Clara Barton Elementary School
School Accountability Report Card
Reported Using Data from the 2014-15 School Year
Published During 2015-16
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 principal or
the district office.
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.
About This School
Contact Information (Most Recent Year)
School Contact Information
School Name-------
Clara Barton Elementary School
Street-------
1926 Clearbrook Lane
City, State, Zip-------
Anaheim, CA 92804
Phone Number------- (714) 517-8900
Principal-------
Shawnna Derache
E-mail Address------- [email protected]
Web Site-------
http://barton.acsd.us/
Grades Served
K-6
CDS Code
30-66423-6027288
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 1 of 13
District Contact Information
District Name-------
Anaheim City School District
Phone Number------- (714) 517-7500
Superintendent------ Dr. Linda Wagner
-E-mail Address------- [email protected]
Web Site-------
www.acsd.k12.ca.us
School Description and Mission Statement (Most Recent Year)
Clara Barton School is focused on providing our students with the highest level of instruction by: building a community of life-long
learners; maintaining high expectations for student learning; supporting the social and emotional growth of all by teaching and
modeling clear expectations for learning and behavior, and by providing them with an atmosphere of caring and well-being. Our
dedicated teaching staff plans learning activities to meet the individual needs of students based on the California State Standards and
state-approved curricular materials. Barton’s distinguished practice is Healthy Living which is comprised of physical education,
nutrition, social and emotional health, and the 40 developmental assets. Students and parents are offered a variety of opportunities
which focus on healthy living such as; 100 Mile Club, Dance Club, Lunch Clubs, nutrition classes, and an after school soccer
program. Clara Barton serves a variety of students with special needs. We are fortunate to have special education programs that
provide specialized instruction for learning disabilities and speech and language development. Our visually impaired program includes
students from many different grade levels and schools. Our specialized Co-Lab kindergarten classrooms provides the opportunity for
students who have been identified with special needs, to be mainstreamed into a general education classroom with their peers over
70% of their instructional day. Barton is also the home of a Gifted and Talented Education (GATE) program that serves more than 120
students identified for an enriched curriculum in third through sixth grades. All students participate in field trips, in part through the
county office’s “Inside the Outdoors” program. Sixth grade students attend Outdoor Science Camp for four days and three nights each
year. The arts are encouraged through a variety of classroom art programs, special assemblies, an after school music program for
students in grades 4 - 6, and community art contests. Student Council and conflict management teach leadership and life skills. The
use of mobile computer carts help students learn basic keyboarding skills as well as computer literacy. The library media clerk
stimulates the love of reading while working with students on reference and study skills. Each trimester a variety of after-school
programs are offered to students to provide both enrichment and tutoring opportunities. Anaheim Achieves is an after school program
that serves approximately 100 students in first through sixth grade. Additionally, our SST (School Study Team) meets monthly to
support teachers in meeting the needs of at risk students. Teachers are given support materials and strategies to help them meet the
needs of their students. Peer tutors have been trained to help SST students achieve success in the classroom.
Student Enrollment by Grade Level (School Year 2014-15)
Grade
Level
Number of
Students
Kindergarten
119
Grade 1
85
Grade 2
98
Grade 3
112
Grade 4
99
Grade 5
99
Grade 6
101
Total Enrollment
713
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 2 of 13
Student Enrollment by Group (School Year 2014-15)
Student
Group
Percent of
Total Enrollment
Black or African American
2.2
Asian
13.7
Filipino
4.5
Hispanic or Latino
66.1
Native Hawaiian or Pacific Islander
1.3
White
8.7
Two or More Races
2.8
Socioeconomically Disadvantaged
76.3
English Learners
52.2
Students with Disabilities
10.1
Foster Youth
0.6
A. Conditions of Learning
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
School
Teachers
District
2013-14
2014-15
2015-16
2015-16
With Full Credential
23
26
28
729
Without Full Credential
0
0
0
0
Teaching Outside Subject Area of Competence (with full credential)
0
0
0
0
Teacher Misassignments and Vacant Teacher Positions
Indicator
2013-14
2014-15
2015-16
Misassignments of Teachers of English Learners
0
0
0
Total Teacher Misassignments *
0
0
0
Vacant Teacher Positions
0
0
0
Note: “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.
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)
Location of Classes
Percent of Classes In Core Academic Subjects
Taught by Highly Qualified Teachers
Not Taught by Highly Qualified Teachers
This School
100.0
0.0
All Schools in District
100.0
0.0
High-Poverty Schools in District
100.0
0.0
Low-Poverty Schools in District
0.0
0.0
Note: 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.
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 3 of 13
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16)
Year and month in which data were collected: 9/9/2015
Instructional Materials Resolution adopted on 9/9/2015. The Anaheim City School District follows the State’s curriculum cycle to
adopt updated, high quality textbooks and related materials. Students are provided with an adequate supply of Board-approved
textbooks for all subject areas that are aligned with District and State content standards.
Textbooks and Instructional Materials/
Year of Adoption
Core Curriculum Area
From
Most Recent
Adoption?
Percent of Students
Lacking Own
Assigned Copy
Reading/Language Arts
2001-02 Houghton Mifflin Reading c2003
Yes
0%
Mathematics
Scott Foresman - Addison Wesley enVisionMath
California, c2009 (K-2nd),McGraw-Hill MyMath,
c2010 (3rd-5th), McGraw-Hill California Math, c2010
(6th)
Yes
0%
Science
Houghton Mifflin Science c2007
Yes
0%
History-Social Science
2006-07 California Vistas Macmillan/McGraw-Hill
c2006
Yes
0%
School Facility Conditions and Planned Improvements (Most Recent Year)
Inspection Date: 10/12/15
Average Percentage of 15 categories evaluated: 100.00 Overall rating: EXEMPLARY
General
The District takes great effort to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility
survey instrument developed by the State of California Office of Public School Construction. Safety inspections take place on a
quarterly basis at all sites.
Maintenance and Repair
District maintenance staff ensures that repairs necessary to keep the school maintained and in working order are completed in a timely
manner. An electronic work order process is used to ensure timely and efficient service. Emergency repairs have highest priority. A
maintenance worker is assigned to the site, and is usually on campus once every week. No emergency repair needs exist at this site.
Cleaning Process and Schedule
The District has standard cleaning procedures and guidelines used at each school site. Cleaning schedules are developed jointly
between the principal and custodial staff to ensure a clean and safe school. Since January of 2006, the District has implemented the
“General Deep Cleaning” crew procedure. On average, once every 10 months all schools are being deep cleaned on a rotation schedule.
The District’s completed deferred maintenance plan is available at the Operations Center at 1411 S. Anaheim Blvd. Anaheim, CA 92805.
School Facility Good Repair Status (Most Recent Year)
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: 10/12/2015
System Inspected
Repair Status
Good
Systems: Gas Leaks, Mechanical/HVAC,
Sewer
X
Interior: Interior Surfaces
X
Fair
2014-15 School Accountability Report Card for Clara Barton Elementary School
Poor
Repair Needed and
Action Taken or Planned
Page 4 of 13
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: 10/12/2015
Repair Status
System Inspected
Good
Cleanliness: Overall Cleanliness, Pest/
Vermin Infestation
X
Electrical: Electrical
X
Restrooms/Fountains: Restrooms, Sinks/
Fountains
X
Safety: Fire Safety, Hazardous Materials
X
Structural: Structural Damage, Roofs
X
External: Playground/School Grounds,
Windows/ Doors/Gates/Fences
X
Fair
Repair Needed and
Action Taken or Planned
Poor
Overall Facility Rating (Most Recent Year)
Year and month in which data were collected: 10/12/2015
Exemplary
Overall Rating
Good
Fair
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
California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)
Percent of Students Meeting or Exceeding the State Standards
(grades 3-8 and 11)
Subject
School
District
State
English Language Arts/Literacy
30
24
44
Mathematics
30
20
33
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 for
statistical accuracy or to protect student privacy.
CAASPP Assessment Results - English Language Arts (ELA)
Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)
Number of Students
Student Group
All Students
Male
Grade
Percent of Students
Enrolled
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
3
109
109
100.0
61
22
13
4
4
98
97
99.0
41
26
21
12
5
94
93
98.9
42
27
20
11
6
104
104
100.0
25
35
30
11
66
60.6
68
15
14
3
3
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 5 of 13
Number of Students
Student Group
Female
Black or African American
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific
Islander
White
Two or More Races
Socioeconomically Disadvantaged
Grade
Percent of Students
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
4
45
45.9
38
33
24
4
5
48
51.1
46
29
15
10
6
56
53.8
29
29
34
9
3
43
39.4
51
33
12
5
4
52
53.1
44
19
17
19
5
45
47.9
38
24
27
11
6
48
46.2
21
42
25
13
3
2
1.8
--
--
--
--
4
3
3.1
--
--
--
--
5
1
1.1
--
--
--
--
6
6
5.8
--
--
--
--
3
16
14.7
25
38
31
6
4
11
11.2
9
27
27
36
5
13
13.8
0
15
38
46
6
19
18.3
0
32
26
42
3
5
4.6
--
--
--
--
4
4
4.1
--
--
--
--
5
3
3.2
--
--
--
--
6
9
8.7
--
--
--
--
3
73
67.0
71
22
5
1
4
63
64.3
51
27
14
8
5
64
68.1
55
25
17
3
6
57
54.8
35
35
26
4
3
1
0.9
--
--
--
--
5
2
2.1
--
--
--
--
6
3
2.9
--
--
--
--
3
5
4.6
--
--
--
--
4
15
15.3
27
20
40
13
5
8
8.5
--
--
--
--
6
8
7.7
--
--
--
--
3
4
3.7
--
--
--
--
4
1
1.0
--
--
--
--
5
2
2.1
--
--
--
--
6
2
1.9
--
--
--
--
3
92
84.4
67
21
9
3
4
79
80.6
46
24
22
9
5
74
78.7
47
24
20
8
Enrolled
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 6 of 13
Number of Students
Student Group
English Learners
Students with Disabilities
Foster Youth
Grade
Percent of Students
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
6
78
75.0
27
38
28
6
3
69
63.3
68
20
10
1
4
34
34.7
76
21
3
0
5
33
35.1
67
30
3
0
6
22
21.2
68
23
9
0
3
11
10.1
82
9
0
9
4
6
6.1
--
--
--
--
5
7
7.4
--
--
--
--
6
5
4.8
--
--
--
--
3
--
--
--
--
--
--
4
--
--
--
--
--
--
5
--
--
--
--
--
--
6
--
--
--
--
--
--
Enrolled
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.
Note: 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.
CAASPP Assessment Results - Mathematics
Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)
Number of Students
Student Group
All Students
Male
Female
Black or African American
Asian
Grade
Percent of Students
Enrolled
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
3
109
109
100.0
51
25
19
5
4
98
97
99.0
37
25
27
11
5
94
93
98.9
47
32
14
6
6
104
104
100.0
30
33
18
19
3
66
60.6
53
20
21
6
4
45
45.9
24
27
38
11
5
48
51.1
46
33
15
6
6
56
53.8
25
30
18
27
3
43
39.4
49
33
16
2
4
52
53.1
48
23
17
12
5
45
47.9
49
31
13
7
6
48
46.2
35
35
19
10
3
2
1.8
--
--
--
--
4
3
3.1
--
--
--
--
5
1
1.1
--
--
--
--
6
6
5.8
--
--
--
--
3
16
14.7
13
19
44
25
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 7 of 13
Number of Students
Student Group
Filipino
Hispanic or Latino
Native Hawaiian or Pacific
Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Foster Youth
Grade
Percent of Students
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
4
11
11.2
0
27
18
55
5
13
13.8
8
38
23
31
6
19
18.3
5
11
26
58
3
5
4.6
--
--
--
--
4
4
4.1
--
--
--
--
5
3
3.2
--
--
--
--
6
9
8.7
--
--
--
--
3
73
67.0
63
26
11
0
4
63
64.3
44
22
30
3
5
64
68.1
59
27
11
3
6
57
54.8
42
39
12
7
3
1
0.9
--
--
--
--
5
2
2.1
--
--
--
--
6
3
2.9
--
--
--
--
3
5
4.6
--
--
--
--
4
15
15.3
20
40
27
13
5
8
8.5
--
--
--
--
6
8
7.7
--
--
--
--
3
4
3.7
--
--
--
--
4
1
1.0
--
--
--
--
5
2
2.1
--
--
--
--
6
2
1.9
--
--
--
--
3
92
84.4
57
25
17
1
4
79
80.6
41
23
25
11
5
74
78.7
50
32
15
3
6
78
75.0
33
35
15
17
3
69
63.3
49
29
17
4
4
34
34.7
74
21
3
3
5
33
35.1
79
18
3
0
6
22
21.2
77
23
0
0
3
11
10.1
91
0
0
9
4
6
6.1
--
--
--
--
5
7
7.4
--
--
--
--
6
5
4.8
--
--
--
--
3
--
--
--
--
--
--
4
--
--
--
--
--
--
5
--
--
--
--
--
--
Enrolled
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 8 of 13
Number of Students
Student Group
Grade
Enrolled
6
Percent of Students
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
--
--
--
--
--
--
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.
Note: 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.
California Standards Tests for All Students in Science (Three-Year Comparison)
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
Subject
School
District
State
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
63
59
35
45
46
37
59
60
56
Science (grades 5, 8, and 10)
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 to protect student privacy.
California Standards Tests Results by Student Group in Science (School Year 2014-15)
Student
Group
Percent of Students Scoring at
Proficient or Advanced
All Students in the LEA
37
All Students at the School
35
Male
34
Female
36
Black or African American
--
Asian
76
Filipino
--
Hispanic or Latino
24
Native Hawaiian or Pacific Islander
--
White
--
Two or More Races
--
Socioeconomically Disadvantaged
--
English Learners
9
Students with Disabilities
30
Foster Youth
--
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 to protect student privacy.
California Physical Fitness Test Results (School Year 2014-15)
Percent of Students Meeting Fitness Standards
Grade
Level
Four of Six Standards
Five of Six Standards
Six of Six Standards
---5---
29.30
15.20
10.90
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 for
statistical accuracy or to protect student privacy.
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 9 of 13
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.
Opportunities for Parental Involvement (Most Recent Year)
Parents at Barton School are given multiple opportunities to participate and be involved in their child's learning. Barton has an
extensive parent volunteer program which allows parents to participate in a variety of activities within their child's classroom. In
these situations parents can assist the teacher by completing specific activities, tutor students who are struggling, or complete other
tasks as needed. In addition the PTA is very active at Barton School. We have a large contingency of parents who participate in the
monthly meetings as well as volunteer their time at assemblies and other activities. Our School Site Council is also another way our
parents volunteer their time and expertise. Parents also are given multiple opportunities to provide input on student safety,
instruction, and general concerns regarding the school site and their child's education. Parent trainings on various topics, Coffee
Chats, or Classroom walk throughs are offered monthly.
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.
Suspensions and Expulsions
Rate
School
District
State
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
2012-13
2013-14
2014-15
Suspensions-------
0.25
1.25
0.39
0.07
0.56
0.51
5.07
4.36
3.80
Expulsions-------
0.00
0.00
0.00
0.00
0.00
0.00
0.13
0.10
0.09
School Safety Plan (Most Recent Year)
Most recent review date: 12/17/2014
Each year Barton School reviews and updates its comprehensive School Safety Plan and forwards a copy to the District’s Pupil
Services Office for approval. Before adopting its comprehensive School Safety Plan, the School Site Council/School Safety Plan
Committee holds a public meeting at the school site for input about the school safety plan. The School Safety Plan covers:
•
•
•
•
•
•
•
A Mission & Vision Statement
School Programs and Practices
Data Analysis & Recommendations
People & Programs
Physical Environment
Data Analysis
School Safety Laws
The school safety plan is a public document and will be readily available for inspection at the school site and at the district office.
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 10 of 13
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.
Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)
AYP Criteria
School
District
State
Made AYP Overall
Yes
Yes
Yes
Met Participation Rate: English-Language Arts
Yes
Yes
Yes
Met Participation Rate: Mathematics
Yes
Yes
Yes
Met Percent Proficient: English-Language Arts
N/A
N/A
N/A
Met Percent Proficient: Mathematics
N/A
N/A
N/A
Met Attendance Rate
Yes
Yes
Yes
Met Graduation Rate
N/A
N/A
Yes
Federal Intervention Program (School Year 2015-16)
Indicator
School
District
In PI
In PI
2011-2012
2004-2005
Year 3
Year 3
Number of Schools Currently in Program Improvement
N/A
23
Percent of Schools Currently in Program Improvement
N/A
95.8
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement*
Note: Cells with N/A values do not require data.
Average Class Size and Class Size Distribution (Elementary)
2012-13
Grade
Level
2013-14
Avg.
Class
Size
Number of Classes
1-20
21-32
K
27
1
1
2014-15
Avg.
Class
Size
Avg.
Class
Size
1-20
21-32
1-20
21-32
3
26
1
3
24
2
3
30
3
32
1
28
3
2
32
3
30
3
25
4
3
28
3
30
4
28
4
4
31
3
31
1
33
1
2
5
30
3
31
3
32
1
2
6
33
1
28
4
25
3
1
Other
7
2
5
1
33+
3
24
Number of Classes
1
33+
2
Number of Classes
33+
1
Note: Number of classes indicates how many classes fall into each size category (a range of total students per class).
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 11 of 13
Academic Counselors and Other Support Staff (School Year 2014-15)
Title
Number of FTE
Assigned to School
Average Number of Students per
Academic Counselor
0
N/A
Academic Counselor------Counselor (Social/Behavioral or Career Development)
Library Media Teacher (Librarian)
N/A
Library Media Services Staff (Paraprofessional)
1
N/A
Psychologist-------
.5
N/A
Social Worker-------
N/A
Nurse-------
.5
N/A
Speech/Language/Hearing Specialist
1
N/A
Resource Specialist-------
2
N/A
Other-------
N/A
Note: Cells with N/A values do not require data. 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.
Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)
Expenditures Per Pupil
Total
Supplemental/
Restricted
Basic/
Unrestricted
Average
Teacher
Salary
$6,171.46
$232.46
$5,938.99
$93,467
District-------
N/A
N/A
$5,401.79
$85,702
Percent Difference: School Site and District
N/A
N/A
9.9
9.1
State-------
N/A
N/A
$5,348
$72,993
Percent Difference: School Site and State
N/A
N/A
11.1
28.0
Level
School Site-------
Note: Cells with N/A values do not require data.
Types of Services Funded (Fiscal Year 2014-15)
Barton School received funding from restricted sources such as Title I (federal) and Local Control Funding Formula (state) for
supplementary education programs, materials, professional development, professional development TOSAs, and parent
education. A detailed description of programs and services provided to support student achievement is documented in the Single
Plan for Student Achievement located at https://sites.google.com/a/acsd.k12.ca.us/categorical-state-federal-projects/home/singleplan-for-student-achievement.
Teacher and Administrative Salaries (Fiscal Year 2013-14)
Category
District Amount
State Average for Districts In Same Category
Beginning Teacher Salary
$48,810
$43,091
Mid-Range Teacher Salary
$82,628
$70,247
Highest Teacher Salary
$98,950
$89,152
Average Principal Salary (Elementary)
$124,351
$112,492
Average Principal Salary (Middle)
$116,021
Average Principal Salary (High)
$117,511
Superintendent Salary
$231,000
$192,072
Percent of Budget for Teacher Salaries
40%
41%
Percent of Budget for Administrative Salaries
5%
6%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 12 of 13
Professional Development (Most Recent Three Years)
The vision of ACSD is to create an exceptional learning environment that engages, challenges, and supports all students so that they
thrive and achieve their academic potential every year, while preparing them to pursue college and career opportunities to be global
citizens. To increase the achievement of all students, close the achievement gap for our English Learners and build the 21st century
competencies needed of communication, collaboration, critical thinking and creativity, a comprehensive professional learning
program is provided to all teaching, classified and district staff. Two instructional areas of focus aligned with both local and state
assessment data and the language and rigor demands of the common core standards have been identified:
*During instruction, teachers explicitly teach the language that students need to engage in academic discourse about content through
multiple and frequent opportunities to discuss and collaborate using complete sentences and academic language to develop their
understanding.
*During mathematics instruction, teachers provide frequent and ample opportunities for teachers and students to demonstrate the
standards for mathematical practice.
Professional learning opportunities are provided through various venues to allow for differentiated needs. Teachers can attend
expected development through available summer dates, all district staff development days, and in/after school support with release
time provided. Additionally, all schools are provided with on site specific professional development as needed through district
curriculum specialist. A professional learning calendar and online registration process is available and digitally accessible to all staff
24hrs a day.
Job embedded professional learning through peer support is orchestrated and provided by on site coaching opportunities. All
schools have support from a full time Curriculum Coach and shared Digital Learning coach to help apply professional learning
through co-plan/co-teach opportunities, lesson studies, grade level calibrating and planning, peer learning walks and modeling of
effective delivery of instruction.
2014-15 School Accountability Report Card for Clara Barton Elementary School
Page 13 of 13