Marshall Pomeroy Elementary School Accountability Report Card Reported Using Data from the 2010–11 School Year Published During 2011–12 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.
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 additional information about the school, parents and community members should contact the school principal or the district office.
I. Data and Access Ed-Data Partnership Web Site Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.
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., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), 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.
II. About This School Contact Information (School Year 2011–12) School
District
School Name
Marshall Pomeroy Elementary
District Name
Milpitas Unified
Street
1505 Escuela Pkwy.
Phone Number
(408) 635-2600
City, State, Zip
Milpitas, CA, 95035-3213
Web Site
www.musd.org
Phone Number
(408) 635-2858
Superintendent
Cary Matsuoka
Principal
Dr. Troy Knechtel, Principal
E-mail Address
[email protected]
E-mail Address
[email protected]
CDS Code
43733876047641
School Description and Mission Statement (School Year 2010–11) Since its opening in 1967, Marshall Pomeroy Elementary School has offered children a kindergarten through sixth grade educational program. The original building consisted of 10 classrooms and an administrative office. In 1978, a new wing containing four classrooms, a resource center, a multiuse room, and a kitchen was constructed. In 1990-91, eight permanent portables were placed on the site as additional classrooms. During the summers of 1994, 1996, and 1997, new portables were added to accommodate class-size reduction classes and an increasing student population. In 1999, the main building was renovated with new wiring, walls, and floor coverings, a new staff room, and a computer lab with internet access. The older portable classrooms received new carpeting and wiring. During the summer of 2002, the HV/AC system in the main building was updated to complete the renovation project. In 2008, a new library and computer lab were installed. In 2008-2009, solar panels were installed to support district energy usage. If district bond monies are available in the future, the district plans to build a new multi-use room. The renovations provide the students and staff members with a comfortable physical learning environment. Our current certificated instructional staff consists of 28 classroom teachers, a resource specialist, a special day class teacher, and a science specialist for our intermediate grades (4-6). The principal and a part-time assistant principal (one day a week) are the administrative staff members on site. All certificated staff members possess or are in training for a CLAD or SDAIE certificate in order to meet the needs of our English Language Learners. Our student-support staff includes a part-time school psychologist, speech and language pathologist, and health clerk. Other staff members include a physical education instructional assistant for primary grades, three parttime English Language Learner (ELL) instructional assistants, three part-time kindergarten aides, a school secretary; a secretary clerk, a day custodian, a night custodian, a cafeteria manager, a lunch cashier, and six noon supervisors. Four part-time intervention tutors provide assistance to students individually and in small groups. Pomeroy is also fortunate to have a large number of parent volunteers who provide consistent support to our teachers and students. Our PTA provides us with support in our school events and activities, both in their volunteer and monetary efforts. These parents strengthen our Pomeroy community by teaming with our staff to provide our students with an enriched learning experience. We are fortunate at Pomeroy to have a community from which our students experience home lives where 51% of their parents have some college education or college degrees. Our community is predominantly English speaking; however, it is rich in cultural diversity. For the 2010-11 school year, 38% of our student population (273 students) is in the English Learner program, 25% (125 students) are Fluent English Proficient Learners, 19% (53) of our English Language Learners were re-designated as Fluent-English speakers. Our free and reduced lunch program provides 124 free lunches and 37 reduced lunches, which is supporting 22% of our student population. In October 2010, as reported by CBEDS on Aeries, with an enrollment of 725 students, our ethnic breakdown was as follows; 43 White (6%), 110 Hispanic (15%), 1 Pacific Islander (.1%), 17 African American (2%), 104 Filipino (14%), 400 Asian (55%), 1 American Indian (.1%), and 49 (7%) multiple or no response. In order to meet our goal of Pomeroy being a “100% Success Zone,” our staff members take advantage of professional growth experiences to gain “best practice” strategies in helping each child to successfully meet content standards. We also strive to provide proven intervention programs such as SuccessMaker, which has sections for English Language Arts, Math, English Language Learners Phonics and Early Interventions. Other intervention programs include Soar to Success, Trail Blazers, Path Finders, and grade level RTI (Response to Instruction) time, so that no child will be left without additional academic support if needed. Through our SRT (Student Review Team), we identify students in need and formulate additional strategies that will support the child in reaching his/her academic potential. This “Success” is defined as a student moving “Up One Band” as measured by the students’ California State Test (CST) scores. These bands, or levels, are advanced, proficient, basic, below basic, or far below basic. Therefore, where ever the student scored on last year’s CST, their goal for this year is to move up one band (or stay advanced). If they are able to accomplish this task, we believe that to be a success. To help encourage students towards this goal, much work is being done by teachers to keep this goal in front of their students on a daily basis. Our teachers spent time in all day grade level collaboration meetings to analyze the State Blueprints for the CST. By becoming familiar with what standards were deemed most important on the State CST, teachers could then focus more of their instruction on the mastery of these standards. Additionally, a greater emphasis is also being placed on our benchmark exams (which have proven to have a strong correlation to the CST exams) as they both provide practice for all our students in handling the rigor of state testing as well as provide valuable feedback to teachers. Through analysis of the student results, data is gathered which serves to guide the teachers as to how effective their efforts were in terms of student learning, enabling them to know which standards the students have mastered, and which standards need to be revisited, reviewed, or re-taught. In addition to our academic emphasis, our teachers, staff, and parents work together to educate the whole child, offering enrichment activities as well as school-service and student recognition programs. One example of our successful awards programs is Reading Counts, which is facilitated by the Scholastic Reading Inventory assessments that our students take after reading a book on the Reading Counts list. We have found that our students are motivated about reading as a result of our Reading Counts program. Another student incentive is the Order of Distinguished Service which also provides students with a structured means to provide community service and school involvement. Our intermediate students look forward to this award and work towards achieving it, not only through citizenship and community service, but also through reaching their own scholarship goals. Marshall Pomeroy's mission is to ensure that each student will become a successful, well-rounded individual with a life-long love of learning by providing an educational environment filled with an abundance of support, resources, and enrichment opportunities.
Opportunities for Parental Involvement (School Year 2010–11) We are so fortunate, at Pomeroy, that our parents are very supportive of the school. They attend parent activities such as, P.T.A. meetings, Back-to-School Night, Open House, Partners in Print programs, Family Nights, Hispanic/Latino Night, and ELAC meetings. Parents volunteer many hours in the classrooms, assist on field trips and during the lunch hour, make donations to the annual pledge drive, sponsor the Walk-a-Thon, and donate school/classroom supplies and help with classroom fundraisers. Parent volunteers are highly encouraged to assist teachers in the classroom. Another activity, which is designed to strengthen the strong family-school bond, is our family barbecue dinner at Open House. Pomeroy School students and faculty participate in the annual Jack Emery Drive, and are also involved in community outreach and support for our local families by collecting clothes, diapers, toiletries, children’s toys, and shoes for homeless families. It is our hope that these early life experiences of giving and thinking of others will become a lifelong habit for our students as they mature into adulthood. Parents are also invited once a month for a Principal’s Coffee. This is a time where parents set the agenda as to what is on their minds and what they are concerned about. Such efforts towards open two-way communication are what helps strengthen the bond between our parents and the school. Due to the principal being out on campus before and after school, parents are afforded informal times to communicate with him as well.
Student Enrollment by Grade Level (School Year 2010–11) Grade Level
Number of Students
Grade Level
Number of Students
Kindergarten
88
Grade 8
0
Grade 1
96
Ungraded Elementary
0
Grade 2
96
Grade 9
0
Grade 3
122
Grade 10
0
Grade 4
111
Grade 11
0
Grade 5
107
Grade 12
0
Grade 6
104
Ungraded Secondary
0
Grade 7
1
Total Enrollment
725
Student Enrollment by Subgroup (School Year 2010–11) Group
Percent of Total Enrollment
Black or African American
2.3%
American Indian or Alaska Native
0.1%
Asian
57.2%
Filipino
14.3%
Hispanic or Latino
15.2%
Native Hawaiian or Pacific Islander
0.1%
White
5.9%
Two or More Races
4.6%
Socioeconomically Disadvantaged
22.3%
English Learners
53.2%
Students with Disabilities
7.3%
Average Class Size and Class Size Distribution (Elementary)
Grade Level
2008–09 Number of Classes*
Avg. Class Size
1-20 21-32
2009–10 Number of Classes*
Avg. Class Size
33+
1-20 21-32
Avg. Class Size
33+
2010–11 Number of Classes* 1-20
21-32
33+
K
30.7
0
3
0
29.7
0
3
0
29.3
0
3
0
1
20.0
5
0
0
19.4
5
0
0
24.0
0
4
0
2
20.0
5
0
0
19.5
5
0
0
24.0
0
4
0
3
20.0
4
0
0
34
0
0
3
30.5
0
4
0
4
33.0
0
0
3
36.7
0
0
3
26.0
1
0
3
5
31.0
0
2
0
33.5
0
1
1
33.0
0
0
4
6
32.5
0
1
1
30.5
0
2
0
29.0
0
3
0
Other * Number of classes indicates how many classes fall into each size category (a range of total students per classroom).
III. School Climate School Safety Plan (School Year 2010–11) The district believes in a comprehensive safety program designed to ensure the health and security of all students and staff. It consists of a wide variety of site drills designed to meet a number of emergency situations that might arise. All school sites regularly practice fire, drop and cover (earthquake), and intruder drills. There are established committees at all sites and levels to review safety procedures, correct any problems that may exist and expand the Districts capacity to deliver services when and where needed. The District conducts safety inspections at all schools and other district owned properties on a regular basis. In addition, the district safety officer conducts quarterly safety meetings with site safety officers. The safety officer and other qualified personnel conduct or coordinate trainings in CPR, First-Aid, and triage, and monitor all site safety drills. All school sites have designated staff members that are trained in Advanced First Aid and equipped with safety kits to care for students and staff in the case of an emergency. The District and the Milpitas Police, Fire, and Office of Emergency Services work cooperatively on a continuous basis in the coordination of city and district personnel and services in the area of school safety. Through the coordinated efforts of the District and City Agencies, a joint City/School disaster drill is held at one of the districts nine elementary and two middle schools on an annual basis. In addition, the District is an active member in the City's Emergency Preparedness Commission. The District has revised its Standardized Emergency Management System (SEMS) procedures. A trained district crisis assistance response team has been established to provide site support and district coordination in the event of an emergency. Marshall Pomeroy’s Safety plan was last updated in November 2010.
Suspensions and Expulsions Rate*
School 2008–09
School 2009–10
School 2010–11
District 2008–09
District 2009–10
District 2010–11
Suspensions
1.59%
0.57%
0.69%
9.53%
9.50%
8.91%
Expulsions
0.00%
0.00%
0.00%
0.28%
0.34%
0.23%
* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.
IV. School Facilities School Facility Conditions and Planned Improvements (School Year 2011–12) Pomeroy School was opened in 1965 with additions being constructed in 1968, 1972, 1990, 1995, and 1997. During the summer 1999, our school was completely renovated. The classrooms have fairly new tack-able wall surfaces, cabinets, counters and carpets. All new wiring has been installed and the school is networked. The hallways were refurbished and the interior of the school was repainted. In addition to a state-of-the-art science room, a new computer lab and staff room were added. During the summer of 2001, a covered eating area and a covered walkway were built to provide students with a comfortable eating area. In 2002 the HV/AC system was renovated throughout the school to save on energy costs. During the 2007-2008 school year, we had a beautification day sponsored by the City of Milpitas and BFI, where we planted trees and plants, built a garden, and cleaned all around the school. During the 2008-2009 school year, we were under construction for solar energy. This project was completed by the end of December 2008. Per Education Code Section 17592.72 (c), Pomeroy Elementary School has been evaluated and there are no emergency facilities needs.
School Facility Good Repair Status (School Year 2011–12) System Inspected
Repair Status Exemplary
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
Structural: Structural Damage, Roofs
X
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
X
Overall Rating
X
Note: Cells shaded in black do not require data.
Fair
Poor
Repair Needed and Action Taken or Planned
V. Teachers Teacher Credentials School 2008–09
School 2009–10
School 2010–11
District 2010–11
29
29
28
411
Without Full Credential
1
1
0
0
Teaching Outside Subject Area of Competence (with full credential)
0
0
0
0
Teachers With Full Credential
Teacher Misassignments and Vacant Teacher Positions Indicator
2009–10
2010–11
2011–12
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 2010–11) The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/
Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers
Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers
This School
100%
0
All Schools in District
100%
0
High-Poverty Schools in District
100%
0
Low-Poverty Schools in District
100%
0
Location of Classes
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 25 percent or less in the free and reduced price meals program.
VI. Support Staff Academic Counselors and Other Support Staff (School Year 2010–11) Number of FTE* Assigned to School
Average Number of Students per Academic Counselor
Academic Counselor
0
0
Counselor (Social/Behavioral or Career Development)
0
Library Media Teacher (librarian)
0
Library Media Services Staff (paraprofessional)
0
Psychologist
0
Social Worker
0
Nurse
0
Speech/Language/Hearing Specialist
0
Resource Specialist (non-teaching)
0
Other
0
Title
Note: Cells shaded in black 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.
VII. Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2011–12) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Textbooks and instructional materials/year of adoption
From most recent adoption?
Percent students lacking own assigned copy
Reading/Language Arts
California Reading: Student Anthology Houghton Mifflin (adopted 2003)
No
0
Mathematics
California Mathematics Macmillan/McGraw Hill (adopted 2008)
Yes
0
Science
California Science Pearson Scott Foresman (adopted 2007) Focus on Earth Science Pearson Scott Foresman (adopted 2007)
Yes
0
History-Social Science
Reflections California Student Edition Harcourt (adopted 2006)
Yes
0
N/A
N/A
Yes
0
Core Curriculum Area
Foreign Language
Health
N/A Health and Wellness Macmillan/McGraw Hill (adopted 2006)
Visual and Performing Arts
N/A
N/A
N/A
Science Laboratory Equipment (grades 9-12)
N/A
N/A
N/A
VIII. School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2009–10) Total Expenditures Per Pupil
Expenditures Per Pupil (Supplemental / Restricted)
Expenditures Per Pupil (Basic / Unrestricted)
Average Teacher Salary
$3,225
$10
$3,215
$94,999
District
$3,293
$72,935
Percent Difference – School Site and District
-2.4%
30.25%
State
$5,455
$66,511
Percent Difference – School Site and State
-41.1%
42.8%
Level
School Site
Note: Cells shaded in black do not require data.
Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.
Types of Services Funded (Fiscal Year 2010–11) Two major fund-raisers bring much donated money to Pomeroy School. The Pledge Drive money and the Walk-a-Thon money are used to fund many field trips, both in-house and off-site, and to provide extra classroom supplies. Our PTA funds special projects, equipment purchases, and additional classroom needs. Aside from the regular budget, we receive Economic Impact Aid (EIA) and School Improvement Program (SIP) money from the state. EIA focuses on the needs of our EL students, as well as, the needs of our teachers as they seek to meet the needs of our EL student. SIP is used to provide interventions for students, instructional resources, and staff development. Our math and reading interventions are also funded through this source. These funds support school programs, computer software and hardware, and teacher training.
Teacher and Administrative Salaries (Fiscal Year 2009–10) District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$49,033
$41,284
Mid-Range Teacher Salary
$77,173
$65,173
Highest Teacher Salary
$91,854
$83,460
Average Principal Salary (Elementary)
$108,868
$102,834
Average Principal Salary (Middle)
$118,307
$108,953
Average Principal Salary (High)
$126,665
$118,384
Superintendent Salary
$207,104
$179,397
43.00%
40.00%
7.00%
6.00%
Category
Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries
Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
IX. Student Performance Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including:
California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.
California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.
California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.
The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.
For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.
Standardized Testing and Reporting 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
2008– 09
2009– 10
2010– 11
2008– 09
2009– 10
2010– 11
2008– 09
2009– 10
2010– 11
EnglishLanguage Arts
69%
70%
71%
61%
63%
66%
49%
52%
54%
Mathematics
75%
75%
74%
57%
60%
64%
46%
48%
50%
Science
83%
77%
78%
62%
68%
72%
50%
54%
57%
0%
0%
0%
54%
59%
62%
41%
44%
48%
History-Social Science
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.
Standardized Testing and Reporting Results by Student Group – Most Recent Year Percent of Students Scoring at Proficient or Advanced Group
English- Language Arts
Mathematics
Science
History- Social Science
All Students in the LEA
66%
64%
72%
62%
All Students at the School
71%
74%
78%
0%
Male
68%
72%
78%
0%
Female
74%
76%
77%
0%
Black or African American
42%
50%
0%
0%
Asian
82%
87%
87%
0%
Filipino
66%
64%
0%
0%
Hispanic or Latino
48%
46%
62%
0%
0%
0%
0%
0%
White
61%
69%
0%
0%
Two or More Races
67%
63%
0%
0%
Socioeconomically Disadvantaged
46%
48%
68%
0%
English Learners
57%
65%
48%
0%
Students with Disabilities
43%
49%
0%
0%
American Indian or Alaska Native
Native Hawaiian or Pacific Islander
Students Receiving Migrant Education Services 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 High School Exit Examination The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB.
For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.
California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced School
Subject
District
State
2008– 09
2009– 10
2010– 11
2008– 09
2009– 10
2010– 11
2008– 09
2009– 10
2010– 11
EnglishLanguage Arts
N/A
N/A
N/A
60%
61%
69%
52%
54%
59%
Mathematics
N/A
N/A
N/A
63%
66%
67%
53%
54%
56%
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 2010–11) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.
Percent of Students Meeting Fitness Standards Grade Level Four of Six Standards
Five of Six Standards
Six of Six Standards
5
31.40%
27.50%
22.50%
7
0.00%
0.00%
0.00%
9
0.00%
0.00%
0.00%
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.
X. Accountability Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.
Academic Performance Index Ranks – Three-Year Comparison This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.
The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.
API Rank
2008
2009
2010
Statewide
9
9
9
Similar Schools
2
1
1
Academic Performance Index Growth by Student Group – Three-Year Comparison Group All Students at the School
Actual API Change 2008–09
Actual API Change 2009–10
Actual API Change 2010–11
-4
2
-2
-10
9
5
Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races
N/D
Socioeconomically Disadvantaged
31
-4
-30
English Learners
-9
11
-15
Students with Disabilities Note: “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.
Academic Performance Index Growth by Student Group – 2011 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2011 Growth API at the school, LEA, and state level.
2011 Growth API Group
Number of Students
School
Number of Students
LEA
Number of Students
State
All Students at the School
513
877
7,370
849
4,683,676
778
Black or African American
12
767
258
723
317,856
696
American Indian or Alaska Native
0
21
755
33,774
733
Asian
286
931
3,078
923
398,869
898
Filipino
78
839
1,522
842
123,245
859
Hispanic or Latino
77
759
1,615
735
2,406,749
729
76
794
26,953
764
Native Hawaiian or Pacific Islander
1
White
34
836
613
844
1,258,831
845
Two or More Races
24
855
183
863
76,766
836
Socioeconomically Disadvantaged
125
769
2,852
783
2,731,843
726
English Learners
263
854
2,885
821
1,521,844
707
45
697
765
672
521,815
595
Students with Disabilities
Adequate Yearly Progress The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
Participation rate on the state’s standards-based assessments in 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)
For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.
Adequate Yearly Progress Overall and by Criteria (School Year 2010–11) AYP Criteria
School
District
Made AYP Overall
No
No
Met Participation Rate - English-Language Arts
Yes
Yes
Met Participation Rate - Mathematics
Yes
Yes
Met Percent Proficient - English-Language Arts
No
No
Met Percent Proficient - Mathematics
No
No
Met API Criteria
Yes
Yes
Met Graduation Rate
N/A
Yes
Federal Intervention Program (School Year 2011–12) 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 (ELA 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. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Indicator
School
District
Not in PI
In PI
First Year of Program Improvement
N/A
2010-2011
Year in Program Improvement
N/A
Year 2
Program Improvement Status
Number of Schools Currently in Program Improvement
1
Percent of Schools Currently in Program Improvement
7.7%
Note: Cells shaded in black do not require data.
XI. School Completion and Postsecondary Preparation Admission Requirements for California’s Public Universities University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information Web page at http://www.universityofcalifornia.edu/admissions/. (Outside source)
California State University Eligibility for admission to the California State University (CSU) is determined by three factors:
Specific high school courses
Grades in specified courses and test scores Graduation from high school
Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at http://www.calstate.edu/admission/admission.shtml. (Outside source)
Dropout Rate and Graduation Rate School Indicator
District
State
2007– 08
2008– 09
2009– 10
2007– 08
2008– 09
2009– 10
2007– 08
2008– 09
2009– 10
Dropout Rate (1-year)
N/A
N/A
N/A
1.5
2.5
1.7
4.9
5.7
4.6
Graduation Rate
N/A
N/A
N/A
96.18
93.91
91.61
80.21
78.59
80.44
Note: The National Center for Education Statistics graduation rate as reported in AYP is provided in this table.
Completion of High School Graduation Requirements This table displays, by student group, the percent of students who began the 2010–11 school year in grade twelve and were a part of the school’s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.
Graduating Class of 2011
Group
School
District
State
All Students
N/A
92.0%
N/D
Black or African American
N/A
75.0%
N/D
American Indian or Alaska Native
N/A
100%
N/D
Asian
N/A
93.6%
N/D
Filipino
N/A
95.8%
N/D
Hispanic or Latino
N/A
85.7%
N/D
Native Hawaiian or Pacific Islander
N/A
90.0%
N/D
White
N/A
95.5%
N/D
Two or More Races
N/A
87.5%
N/D
Socioeconomically Disadvantaged
N/A
81.8%
N/D
English Learners
N/A
80.0%
N/D
Students with Disabilities
N/A
77.3%
N/D
Note: “N/D” means that no data were available to the CDE or LEA to report.
XII. Instructional Planning and Scheduling Professional Development This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. The District has 3 assigned Staff Development Days each year. They are scheduled towards the beginning, middle, and end of the school year. Students are not in attendance during these days. Staff development is an ongoing process that helps District teachers improve their skills in order to provide the best possible educational program for Milpitas students. Our staff development program has several components that focus on District, school, and individual teacher’s needs. This school year, staff development activities will focus on literacy and language arts standards, differentiated instruction, SIOP (Sheltered Instruction Observation Protocol), and technology. The teachers have attended the training sessions during after school hours or on weekends and are now serviced through a site SIOP mentor. Primary grade teachers have received training in and are implementing the early literacy program and SIOP strategies. The early literacy programs, coupled with new district and state standards, form the basis for our language arts instruction. The SIOP strategies help teachers to differentiate instruction especially for our English learners. Our goal is to have all students reading at or above grade level by third grade. In the area of math, we have implemented state standards. These include a combination of open-ended math activities, basic math skills studies, problem solving skills, and the use of math manipulatives. We are continuing our use of Steps to Success, designed by Dr. Kay Brallier. Dr. Brallier will be providing professional development for our staff through demonstration, observation, and collaboration with our teachers. She will be providing deeper instruction to our staff, especially in the area of writing. Grade level collaboration is another opportunity for our staff to receive professional development via the principal. There are grade level meetings weekly and there are three days of all day collaboration during the year to analyze data and to make strategic decisions on next steps in moving our students forward. Our staff members are also participating in many District-provided staff development activities as well as taking university classes. The training activities are in the areas of technology, early literacy, and teaching methodologies.
Marshall Pomeroy Elementary Milpitas Unified
School Accountability Report Card, 2010-2011 Provided by the Ed-Data Partnership For more information visit www.ed-data.org
