Oceano Elementary School
1551 17th St. • Oceano, CA 93445 • (805) 474-3800 • Grades K-8
Ron Walton, Principal
[email protected]
2013-14 School Accountability Report Card
Published During the 2014-15 School Year
----
---Lucia Mar Unified School District
602 Orchard St.
Arroyo Grande, CA 93420
(805) 474-3000
www.lmusd.org
District Governing Board
Vicki Meagher, President
Chad Robertson, Vice President
Dee Santos, Clerk
Vern Dahl, Member
Colleen Martin. Member
Mark Millis, Member
Don Stewart, Member
District Administration
James Hogeboom
Superintendent
Principal’s Message
Oceano Elementary School is well known for its excellent teaching staff. In the last few years, two
Oceano Elementary School teachers have received the Lucia Mar Unified School District Teacher of
the Year Award. The professional staff at Oceano Elementary School is dedicated to meeting the
individual needs of all students. The team teaching and differentiated instruction approaches are
sure to meet the needs of Gifted and Talented Education (GATE) students while the wide variety of
before- and afterschool intervention programs provide the necessary support for the academically
at-risk student or the English Language Learner.
The Oceano Elementary School staff has high expectations for all students and guides them to
become productive members of the student body. Oceano Elementary School is a nurturing family
environment that welcomes new students and their parents. Oceano Elementary School has an
Extended Day Kindergarten class to increase opportunities to learn, and we are proud to
acknowledge that it has been very successful.
The School Accountability Report Card (SARC) was established by Proposition 98, an initiative
passed by California voters in November 1988. The SARC is issued annually and provides for parents
and other interested people a variety of information about the school, its resources, its successes,
and the areas in which improvements are needed.
If you wish to participate in any organized opportunities for parent involvement or wish to gain
additional information regarding our SARC, please call or visit Oceano Elementary School.
School Mission Statement
The MISSION of Oceano Elementary School is to engage, challenge and inspire each student to
acquire the knowledge, skills and attitudes to become productive members of society.
School Vision Statement
The VISION of Oceano Elementary School is to provide all students with high academic focus and a
multitude of learning opportunities in an environment that will motivate each child to perform to
the best of his or her ability.
Raynee Daley
Assistant Superintendent, Business
Chuck Fiorentino
Assistant Superintendent, Human
Resources
Tom Butler
Assistant Superintendent,
Curriculum, Instruction &
Assessment
Cynthia Ravalin
Director, Student Services
2013-14 School Accountability Report Card for Oceano Elementary School
Page 1 of 10
About the SARC
A. Conditions of Learning
Every school in California is required by state law to publish a School
Accountability Report Card (SARC), by February 1 of each year. 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.
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.
•
Oceano Elementary School
•
•
•
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/.
View this SARC online at the school and/or LEA Web sites.
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 and community
members should contact the school at (805) 474-3800.
2013-14 Student Enrollment by Grade Level
Grade Level
Number of Students
Kinder.
57
Gr. 1--
58
Gr. 2--
65
Gr. 3--
49
Gr. 4--
63
Gr. 5--
60
12-13 13-14 14-15
Fully Credentialed
21
22
25
Without Full Credential
0
0
0
Teaching Outside Subject Area of Competence
0
0
0
Lucia Mar Unified School District
12-13 13-14 14-15
Fully Credentialed
♦
♦
Without Full Credential
♦
♦
Teaching Outside Subject Area of Competence
♦
♦
Teacher Misassignments and Vacant Teacher Positions at this School
Oceano Elementary School
12-13
13-14
14-15
Teachers of English Learners
0
0
0
Total Teacher Misassignments
0
0
0
Vacant Teacher Positions
0
0
0
*
Gr. 6--
55
Total--
407
2013-14 Student Enrollment by Group
Group
Teacher Credentials
Core Academic Classes Taught by Highly Qualified Teachers
2013-14 Percent of Classes In Core Academic Subjects
Core Academic Classes Taught by Highly Qualified Teachers
Percent of Total Enrollment
Black or African American-------
1.0
American Indian or Alaska Native-----Asian-------
0.0
Filipino-------
0.2
Hispanic or Latino-------
86.5
Native Hawaiian/Pacific Islander
0.0
White
10.8
Two or More Races
1.2
Socioeconomically Disadvantaged
93.1
English Learners
64.6
Students with Disabilities
15.2
0.2
2013-14 School Accountability Report Card for Oceano Elementary School
“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.
Location of Classes
This School
Taught by Highly
Qualified Teachers
Not Taught by Highly
Qualified Teachers
100.00
0.00
Districtwide
All Schools
100.00
0.00
High-Poverty Schools
100.00
0.00
Low-Poverty Schools
100.00
0.00
*
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 2014-15)
Lucia Mar Unified School District held a public hearing Sept. 23, 2014, and determined each school within the District has sufficient and good-quality
textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams v. the State of California. All students, including
English Learners, are given their own individual Standard saligned textbooks or instructional materials, or both, in core subjects for use in the classroom
and to take home. All textbooks and instructional materials used within the District are aligned with the California State Content Standards and
Frameworks and have been approved by the Board of Education. Lucia Mar Unified School District follows the State’s seven-year adoption cycle. Auxiliary
materials, such as math manipulatives, trade books, and science kits, are also purchased to support the textbook adoption.
Textbooks and Instructional Materials
Year and month in which data were collected: 2013-2014
Core Curriculum Area
Textbooks and Instructional Materials/Year of Adoption
Reading/Language Arts
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0%
Houghton Mifflin (Grades K-6)
Adopted in 2003
SRA Open Court (K-3)
Adopted in 2003
Houghton Mifflin (Grades 4-6)
Adopted in 2003
McGraw-Hill - Reading Wonders (Grades K-6)
Supplemental
Holt, Rinehart & Winston (Grades 7-8)
Adopted in 2002
Prentice Hall (Grade 9)
Adopted in 1999
Holt, Rinehart & Winston (Grade 10)
Adopted in 2000
Harcourt Brace (Grade 10)
Adopted in 2000
Prentice Hall (Grades 10-11)
Adopted in 2000
Glencoe (Grade 12)
Adopted in 2003
Pearson (Grade 12)
Adopted in 2003
2013-14 School Accountability Report Card for Oceano Elementary School
Page 3 of 10
Textbooks and Instructional Materials
Year and month in which data were collected: 2013-2014
Core Curriculum Area
Textbooks and Instructional Materials/Year of Adoption
Mathematics
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0%
Macmillan/McGraw Hill CCSS My Math (Grades K-5)
Adopted in 2009
Holt McDougal Explorations in Core Math (Grade 6)
Adopted in 2009
Prentice Hall (Grade 7)
Adopted in 2002
Glencoe/McGraw-Hill (Grade 8)
Adopted in 2002
Pearson Digits (Grades 6-8)
Supplemental/Pilot
Pearson CMP3 (Grades 6-8)
Supplemental/Pilot
College Board - Springboard Math (Grades 6-8)
Supplemental/Pilot
Houghton Mifflin (Grades 9-12)
Adopted in 2000
Glencoe (Grades 9-12)
Adopted in 2001
Glencoe (Grades 9-12)
Adopted in 2002
Science
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0%
McDougal Littell (Grades 9-12)
Adopted in 2002
Macmillan/McGraw-Hill (Grades K-6)
Adopted in 2008
Macmillan/McGraw-Hill (Grades K-6)
Adopted in 2008
Holt, Rinehart & Winston (Grades 7-8)
Adopted in 2008
Addison Wesley (Grades 9-12)
Adopted in 2000
Pearson (Grades 9-12)
Adopted in 2001
Holt, Rinehart & Winston (Grades 9-12)
Adopted in 2001
Lippincott (Grades 9-12)
Adopted in 2002
Prentice Hall (Grades 9-12)
Adopted in 2002
Glencoe (Grades 9-12)
Adopted in 2004
Glencoe (Grades 9-12)
Adopted in 2005
2013-14 School Accountability Report Card for Oceano Elementary School
Page 4 of 10
Textbooks and Instructional Materials
Year and month in which data were collected: 2013-2014
Core Curriculum Area
Textbooks and Instructional Materials/Year of Adoption
History-Social Science
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0%
Houghton Mifflin (Grade K)
Adopted in 2008
Harcourt Brace (Grades 1-6)
Adopted in 2008
Holt, Rinehart & Winston (Grade 7)
Adopted in 2007
Holt, Rinehart & Winston (Grade 8)
Adopted in 2007
Glencoe (Grades 9-12)
Adopted in 2001
Glencoe (Grades 9-12)
Adopted in 2004
Pearson (Grades 9-12)
Adopted in 2004
McDougal Littell (Grades 9-12)
Adopted in 2005
Foreign Language
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0%
Health
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0%
2013-14 School Accountability Report Card for Oceano Elementary School
McDougal Littell (Grades 9-12)
Adopted in 2006
McDougal Littell (Grades 9-12)
Adopted in 2000
EMC Paradigm (Grades 9-11)
Adopted in 2000
McDougal Littell (Grades 9-11)
Adopted in 2004
McGraw Hill/Glencoe (Grade 9)
Adopted in 2000
Page 5 of 10
School Facility Conditions and Planned Improvements (Most Recent Year)
Oceano Elementary School provides a safe, clean environment for learning. Built in 1951 and modernized within the last 15 years, Oceano Elementary
School is situated on 12.5 acres. The school buildings span 36,884 square feet and consist of 28 classrooms, a library, computer lab, administrative offices,
a large multipurpose room and Special Education classes operated by the County Office of Education. A new library, the new Adult Education Office and
two new preschool classrooms and playgrounds were all recently completed. The facility strongly supports teaching and learning through its ample
classroom and playground space.
Improvement projects recently completed at the school include the installation of new playground equipment and new asphalt slurry and restriping in
the parking lot.
Oceano Elementary School is a closed campus. Many people visit the campus to volunteer in the classroom and participate in school events. Parents and
visitors are welcomed and required to check-in at the school office upon arrival and obtain a visitor’s badge; visitors are required to return to the school
office upon departure. During lunch, recesses, and before and after school, adults supervise students and school grounds, such as the cafeteria and
recreation area, to ensure a safe and orderly environment.
Safety concerns are the No. 1 priority of maintenance and operations. District maintenance supervisors are proactive and conduct inspections at school
sites on a continual basis. Repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work-order process
is used to ensure efficient service and that emergency repairs are given the highest priority. The District maintenance staff has indicated that 100 percent
of all toilets on school grounds are in working order.
A team of custodians ensures classrooms, campus grounds, and restrooms are kept clean and safe. A scheduled maintenance program is administered
by Lucia Mar Unified School District to ensure that all classrooms and facilities are well maintained and provide a suitable learning environment. A
summary of these standards is available at the school office or at the District office.
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: 11/12/2013
Repair Status
System Inspected
Good
Fair
Poor
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]
[]
[]
Structural:
Structural Damage, Roofs
[]
[X]
[]
External:
Playground/School Grounds, Windows/ Doors/Gates/Fences
[X]
[]
[]
Overall Rating
Exemplary
Good
Fair
Poor
[]
[X]
[]
[]
----------
2013-14 School Accountability Report Card for Oceano Elementary School
Repair Needed and
Action Taken or Planned
Page 6 of 10
B. Pupil Outcomes
2013-14 CAASPP Results by Student Group
State Priority: Pupil Achievement
The SARC provides the following information relevant to the Pupil
Achievement State Priority (Priority 4):
•
Statewide assessments (i.e., California Assessment of Student
Performance and Progress and its successor the Standardized
Testing and Reporting Program);
•
The Academic Performance Index; 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.
Group
Percent of Students Scoring at
Proficient or Advanced
Science (grades 5, 8, and 10)
All Students in the LEA
61
All Student at the School
32
Male-------
30
Female-------
33
Black or African American
American Indian or Alaska Native
Asian-------
CAASPP Results for All Students - Three-Year Comparison
Filipino-------
Percent of Students Scoring at Proficient or Advanced
Subject
(meeting or exceeding the state standards)
Hispanic or Latino
School
Native Hawaiian/Pacific Islander
District
State
11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14
Science
*
33
33
32
60
59
61
60
59
60
Science (grades 5, 8, and 10) assessments include California Standards Tests
(CSTs), California Modified Assessment (CMA), and California Alternate
Performance Assessment (CAPA). 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.
STAR Results for All Students - Three-Year Comparison
White------Two or More Races------Socioeconomically Disadvantaged
30
English Learners-------
6
Students with Disabilities
Students Receiving Migrant
Education Services
*
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
Subject
School
District
ELA
42
43
44
60
61
59
54
56
55
Math
61
61
59
61
59
58
49
50
50
52
53
52
48
49
49
HSS
STAR Program was last administered in 2012-13. 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.
Academic Performance Index Ranks - Three-Year Comparison
API Rank
CAASPP includes science assessments (CSTs, CMA, and CAPA) in 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.
State
10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13
*
API Growth by Student Group – Three-Year Comparison
Group
All Students at the School
3
3
3
Native Hawaiian/Pacific Islander
Similar Schools-------
9
4
6
White-------
---5--*
4 of 6
5 of 6
6 of 6
13.8
24.1
29.3
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.
2013-14 School Accountability Report Card for Oceano Elementary School
12-13
2
-1
-5
5
-18
-1
Filipino-------
Statewide-------
2013-14 Percent of Students Meeting Fitness Standards
11-12
Asian-------
2012-13
Grade
Level
10-11
American Indian or Alaska Native
2011-12
For 2014 and subsequent years, the statewide and similar schools ranks will
no longer be produced.
Actual API Change
Black or African American
2010-11
*
23
Hispanic or Latino
51
Two or More Races
Socioeconomically Disadvantaged
5
-14
4
English Learners
7
-14
-7
Students with Disabilities
*
"N/D” means that no data were available to the CDE or LEA to report. “B”
means the school did not have a valid API Base and there is no Growth or
target information. “C” means the school had significant demographic
changes and there is no Growth or target information
Page 7 of 10
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
Parents and the community are very supportive of the educational program at Oceano Elementary School. The school encourages parents to become
involved in their child’s education by volunteering in the classroom and attending meetings of the Parent-Teacher Association (PTA), School Site Council
(SSC), English Learner Advisory Committee (ELAC), and School Advisory Council (SAC). All school meetings take place in a bilingual forum, translated into
Spanish.
Oceano Elementary School welcomes parents and the community to schoolwide activities held throughout the year. These include Back to-School Night,
Open House, The Latino Family Literacy Project, various parent education events, College/Advancement Via Individual Determination (AVID) Night, Salsa
Night, Movie Night, Bingo Night, holiday boutiques, music programs, Talent Show, theatrical programs, parent conferences, and school performances.
The school keeps parents apprised of school events through newsletters, flyers, calendars, and class bulletins and automated phone messages.
Fundraisers held by the PTA have greatly enhanced the educational program. They support new playground equipment, benches, tables, schoolwide
events, field trips, graduation ceremonies and other student activities. Community organizations that have generously supported the school include
Grover Beach McDonald’s, Oceano Community Center, Kiwanis, The Al Baughman Reading Program, Oceano Improvement Association, Republican
Women’s Group, Del’s Pizza and the Boys & Girls Club.
Parents who wish to volunteer or participate in Oceano Elementary School’s committees and school activities may contact Principal Ron Walton at (805)
473-3800.
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 Comprehensive Safe School Plan was developed by the District to comply with Senate Bill 187 (SB 187) of 1997. The Plan provides students and staff
a means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their Safe School Plans:
current status of school crime; child abuse reporting procedures; disaster procedures, both routine and emergency; policies related to suspension and
expulsion; notification to teachers; sexual harassment policy; provision of a schoolwide dress code; safe ingress and egress of pupils, parents, and school
employees; safe and orderly school environment; and school rules and procedures.
The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe School Plan, are reviewed with school
and District staff in the fall, at the start of each school year. The Injury, Illness & Prevention Plan was last updated and reviewed with school staff in
October 2014.
Suspensions and Expulsions
School
11-12
12-13
13-14
Suspensions Rate
2.0
2.3
1.3
Expulsions Rate
0.0
0.0
0.0
11-12
12-13
13-14
Suspensions Rate
5.4
4.8
2.8
Expulsions Rate
0.6
0.5
0.2
11-12
12-13
13-14
Suspensions Rate
5.7
5.1
4.4
Expulsions Rate
0.1
0.1
0.1
District
State
*
The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100.
2013-14 School Accountability Report Card for Oceano Elementary School
Page 8 of 10
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.
Average Class Size and Class Size Distribution
2013-14 Adequate Yearly Progress Overall and by Criteria
AYP Criteria
School
Number of Classrooms*
Average Class Size
1-20
District
Grade
13
14
12
Kinder. 26.3
14
11
Gr. 1--
19
23
Gr. 2--
23.3
Met Percent Proficient: Mathematics
Gr. 3--
Met API Criteria
Met Participation Rate: English-Language Arts
Met Participation Rate: Mathematics
Met Percent Proficient: English-Language Arts
2014-15 Federal Intervention Program
12
13
14
12
0
1
3
2
2
0
15
1
2
2
3
2
17
16
1
1
3
2
2
25.3
16
16
0
2
1
3
Gr. 4--
23
18
16
1
2
2
Gr. 5--
28
21
15
0
1
Gr. 6--
27.5
18
18
0
1
Indicator
Program Improvement Status
First Year of Program Improvement
School
District
In PI
In PI
13
14
0
1
1
1
0
1
1
2
2
0
1
1
2
2
2
0
1
1
3
2
2
1
0
1
1
1
2
2
2
0
1
1
Number of classes indicates how many classrooms fall into each size category
(a range of total students per classroom). At the secondary school level, this
information is reported by subject area rather than grade level.
2011-2012 2010-2011
Year in Program Improvement
Year 3
Year 3
Number of Schools Currently in Program Improvement
12
Percent of Schools Currently in Program Improvement
85.7
*
*
13
33+
14
Made AYP Overall
12
21-32
DW (determination waiver) indicates that the PI status of the school was
carried over from the prior year in accordance with the flexibility granted
through the federal waiver process.
FY 2012-13 Teacher and Administrative Salaries
Academic Counselors and Other Support Staff at this School
Number of Full-Time Equivalent (FTE)
Category
District
Amount
State Average for
Districts In Same
Category
Academic Counselor-------
0.00
Counselor (Social/Behavioral or Career Development)
0.20
Beginning Teacher Salary
$39,976
$41,318
Library Media Teacher (Librarian)
0.00
Mid-Range Teacher Salary
$57,258
$65,615
Library Media Services Staff (Paraprofessional)
1.00
Highest Teacher Salary
$77,641
$84,981
Psychologist-------
0.40
Average Principal Salary (ES)
$94,258
$107,624
Social Worker-------
0.00
Average Principal Salary (MS)
$102,888
$112,817
Nurse-------
0.40
Average Principal Salary (HS)
$109,235
$121,455
Speech/Language/Hearing Specialist
1.00
Superintendent Salary
$167,850
$206,292
Resource Specialist-------
1.00
Percent of District Budget
Other------Average Number of Students per Staff Member
42
40
Administrative Salaries
6
5
*
Academic Counselor------*
Teacher Salaries
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.
For detailed information on salaries, see the CDE Certificated Salaries &
Benefits webpage at www.cde.ca.gov/ds/fd/cs/.
FY 2012-13 Expenditures Per Pupil and School Site Teacher Salaries
Expenditures Per Pupil
Level
Average Teacher Salary
Total
Restricted
Unrestricted
4688.91
1062.68
3626.23
$62,254
District-------
♦
♦
75
$61,302
State-------
♦
♦
$4,690
$69,360
Percent Difference: School Site/District
+171.6%
+7.4%
Percent Difference: School Site/ State
-35.5%
-9.6%
School Site-------
2013-14 School Accountability Report Card for Oceano Elementary School
Page 9 of 10
Types of Services Funded at Oceano Elementary School
Lucia Mar offers a comprehensive range of programs and services to support student learning. A strong core curriculum is taught by highly qualified
teachers. Student learning is monitored closely. Proficient and advanced students are challenged to master skills at the highest levels. Students not yet
proficient are supported with additional time and instructional support. Academic support is provided during the school day and after school. Social and
emotional support is provided to eliminate barriers to academic success.
Academic support services:
• Standards-based instructional materials: Lottery/Instructional Materials funds
• New teacher support: Teacher Induction
• Staff development: Title I, Title II
• Intervention programs: Title I, Economic Impact Aid (EIA), Title III
• Intensive instructional services:
CAHSEE, Title I, Title III
• English language development Title III, EIA/limited English proficient (LEP)
• Title I, Response to Intervention: Title I, EIA
• Students with disabilities: Special Education funds
• After school programs: Bright Futures (AESES)
Social and emotional support services:
• Counseling support: General fund, MAA, Categorical Funds
• Intensive counseling services: MAA Funds, Site Funds
• Mental Health early prevention: PEI Funds
• Safe Schools: General Funds
• Referrals to Community Agencies: SAFE
Comprehensive academic and social support services enable Lucia Mar students to achieve at high levels in school and life.
Professional Development provided for Teachers at Oceano Elementary School
Lucia Mar invests time and resources to ongoing, district-wide staff development in key initiative areas aligned to district goals to increase student
achievement and support school improvement. During the 2014-15 school year, our professional development focused on California Common Core State
Standards, 21st Century Skills, English Learners, Project-based Learning, and best practices in instruction/ assessment.
Professional development opportunities are provided in a variety of ways — one district-wide staff development day, weekly late-start Mondays, staff
meetings, release time, Saturday trainings, and summer institutes. Over the last three years, teachers have received at least 24 days of professional
development in each school.
In the 14-15 school year LMUSD created a research driven professional development model. Each school site has a Late Start Monday, an Instructional
Leadership Team comprised of teachers and administrators, and a Teacher Support TOSA. The combination of these three has resulted in high quality,
weekly professional development.
Oceano Elementary School is a TAP school. Teachers meet weekly for one hour of research based professional development provided by two Master
Teachers trained by NIET and Lucia Mar personnel. The target of TAP professional development is two fold; the first focusing on solid instruction as
defined by the TAP Instructional Rubric with the second target being student strategies developed to increase student achievement in a targeted
academic area.
2013-14 School Accountability Report Card for Oceano Elementary School
Page 10 of 10