresa Burke Elementary School engages in a collaborative effort between all stakeholders including administration, certificated staff members,
classified staff members, and parents to revise or rewrite the Single Plan for Student Achievement (SPSA). Information is collected using monitoring tools
such as the Academic Program Survey, English Language Acquisition Survey, teachers-needs assessment, as well a parents’ needs assessment. The
information is gathered and analyzed, then put to use in revising the schools needs and priorities. The School Site Council takes the primary lead in writing
and revising the SPSA with assistance from the school’s leadership team. The SPSA is reviewed quarterly by the Site Leadership team and the School Site
Council and is modified as necessary for continuous improvement. School performance results are shared with the district’s board of trustees annually.
For more information on how to become involved at the school, please contact Rosenda Navarro, School Secretary, at (661) 758-7480.
State Priority: School Climate
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
•
Pupil suspension rates, pupil expulsion rates; and other local measures on the sense of safety.
School Safety Plan
The School Safety Plan was last reviewed, updated, and discussed with the school faculty in August 2014. The Safe School Plan addresses four areas:
prevention, preparedness, response, and recovery.
The Safe School Plan is designed to ensure a safe and orderly environment during both the regular school day as well as emergencies. The school’s plan
is implemented continually throughout the school year, and modified annually, or as needed to ensure a productive and safe environment.
A crisis response plan is also included in the school’s overall safety plan to assist site personnel during a major manmade or natural emergency.
The plan is written and developed by a safety planning committee including law enforcement, the city of Wasco, and district personnel. The School Site
Council provides input and ultimately approves the plan to present to the board of trustees on an annual basis. Data that is used in the writing of the
plan includes office referrals, attendance rates, suspension and expulsion data, local law enforcement juvenile-crime data, and District/site student
surveys.
The plan is kept at the district office and the school site for review.
Suspensions and Expulsions
School
2012-13
2013-14
2014-15
Suspensions Rate
1.95
0.69
1.61
Expulsions Rate
0.00
0.00
0.00
2012-13
2013-14
2014-15
4.85
4.42
3.43
District
Suspensions Rate
Expulsions Rate
0.00
0.00
0.00
2012-13
2013-14
2014-15
Suspensions Rate
5.07
4.36
3.80
Expulsions Rate
0.13
0.10
0.09
State
D. Other SARC Information
The information in this section is required to be in the SARC but is not
included in the state priorities for LCFF.
2014-15 Adequate Yearly Progress Overall and by Criteria
AYP Criteria
School
District
State
English Language Arts
Met Participation Rate
Yes
Yes
Yes
Met Percent Proficient
N/A
N/A
N/A
Mathematics
Met Participation Rate
Yes
Yes
Yes
Met Percent Proficient
N/A
N/A
N/A
Made AYP Overall
Yes
Yes
Yes
Met Attendance Rate
Yes
Yes
Yes
Met Graduation Rate
N/A
N/A
Yes
2014-15 School Accountability Report Card for Teresa Burke Elementary School
2015-16 Federal Intervention Program
Indicator
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement
School
District
In PI
In PI
2009-2010 2004-2005
Year 4
Year 3
Number of Schools Currently in Program Improvement
3
Percent of Schools Currently in Program Improvement
60.0
Page 8 of 10
Average Class Size and Class Size Distribution (Elementary)
Number of Classrooms*
Average Class Size
1-20
Grade
2012-13
2013-14
2014-15
K
26
25
23
1
31
27
2
28
3
4
21-32
33+
2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15
1
4
5
5
25
4
4
4
31
24
4
4
5
27
27
26
4
4
5
31
26
29
3
4
4
5
32
26
27
2
3
4
1
6
77
99
88
5
3
4
1
1
1
1
Professional Development provided for Teachers
Academic Counselors and Other Support Staff at this School
Number of Full-Time Equivalent (FTE)
Academic Counselor------Counselor (Social/Behavioral or Career Development)
Library Media Teacher (Librarian)
0
.25
0
Library Media Services Staff (Paraprofessional)
1.0
Psychologist-------
.40
Social Worker-------
0.0
Nurse-------
0.2
Speech/Language/Hearing Specialist
.40
Resource Specialist-------
1.0
Other------Average Number of Students per Staff Member
Academic Counselor------*
0
One Full Time Equivalent (FTE) equals one staff member working full time;
one FTE could also represent two staff members who each work 50 percent
of full time.
1. Status of meeting requirements for highly qualified staff (NCLB).
a) One-hundred percent of teachers at Teresa Burke Elementary are highly
qualified as required by NCLB.
b) Teresa Burke Elementary provides ongoing professional development
for all teachers throughout the school year. All professional development
that teachers receive is designed to improve curriculum and instruction.
The need for these improvements are based on data analysis, district and
administrative observation, and a teachers-needs assessment.
c) Professional Learning Community (PLC) work is conducted every other
week by grade level in order to provide adequate time for staff to plan and
evaluate instruction that will benefit students.
d) Release time is available for staff in order to observe other teachers in
their subject areas to build capacity for delivering instruction to all
students. These ideas are then shared and incorporated as deemed
appropriate for the improvement of instruction at the site.
e) During the 2013-14 school year, several teachers at Teresa Burke
attended specialized training based on district curriculum work with
Common Core State Standards.
2. Principals’ Assembly Bill 475 training on State Board of Education
adopted instructional materials (EPC)
a) Both the principal and assistant principal have fully completed AB 475
training.
3. Individualized and Differentiated Instruction
a) Teresa Burke teachers provide students with differentiated instruction
through flexible grouping, universal access, Walk-2-Learn, ELD, reteaching,
and after-school support.
4. Alignment of staff development to content standards, assessed student
performance, and professional needs (NCLB)
a) All professional development that teachers receive is designed to
improve curriculum and instruction. The need for these improvements are
based on data analysis, district and administrative observation, and the
teachers’ needs assessment.
b) Teachers follow specific yearlong pacing calendars for language arts and
math.
5. Ongoing instructional assistance and support for teachers (e.g., use of
content experts and instructional coaches) (EPC)
a) Release time is available for staff in order to observe other educators to
observe new methods for the delivery of instruction for all students.
b) After-school professional development provides ongoing instructional
assistance from content experts and instructional coaches.
c) Instructional coaches and lead teachers are available to model lessons
in the classroom.
6. Professional Learning Communities
2014-15 School Accountability Report Card for Teresa Burke Elementary School
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a) Professional Learning Community work is conducted every other week
in grade-level groups.
b) Additional collaboration time is available to grade levels upon request
and as needed. For the 2012-13 school year, we dedicated one day for
professional development. In 2013-14, there were 22 days, and in 201415, there were 18 days dedicated for professional development.
FY 2013-14 Teacher and Administrative Salaries
FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries
District
Amount
State Average for
Districts In Same
Category
Beginning Teacher Salary
$41,296
$42,723
Mid-Range Teacher Salary
$60,961
$65,936
Highest Teacher Salary
$74,689
Average Principal Salary (ES)
Average Principal Salary (MS)
Category
Average
Teacher
Salary
Total
Restricted
Unrestricted
School Site-----District------
4836
498
4337
65208
♦
♦
1412
$63,931
$84,545
-State-------
♦
♦
$5,348
$69,086
$95,807
$106,864
Percent Difference: School Site/District
$96,413
$110,494
Average Principal Salary (HS)
Superintendent Salary
Expenditures Per Pupil
Level
$103,499
$128,000
Percent Difference: School Site/ State
*
Cells with ♦ do not require data.
$159,133
Percent of District Budget
Teacher Salaries
38%
40%
Administrative Salaries
4%
6%
*
For detailed information on salaries, see the CDE Certificated Salaries &
Benefits webpage at www.cde.ca.gov/ds/fd/cs/.
Types of Services Funded
Ten percent of all Title I funds is set aside for staff development each year. These funds provide targeted training that addresses teacher needs as
determined by teacher surveys, administrative walkthroughs and student-assessment data results.
Intervention programs offered for students include Migrant and Title I funded extended day classes in language arts. These after-school classes meet one
hour a day, two times per week. These classes are taught by certificated staff members.
Through a combination of site and Migrant funds, Teresa Burke School shares a part-time outreach community liaison to enhance communication and
parent involvement. Language arts and math instructional programs are supplemented with approved instructional materials to meet the needs of all
students.
Release time is provided to classroom teachers for the observation of teaching practices in other classrooms. In some instances, categorical funds are
utilized to pay substitute teachers to allow teachers this time for professional growth.
The Accelerated Reader program is accessible to all students for the purpose of providing a structured system which is intended to foster an interest in
reading and increase reading-comprehension skills for all students. This program is funded using categorical funds. Categorical funds pay for classroom
technology: computers, printers, auditory systems, and interactive SMART Boards.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about
this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for
accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at
libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length
of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print
documents.
2014-15 School Accountability Report Card for Teresa Burke Elementary School
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