Theodore Judah
Elementary School
2009-10 School Accountability Report Card
School Profile
Canen Peterson,
Principal
The large and busy campus at Theodore Judah Elementary School reflects the learning, teaching and
energy that occurs in its classrooms. The students and staff work hard at creating a school that is successful
in all ways. Our student enrollment, reported on the California Basic Educational Data System (CBEDS) in
October 2008, was 342 students.
Student Enrollment by Ethnic Group
2009-10
School Address:
101 Dean Way
Folsom, CA
95630-2801
Percentage
(916) 983-4469
Folsom-Cordova
Unified School
District
Deborah Bettencourt,
Superintendent
District Address:
125 East Bidwell
Folsom, CA 95630
African American
4.7%
American Indian
2.2%
Asian
8.1%
Filipino
1.9%
Hispanic or Latino
20.6%
Pacific Islander
1.1%
White
61.4%
Two Or More
-
None Reported
-
Theodore Judah’s academic program stresses success for every student every day. Development of
cognitive and intellectual skills, problem solving abilities, concern for others, and an appreciation of the
arts and technology are our goals. Student progress is continually monitored. Ongoing inservices and
workshops are provided for our teachers through district wide opportunities and on site staff development
activities to enhance the effectiveness of instruction. We have a school wide discipline program based
upon clearly defined standards of student behavior including consequences and appropriate rewards.
Emphasis is placed on positive reinforcement. Theodore Judah is a School & Library Improvement Program
(SLIP) school. SLIP’s purpose is to provide additional educational opportunities above and beyond our core
program for all students.
Theodore Judah’s music program is available to students in grades 4 and 5. Band is open to 5th graders,
while strings is available to all 4th and 5th grade students. Among the many activities students are given
the opportunity to participate in are: Student Council, Spirit Days, Read Across America Day, spelling bee
in upper grades, and Family Science Night. The library and computer lab are available to students on a
regular basis.
Parent participation is encouraged to foster a close, cooperative relationship between home and school. Our
PTA is very active, providing many activities and events for Theodore Judah students and families. Pawprints,
our quarterly newsletter, keeps parents informed about schedules, events and activities happening at
school. An online computer program, EdLine, allows two way communication between teacher and parent
and includes the ability for a parent to check grades and attendance. Frequent communication, regular
conferences and parent involvement in the classroom all help to build a positive learning environment.
(916) 355-1111
Theodore Judah also has a very active community program where high school students, senior citizens,
business people, and a faith based organization spend time volunteering in our classrooms. Target, Raley’s,
Intel, Washington Mutual Bank, Green Fiber Recycling and Albertson’s have all donated funds to our
school. Each year Intel awards our school a monetary gift based on volunteer hours to be used primarily for
math, science and technology. Last year Intel volunteers earned us over $18,000. Junior Achievement of
Sacramento also sends volunteers to present interesting lessons to enrich the curriculum for our students.
www.fcusd.org
The staff at Theodore Judah works hard to provide a caring atmosphere where students can learn from
outstanding professionals who are well trained and highly educated. It is our mission, along with that of
the Folsom Cordova Unified School District, to provide excellence in educational programs that carry high
expectations for each student’s achievement and success. At Theodore Judah we are “proud of our past
and committed to our future.”
Judah (Theodore) Elementary
1
Published: January 2011
Discipline & Climate for Learning
Class Size
Parents and students are informed of school and classroom discipline
policies at Back to School Night, and through the Student Handbook
and/or the Parents’ Rights Form. Theodore Judah strives to create and
maintain an atmosphere of safety and caring. We provide instruction based
on the State standards in an environment that encourages creativity and
academic growth. Each classroom has a behavior management system
that matches the expectations of the school. Students earn “Shining
Star” tickets for exhibiting good citizenship and positive life skills. In
addition, each trimester our school conducts a recognition assembly that
acknowledges 4th and 5th grade students for Principal’s List and Honor
Roll. After school enrichment activities are funded through PTA and taught
by our own teachers. Extended Day intervention is available for students
who need extra help at several times throughout the year. Older students
gain school-wide recognition and opportunities for civic participation
through Student Council activities. Parents receive regular communication
through weekly bulletins, monthly notifications, the quarterly Pawprint
Newsletter, Edline, ConnectEd and our school website.
Average class sizes vary by grade level and subject area taught. In
addition to credentialed teachers, students may receive assistance in the
classroom from instructional assistants based on program needs (Title 1,
special education, bilingual), a Resource Specialist and adult volunteers.
The table indicates the average class size by grade level or subject area,
as well as the number of classes offered in reference to their enrollment.
Class Size Distribution
Classrooms Containing:
Average
Class Size
Suspensions & Expulsions
School
07-08
08-09
09-10
07-08
08-09
09-10
36
39
45
3153
3017
2784
10.5%
10.9%
12.5%
16.6%
15.8%
14.5%
Suspensions
Suspension Rate
District
Expulsions
Expulsion Rate
0
2
1
125
94
110
0.0%
0.6%
0.3%
0.7%
0.5%
0.6%
2008-09
2009-10
59
57
1st
55
53
59
2nd
52
57
54
3rd
53
56
60
4th
55
48
51
5th
48
54
51
6th
29
30
28
08
09
10
08
09
10
08
09
10
08
09
10
K
24
29
29
-
-
-
2
2
2
-
-
-
1
18
18
24
3
3
-
-
-
3
-
-
-
2
17
19
22
3
3
-
-
-
3
-
-
-
3
17
28
30
18
-
-
-
12
2
-
-
-
4
27
24
26
-
-
-
12
12
2
-
-
-
5
24
27
26
-
-
-
12
12
2
-
-
-
6
29
30
28
-
-
-
6
6
1
-
-
-
Teacher Credential Status
School
District
07-08
08-09
09-10
09-10
Fully Credentialed
21
20
15
688
Without Full Credentials
0
0
0
1
Working Outside Subject
0
0
0
10
Teacher misassignments reflect the number of placements within a school
for which the certificated employee in the teaching or services position
(including positions that involve teaching English Learners) does not hold
a legally recognized certificate or credential. Teacher vacancies reflect the
number of positions to which a single designated certificated employee
has not been assigned at the beginning of the year for an entire year. For
the 2010/11 school year, the most current data is reported.
Enrollment Trend by Grade Level
50
33+
Students
Folsom-Cordova Unified recruits and employs the most qualified
credentialed teachers. For the 2010/11 school year, Judah (Theodore)
Elementary has 14 fully credentialed teachers who met all credential
requirements in accordance with State of California guidelines.
School districts receive financial support from the state for the education of
the students they serve based on how many students attend each day. Most
importantly, students who attend school on a regular basis and are on time
are more likely to be academically successful. Attendance and punctuality
are emphasized so that the continuity of the educational program can be
maintained. Our staff carefully monitors student attendance to identify
those students exhibiting excessive absences and offers assistance when
necessary. During the 2009-10 school year (the most current information
available), the actual attendance rate for all attendance categories at
Theodore Judah Elementary was 95.36%.
2007-08
21-32
Students
Teacher Assignment
Enrollment By Grade
K
1-20
Students
Misassignments/Vacancies
08-09
09-10
10-11
Misassignments of Teachers of English Learners
0
0
0
Misassignments of Teachers (other)
0
0
0
Total Misassignments of Teachers
0
0
0
Vacant Teacher Positions
0
0
0
Staff Development
Each employee is encouraged to grow professionally through self
evaluation and reflection; by attending college and university classes
as well as statewide workshops; by reading professional literature; and
by networking. District-sponsored inservice and training are provided
through our Professional Development Academy (PDA), a model of lead
teachers and site level reading, math, science and technology coaches.
In addition, our district staff has worked collaboratively to implement our
Peer Assistance Review (PAR) program, which works in unison with BTSA
(Beginning Teacher Support and Assessment) to provide an induction
program for qualified new teachers. We support our teachers in pursuing
National Board Certification and currently have over 35 National Board
Certified teachers within the district. The district is involved with both
AB430 (Principal Training) and AB 742 (Teacher Training), trainings which
increase the capacity of all staff to deliver a standards-based curriculum.
Judah (Theodore) Elementary
2
Published: January 2011
Highly Qualified Teachers
NCLB Compliant Teachers
% of Core
Academic
Courses
Taught
By NCLB
Compliant
Teachers
% of Core
Academic
Courses
Taught By
Non-NCLB
Compliant
Teachers
School
100.0%
0.0%
District
The Federal No Child Left Behind Act requires that all teachers in core subject
areas meet certain requirements in order to be considered as “Highly Qualified”
no later than the end of June 2006. Minimum qualifications include: possession
of a Bachelor’s Degree, possession of an appropriate California teaching
credential, and demonstrated competence in core academic subjects.
Counseling & Support Staff
It is the goal of Theodore Judah Elementary to assist students in their social and
personal development as well as academics. The school gives special attention
to students who experience achievement problems, difficulty coping with personal
and family problems, trouble with decision making, or handling peer pressure.
95.38%
4.62%
High-Poverty Schools in District
N/A
N/A
Low-Poverty Schools in District
N/A
N/A
Counseling & Support Services Staff
Number of
Staff
Full Time
Equivalent
Behavior Specialist
4
As Needed
Learning Center
Teacher
1
0.9
Library Technician
3
0.14075
Nurse
1
0.2
Occupational Therapist
1
0.1
Psychologist
1
1
Special Education Aides
5
3.3438
Speech Language
Pathologist
2
0.6
Parent Involvement
At Theodore Judah Elementary School, parent and community volunteers are welcome to help in classrooms and after-school activities. Some of the
special events volunteers help make successful are the Family Picnic, Santa’s Breakfast, Harvest Carnival, Read Across America, Spelling Bee, the
Family Dance, Family Math Night, Field Day, and Performance Night. In the classrooms, volunteer help is invaluable for tutoring, clerical assistance,
chaperoning field trips, and providing an extra set of hands for projects.
For additional information about organized opportunities for parent involvement at Theodore Judah Elementary School, please contact the school office,
at (916) 983-4469.
Contact Information
Theodore Judah Elementary School welcomes and encourages volunteers. Parents interested in volunteering their time should contact their child’s
teacher or the school office at 983-4469. Parent volunteers are required to complete the volunteer application and will be advised on how to obtain a
TB test and go through the fingerprinting process through the District office. Once cleared, volunteers will be notified and may begin volunteering at the
school.
Instructional Materials
Folsom-Cordova Unified held a Public Hearing on October 7,
2010, and determined that each school within the District has
sufficient and good quality textbooks, instructional materials, or
science lab equipment pursuant to the settlement of Williams vs.
the State of California. All students, including English learners,
are given their own individual standards-aligned textbooks or
instructional materials, or both, in core subjects for use in the
classroom and to take home. Textbooks and supplementary
materials are adopted according to a cycle developed by the
State Department of Education, making the textbooks used
in the school the most current available. Materials approved
for use by the State are reviewed by all teachers and a
recommendation is made to the School Board by a selection
committee composed of teachers and administrators. All
recommended materials are available for parent examination
at the district office prior to adoption. The table displays
information about the quality, currency, and availability of the
standards-aligned textbooks and other instructional materials
used at the school.
Judah (Theodore) Elementary
District-Adopted Textbooks
Grade
Levels
Subject
Publisher
Adoption
Year
Sufficient
% Lacking
K-5
History/Social
Science
Scott
Foresman
2006
Yes
0.0%
K-5
Mathematics
MacMillan/
McGraw Hill
2009
Yes
0.0%
K-5
Reading/
Language Arts
Houghton
Mifflin
2003
Yes
0.0%
Science
Pearson Scott
ForesmanCalifornia
Science
2008
Yes
0.0%
K-5
3
Published: January 2011
Additional Internet Access/Public Libraries
For additional research materials and Internet availability, students are encouraged to visit the public libraries located in Rancho Cordova and Folsom.
These libraries contain numerous computer workstations.
School Facilities
Theodore Judah Elementary is comprised of 20 classrooms,
a multipurpose room/cafeteria, library, staff lounge,
computer lab, and playground. The principal communicates
regularly with the custodial (2 full-time) staff to ensure
the school is maintained to provide for a clean and safe
environment. The district governing board has adopted
cleaning standards for all schools in the district to which
Theodore Judah adhers. A summary of these standards are
available at the district office for review.
Maintenance and Repair: District maintenance staff
ensures that the repairs necessary to keep the school in
good repair and work orders are completed in a timely
manner. A work order process is used to ensure efficient
service and highest priority are given to emergency repairs.
While reviewing this report, please note that even minor
discrepancies are reported in the inspection process. The
items noted in the table have been corrected or are in the
process of remediation.
Deferred Maintenance Budget: The district participates in
the State School Deferred Maintenance Program, which
provides matching funds on a dollar–for–dollar basis, to
assist school districts with expenditures for major repair
or replacement of existing school building components.
Typically this includes roofing, plumbing, heating, electrical
systems, interior or exterior painting, and floor systems.
School Facility Conditions
Date of Last Inspection: 10/29/2010
Overall Summary of School Facility Conditions: Exemplary
Items Inspected
Facility Component
System Status
Good
Systems (Gas Leaks, Mech/
HVAC, Sewer)
X
Interior
X
Cleanliness (Overall
Cleanliness, Pest/Vermin
Infestation)
X
Electrical
X
Restrooms/Fountains
X
Safety (Fire Safety,
Hazardous Materials)
X
Structural (Structural
Damage, Roofs)
X
External (Grounds, Windows,
Doors, Gates, Fences)
X
Fair
Deficiency & Remedial
Actions Taken or Planned
Poor
Safe School Plan
Theodore Judah School is safe and clean. Classrooms, restrooms and eating facilities are cleaned regularly. Any safety hazard that is reported is
reviewed immediately and resolved. Safety plans are reviewed each fall. There were 5 student accidents reported at our site during the 2009-10 school
year. Our school is participating in the School Emergency Response plan based on the Incident Command System that Emergency Services uses.
Our Safe Schools Plan encompasses disaster procedures, fire escape routes, school conduct code and discipline, sexual harassment policy, and child
abuse reporting.
Date of Last Review/Update: October 2010
Date Last Reviewed with Staff: October 2010
Academic Performance Index
The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually
measures the academic performance and progress of individual schools in California. The
state has set 800 as the API score that schools should strive to meet.
Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal
size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle,
or high school).
Similar Schools Rank: Schools also receive a ranking that compares that school to 100
other schools with similar demographic characteristics. Each set of 100 schools is ranked by
API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared
to similar schools.
The first table displays the school’s API ranks and actual API point changes by student group
for the past three years. The second table displays, by student group, the most recent Growth
API at the school, district, and state level.
District
State
All Students
802
818
767
White
821
841
838
Socioeconomically Disadvantaged
763
711
712
Students with Disabilities
663
629
580
Judah (Theodore) Elementary
07-08
08-09
09-10
Statewide Rank
5
6
4
Similar Schools
Rank
1
1
1
-6
31
-4
29
All Students
Actual API Change
33
White
Actual API Change
14
Socioeconomically Disadvantaged
Actual API Change
42
-1
25
Students with Disabilities
Growth API
School
API School Results
4
Actual API Change
-
-
30
* Statewide and similar schools ranks are based
on the first year listed. (Example: the 07-08 rank is
consistent with the 2007 school year.)
Published: January 2011
California Standards Test
The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance
in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets
standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The combined percentage of
students scoring at the Proficient and Advanced levels in English/Language Arts, Math, Social Science, Science, for the most recent three-year period, is
shown. For results on course specific tests, please see http://star.cde.ca.gov.
California Standards Test (CST)
Subject
School
2008
2009
District
2010
2008
State
2009
2010
2008
2009
2010
English/Language Arts
51
50
55
59
63
63
46
50
52
Mathematics
51
52
60
55
56
57
43
46
48
Science
69
59
58
60
63
63
46
50
54
*
*
*
46
51
52
36
41
44
History/Social Science
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
California Standards Test (CST)
Subgroups
English/
Language
Arts
Mathematics
Science
History/
Social
Science
District
63
57
63
52
School
55
60
58
*
*
*
*
*
Subject
African American
American Indian
Asian
Filipino
Hispanic or Latino
Pacific Islander
White
*
*
*
*
50
75
*
*
*
*
*
*
39
49
*
*
*
*
*
*
59
61
75
*
Males
50
56
65
*
Females
60
64
50
*
Socioeconomically
Disadvantaged
42
50
47
*
English Learners
22
37
*
*
Students with
Disabilities
40
45
45
*
*
*
*
*
Migrant Education
*Scores are not disclosed when fewer than 10 students are tested in a grade level
and/or subgroup.
Adequate Yearly Progress
No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It
mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have
limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. Schools
must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The federal NCLB Act requires that all schools and districts meet the
following Adequate Yearly Progress (AYP) requirements:
• Participation rate on the state’s standards-based
assessments in English/Language Arts (ELA) and
Mathematics.
• Percent proficient on the state’s standards-based
assessments in ELA and Mathematics.
• API as an additional indicator.
• Graduation rate (for secondary schools).
There are several consequences for schools that do not meet
the AYP standards, including additional tutoring and replacing
of staff. Students would also be allowed to transfer to schools
(within their district) that have met their AYP’s, and the former
school would be required to provide the transportation to
the new site. Results of school and district performance are
displayed in the chart.
Judah (Theodore) Elementary
Adequate Yearly Progress (AYP)
School
Made AYP Overall
No
English Language
Arts
Participation Rate
Percent Proficient
Met AYP Criteria
District
No
Mathematics
English Language
Arts
Mathematics
No
No
Yes
Yes
No
No
No
No
API School Results
Yes
Yes
Graduation Rate
N/A
N/A
5
Published: January 2011
Federal Intervention Program
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive 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 additional year that they do not make AYP.
Federal Intervention Programs
School
District
Not in PI
In PI
First Year in PI
-
2010-2011
Year in PI (2010-11)
-
Year 1
Program Improvement (PI) Status
# of Schools Currently in PI
-
5
% of Schools Identified for PI
-
15.15%
Physical Fitness
In the spring of each year, Theodore Judah Elementary is required by the state to administer a physical fitness test to all students in grade five. The
physical fitness test is a standardized evaluation that tracks the development of high-quality fitness programs and assists students in establishing
physical activity as part of their daily lives. Results of student performance are compared to other students statewide who took the test.
Percentage of Students in Healthy Fitness Zone
Grade Level
Four of Six
Standards
Five of Six
Standards
Six of Six
Standards
5
15
21
15
*Scores are not disclosed when fewer than 10 students are tested
in a grade level and/or subgroup.
Data Sources
Data within the SARC was provided by Folsom-Cordova Unified School District, retrieved from the 2009-10 SARC template, and/or located on Dataquest
(http://data1.cde.ca.gov/dataquest). Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public
to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find
information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.
Teacher & Administrative Salaries as a Percentage of Total Budget
This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the
same type and size. The table also displays teacher and administrative salaries as a percent of the districts budget, and compares these figures to the
state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site.
Average Salary Information
Teachers - Principal - Superintendent
2008-09
District
State
Beginning Teachers
$35,642
$41,155
Mid-Range Teachers
$61,036
$65,379
Highest Teachers
$80,586
$85,049
Elementary School Principals
$99,143
$106,453
Middle School Principals
$113,512
$111,487
High School Principals
$122,417
$121,513
Superintendent
$206,000
$194,802
Salaries as a Percentage of Total Budget
Judah (Theodore) Elementary
Teacher Salaries
43.4%
40.1%
Administrative Salaries
5.6%
5.2%
6
Published: January 2011
School Site Teacher Salaries
The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on fiscal year
2009-10 financial statements).
Average Teacher Salaries
School & District
School
$61,036
District
$66,373
Percentage of Variation
8.05%
School & State
All Unified School Districts
$66,478
Percentage of Variation
8.19%
District Expenditures
Folsom-Cordova Unified spent an average of $4,183 to educate each student, based on 2008-09 actual expenditures, the most current information
available. The table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the
state.
Expenditures per Pupil
School
Total Expenditures Per Pupil
$6,504
From Restricted Sources
$1,516
From Unrestricted Sources
$4,988
District
From Unrestricted Sources
$4,183
Percentage of Variation between School & District
19.24%
State
From Unrestricted Sources
$5,681
Percentage of Variation between School & State
12.20%
District Revenue Sources
In addition to general state funding, Theodore Judah Elementary receives state and federal funding from the following categorical funds and other
support programs: English Language Acquisition Program (ELAP), Economic Impact Aid (EIA), School and Library Improvement Program (SLIP), and
various community donations.
Judah (Theodore) Elementary
7
Published: January 2011