2016 SARC Input Form THIS IS NOT THE FULL SARC TEMPLATE. Please review and update each section of this template for completeness and accuracy. This template is provided as a tool to update your SARC and contains only a list of required reporting components that our team isn’t able to retrieve from public sources (i.e., Dataquest). DTS will import publicly available data as it becomes available. This template provides clear, concise guidance in each section to assist you through the update process. You can also click on the section title for any of the sections to review detailed guidance from CDE regarding the reporting requirements for the section being reviewed/updated. A full version of CDE’s data elements document can be downloaded by clicking here. A list of answers to frequently asked questions can be reviewed by clicking here. If, after reading the provided guidance and referring to the frequently asked questions documentation, you find you still need assistance, please feel free to contact the DTS Support Team by clicking here. School Contact Information Please review and update the information below as needed. This section should include current School Contact Information for your school. School Information School Name

Pioneer Elementary School

Street---

8810 14th Avenue

City, State, Zip

Hanford, CA 93230

Phone Number

(559) 584-8831

Principal--------

Sharon Cronk

E-mail Address

[email protected]

School Website www.puesd.net CDS Code-------- 16-63990-6010557

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District Contact Information Please review and update the information below as needed. This section should include current District Contact Information for your district. District Information District Name

Pioneer Union Elementary School District

Street

1888 North Mustang Drive

City, State, Zip

Hanford, CA 93230

Phone Number (559) 585-2400 Superintendent Paul van Loon Web Site-------- www.puesd.net E-mail Address [email protected]

School Description and Mission Statement (Most Recent Year) Please review and update the information below as needed. This section should include information about your school, its programs and its goals. This section should be kept to 2-3 paragraphs. Dear Parents, It is with pleasure to present Pioneer Elementary School's School Accountability Report Card (SARC). The purpose of the SARC document is to provide our community and parents with information about our school’s instructional programs, academic achievement, curriculum and instruction materials, facilities, and staff. Parents and the community play a valuable role in our school. Understanding our educational program, student achievement, and curriculum development can assist both our schools and the community in pursuing ongoing program improvement. The Pioneer Elementary staff has made a commitment to provide the very best educational program for our students. The excellent quality of our program is a reflection of our highly committed staff, the involvement of our parents, and our hard working students. We are dedicated to ensuring that our school provides a welcoming and stimulating learning environment where students are actively involved in learning academics as well as exemplifying positive character. Together through our hard work, our students will be challenged to reach their maximum potential socially and academically. I believe that the information provided in this SARC document will be helpful to you. Sincerely, Sharon Cronk Pioneer Elementary Principal District & School Profile Pioneer Union Elementary School District serves approximately 1,549 students. It is comprised of two elementary schools and one middle school. The district is located in Kings County. Our community is nestled in the San Joaquin Valley midway between San Francisco and Los Angeles. Pioneer Union Elementary School District was the first charter district in our state. Pioneer Union Elementary School District offers the local community an exceptional educational program emphasizing academic student achievement enhanced by character education, music, art, and physical education. We use technology, research-based innovative instructional methods and generous parent volunteers to ensure our students experience a rigorous standards-based curriculum administered by highly qualified teachers in a safe, nurturing environment. Pioneer Union Elementary School District Mission The Pioneer Union Elementary School District, in partnership with parents and the community, will build the foundation for student academic and social success by ensuring that all students receive rigorous instruction, support and intervention in an enriching environment. 2016 SARC Input Form (Pioneer Elementary School)

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Pioneer Union Elementary School District Vision In order to challenge all students to learn, achieve and act with purpose and compassion, the Pioneer Union School District will develop and produce motivated, confident students who will: 1. Meet or exceed grade-level academic standards. 2. Become life-long learners. 3. Effectively communicate. 4. Become contributing citizens of the community. 5. Be prepared for a successful future. Our Pioneer Elementary School vision is aligned with the District vision and mission. Pioneer Elementary School will excel at creating an innovative nurturing learning environment where students, staff, and community are inspired to meet the challenges of our rigorous curriculum and work collaboratively to achieve success. Pioneer Elementary School Profile: Pioneer Elementary School enrolled approximately 587 +/- students in kindergarten through fifth grade during the 20152016 school year; the student body included 42% white, 45% Hispanic, 5% African American, 3% Asian, 3% Filipino, and 3% other. Of the approximate 587 students at PES during the 2015-2016 school year, 148 students participated in our Title 1 Program, 58 students or 10% were English Learners (EL), 41 students or .07% received special education (SPED), 19 students or .03% were enrolled in transitional kindergarten (TK), 11 students were reclassified as fluent English proficient (RFEP), 1 student participated in migrant program, 3 students were in the foster program, and 6 students or .01% participated in the 504 Accommodation Program. All staff members are currently highly qualified and support the school’s mission to provide a challenging curriculum in a safe, nurturing environment where academic, social, and emotional needs are met. Pioneer Elementary School achieved several honorable awards during the 2015-2016 school year. Our awards included: Gold Ribbon School of California, Title 1 Achievement Award, Campaign for Business and Education Excellence (CBEE), Silver Medal for our Positive Behavior Intervention and Supports (PBIS) Champion Model System, and the Fresno State Bonner Character and Civic Education Award. We are proud of our accomplishments and are confident that with our continued strong academic focus, safe and supportive climate, and innovative technology our students will continue to perform well. During the 2015-2016 school year, Pioneer Elementary participated in the statewide CAASPP state wide testing for Common Core. Results will be included in this SARC report in the data section. Also refer to the school data reports attached. Overall, Pioneer Elementary scored among the highest in Kings County in meeting proficiency in English Language Arts and Mathematics. At this time, the state has not assigned API or AYP scores to schools in California. Pioneer Elementary currently is not in program improvement status. Character Counts & Positive Behavior Intervention Supports (PBIS) As a means to improve student social skills and development as contributing members of the community, Pioneer Elementary participates in Character Counts and PBIS programs. The Characters Counts program focuses on developing students' character in the areas of trustworthiness, citizenship, caring, honesty, fairness, and responsibility. We have a monthly pillar focus; during each month's focus we highlight that pillar and educate students on what the pillar means and ways they can exhibit that pillar. We also have incentives that award students when they are demonstrating these character traits. Pioneer Elementary has been implementing Positive Behavior Intervention and Supports program over the last 2 years. The focus of this program is to promote our school-wide expectations, PAWS, as a means to promote positive behaviors in both classroom and non-classroom settings. PAWS stands for Be Proud, Be Aware, Be Wise, and Be Safe. Student training for PBIS consists of a full training where students rotate around the campus to learn about how to put their best PAWS forward in non-classroom settings at the beginning of the school year.. In addition, there are follow up trimester assemblies and incentives when students show their "PAWS." Currently Pioneer Elementary has earned both the Bronze and Silver medals for the PBIS Champion Model System. Student Council & Panther Pals Just as important as building good character qualities and positive behavior in students, Pioneer Elementary believes in providing leadership and civil service opportunities for our upper grade students. We are able to achieve this through our 2016 SARC Input Form (Pioneer Elementary School)

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Panther Pals Program and Student Council. Fourth and fifth grade students are able to apply for the Panther Pals program.The Panther Pals program is a student ambassador program. Its goal is to help teach the younger students how to use their "PAWS" (i.e., PBIS school expectations) in all situations, and to report serious instances to the Pioneer staff. Upon selection they are required to go through a formal week long introductory training and attend follow up meetings and training throughout the year with the school leadership team. They must also follow their assigned schedule as mediators to younger peers in grades kindergarten through third grade during recess times. Furthermore, students in fourth and fifth grade can apply to run for a Student Council office position or class representative at the beginning of the year. After campaigning and elections, students who have been selected get to work as a team during the year with their Student Council teacher advisors to plan student activities, school wide events, and run our character recognition and spirit rallies. Some events that the Student Council hosts include: annual Write a Veteran Campaign, annual Canned Food Drive for the Salvation Army, Red Ribbon Week activities, Dress Up Days, support Intramural Sports, Career Day, Every Kid Healthy Field Day, Spirit Rallies to highlight character counts traits and build a positive school culture, participate in morning announcements, and support the PEPTC with all of the school wide events.

Opportunities for Parental Involvement (Most Recent Year) Please review and update the information below as needed. This section should include information on how parents can become involved in school activities, including contact information pertaining to organized opportunities for parent involvement. This section should be kept to 1-2 paragraphs. Parents are encouraged to be involved in their child’s learning environment by attending school events, serving on a school or district committees, assisting their children with homework, and by volunteering. Some of the opportunities for volunteers include becoming involved with our School Site Council, PEPTC (Pioneer Elementary Parent Teacher Club), English Language Advisory Committee, helping out in the classroom or library, helping with the annual book fair, attending school events and parent conferences, or chaperoning field trips. Some parent involvement opportunities during the 2015-2016 school year included: Back to School Night, Spring Open House, Parent Conferences, Donuts with Dads, Muffins with Mom, Movie Nights, Fall Festival, Fall Fundraiser, Jog A Thon, Winter Family Fun Night, and Awards Assemblies. These events provided wonderful experiences for the school community to join together. In addition to school based activities, our parents are involved in a variety of ways at the district level including serving on the following district committees: The District English Language Advisory Committee (DELAC), District Parent Advisory Committee (DPAC), Wellness Committee, and Title I Parent Group. These district committees offer parents the opportunity to have input regarding the district and our school’s curriculum and activities. District parent committees (i.e., DELAC, Title 1, DPAC) are essential and provide valuable input at the district level. Members include school site staff members, parents, site administrators, and community liaisons. Members on these committees review and approve district budgets, review current instructional materials, and review district-wide data for attendance, discipline, and academic progress. At the site level, the Pioneer Elementary School Site Council Committee's (SSC) purpose is to review, give input, and approve the site budget and Single School Plan for Student Achievement. This committee meets four times a year when school data, school budget, and the School Plan and achievement goals are reviewed. 2016 SARC Input Form (Pioneer Elementary School)

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The Pioneer Elementary Parent Teacher Club meets on a monthly basis and has many functions. The PEPTC raises funds for school projects, pays for school field trips for extended learning opportunities, sponsors our Panther Pride Trips for 3rd-5th grade students, runs the Student Store for K-2 students, and helps with student and family activities. The Wellness Committee meets several times a year and is comprised of parents, school staff members, and student representatives. The Wellness Committee members also includes representatives from student nutrition services, administration, health services, and physical education. Committee members are responsible for the implementation and update of the district’s wellness policies. Wellness programs are designed to increase student participation in the school lunch program and increase awareness about healthy eating habits and fitness. Formal lessons, classroom presentations, student discussions, and school-wide assemblies reinforce the importance of maintaining a healthy lifestyle. Parents are kept informed of school activities, events, meeting dates, and program deadlines through weekly school bulletins, teacher newsletters, the district's Pony Express newsletter, flyers, automated announcements, and the school’s marquee and website. E-mail is available for parents who prefer a more convenient method of communicating with their child’s teacher (e-mail addresses are available on the school’s website). The school’s web site hosts an Internet-based data retrieval program that allows parents to check student grades, homework, and attendance; a password is required and can be obtained from the school office. Spanish translation of any communications is available upon request. Parents who would like more information about Pioneer Elementary School or are interested in participating in its learning community may contact the principal at (559) 584-8831.

School Safety Plan (Most Recent Year) Please review and update the information below as needed. This section should include information about your school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan (please do not paste your entire safety plan in this field). This section should be kept to 1-2 paragraphs. The Comprehensive School Site Safety Plan was originally developed for Pioneer Elementary School in collaboration with local agencies and district administration to fulfill Senate Bill 187 requirements. Components of this plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe arrival and departure from school, sexual harassment policy, and dress code policy. Pioneer Elementary’s most current school site safety plan is reviewed, updated and shared with school staff at the beginning of each school year. Students are familiar with the emergency procedures and practice our action plan for fire, intruders, and earthquakes in monthly and trimester drills. The District and School Safety Plan is reviewed annually as means to keep our safety protocols current.

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School Facility Conditions and Planned Improvements (Most Recent Year) Please review and update the information below as needed. This section should include information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: • • • •

Description of the safety, cleanliness, and adequacy of the school facility Description of any planned or recently completed facility improvements The year and month in which the data were collected Description of any needed maintenance to ensure good repair

You can click here to submit your school’s most recent FIT tool in MS Excel format. Please do not submit your FIT tool in any format other than MS Excel. Year and month of the most recent FIT report: June 29, 2016 This section should be kept to 1-2 paragraphs. School Facilities Pioneer Elementary School provides a safe, clean environment for learning through proper facilities maintenance and campus supervision. Ongoing maintenance and improvements ensure campus facilities remain up to date and provide adequate space for students and staff. All classrooms are on a five-year rotation schedule for replacement of flooring. Campus Maintenance The district administers a scheduled maintenance program to ensure that all classrooms and facilities are well-maintained and in good repair. The district’s maintenance department manages larger projects that may require third party contractors. School custodians are qualified and equipped to handle minor routine repairs and maintenance projects. An informal work order process is used to forward requests for unscheduled repairs and maintenance projects. Teachers and Administrative staff forward unscheduled projects to the district maintenance department for resolution. The district’s maintenance department prioritizes each request and assigns projects to either the school custodians or district maintenance staff. For urgent requests when verbal communication is required, principals contact the maintenance staff directly. Emergency situations are given high priority and resolved immediately by school or district custodial staff, based upon the nature of the situation. Pioneer Union Elementary School District is proud of its high standards regarding campus maintenance and general housekeeping practices. The Board of Trustees along with district administration has approved and adopted specific cleaning standards, schedules, and policies for maintaining clean, safe environments for everyone on campus. The district’s policies and standards are available for review by contacting the school principal. The custodial supervisor follows-up regularly each week to ensure custodians are following established cleaning standards and to survey campus facilities to identify deficiencies that should be corrected to maintain high safety and cleanliness standards. Custodians are provided a detailed cleaning schedule that ensures learning areas are kept clean and safe throughout the school day. A 'Campus Pride Program' is in place with clearly established standards for shared responsibility by staff and students to assist in maintaining the standards. Pioneer Elementary School’s custodial staff is supervised by and collaborates with the district’s custodial supervisor to ensure classrooms and campus grounds are well-maintained and kept safe and functioning for students, staff, and visitors. Day custodians and evening custodians are assigned to Pioneer Elementary School for routine maintenance, daily custodial duties, and special events. The principal communicates daily with site custodians concerning safety issues, activities schedules, and cleaning needs. Once a week, the principal meets with the district’s maintenance supervisor to discuss school facilities and safety issues, custodial responsibilities, housekeeping needs, and maintenance schedules. Every morning before school begins, the day custodian secures the school gates and inspects school facilities for safety hazards and maintenance issues that require attention before staff and students arrive on campus. Any graffiti or signs of vandalism are removed immediately. Restrooms are checked at least twice a day for cleanliness and cleaned as needed. The day custodian’s routine includes general maintenance duties; preparing facilities for mealtime activities; cleaning the cafeteria after meals are served; cleaning restrooms and classrooms; lawn and groundskeeping maintenance; and fulfilling basic custodial needs for students and staff. The evening custodians are responsible for setting up facilities for afternoon meetings and special events; cleaning classrooms, library, restrooms, and office areas; and 2016 SARC Input Form (Pioneer Elementary School)

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vacuuming/mopping floor areas. Every night, the evening custodians clean and disinfect every student’s desk and all the bathrooms to promote a healthy environment and minimize germs and bacterial growth. During the upcoming school year, Pioneer Elementary will begin the modernization project (i.e., Measure Y) to revitalize the campus with new infrastructures and the addition of new permanent classroom buildings. Deferred Maintenance Pioneer Union Elementary School District participates in the State School Deferred Maintenance Program which provides dollar-for-dollar matching funds to assist school districts with major repairs or replacement of existing school building components; these typically include roofing, plumbing, heating, air conditioning, electrical systems, interior/exterior painting, and floor systems. Water Well Project Pioneer Elementary School recently completed a large replacement water well project, storage tank and four fire hydrants this year thanks to grant funding from the Safe Drinking Water State Revolving Fund and the American Recovery and Reinvestment Act. This project began in 2005 and was completed in stages. The $2,500,000 project was completed in 2010 and water is consistently below the federal arsenic standards of 10 parts per billion. Public Address System Pioneer Elementary School utilizes a public address system throughout the school year. This system enhances campus safety by allowing for announcements and information to be heard throughout campus. In addition, Pioneer Elementary also communicates important school news and announcements through our Blackboard Connect System in which recorded announcements call out to all parents in the school's data base.

School Facility Good Repair Status (Most Recent Year) Please review and update the information below as needed. This section should include information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: • • •

Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The Overall Rating (bottom row)

Please ensure that this section correlates accurately to the most recent inspection/FIT report for your school.

System Inspected

Repair Status (the marks should match your most recent inspection) Good

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces

X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

2016 SARC Input Form (Pioneer Elementary School)

Fair

Repair Needed and Action Taken or Planned

Poor

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System Inspected

Repair Status (the marks should match your most recent inspection) Good

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

System Inspected

Fair

Poor

Repair Status (the marks should match your most recent inspection) Exemplary

Overall Rating

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Repair Needed and Action Taken or Planned

Good

Fair

Poor

X

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Teacher Credentials Please review and update the information below as needed. This section should include the number of teachers that fall into each category listed for the year indicated. As this template is thoroughly reviewed each year, please note that the years listed, 14-15, 15-16 and 16-17, are correct. Teachers at this School

School

District

2014-15

2015-16

2016-17

2016-17

With Full Credential--------

24

24

25

64

Without Full Credential

0

0

1

5

Teaching Outside Subject Area of Competence

0

0

0

0

Without a full credential (includes LEA and university internships, pre-internships, emergency or other permits, and waivers)

CDE does not collect data on the number of teachers teaching outside their subject area of competence (with full credential). Teaching outside subject area data should be available in the LEA’s personnel office. In most instances, teaching outside subject area is a subset of total teacher misassignments (see data definition for Teacher Misassignments).

Teacher Misassignments and Vacant Teacher Positions Please review and update the information below as needed. This section should include the number of teachers that fall into each category listed for the year indicated. As this template is thoroughly reviewed each year, please note that the years listed, 14-15, 15-16 and 16-17, are correct. Indicator

2014-15

2015-16

2016-17

Misassignments of Teachers of English Learners

0

0

0

Total Teacher Misassignments

0

0

0

Vacant Teacher Positions

0

0

0

‘Misassignments’ refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. ‘Misassignments’ refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. ‘Vacant Teacher Positions’ refer to positions not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester.

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Academic Counselors and Other Support Staff (School Year 2015-16) The data that is currently displayed in this table was carried over from last year’s SARC. Please update the FTE for each category as needed. This section should include the number of staff, full time equivalent (FTE), employed at your school that fall into the categories listed. One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50% of full-time. As this template is thoroughly reviewed each year, please note that the year listed, 15-16, is correct. 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)

1

♦

.33

♦

Social Worker----

0

♦

Nurse----

1

♦

Speech/Language/Hearing Specialist----

1

♦

Resource Specialist (non-teaching)----

0

♦

Other----

0

♦

Title

Psychologist----

♦ means data is not required. The fields are intentionally not provided.

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Textbooks and Instructional Materials (Most Recent Year) This section describes 1) whether the textbooks and instructional materials used at the school are from the most recent adoption, 2) whether there are sufficient textbooks and instruction materials for each student 3) and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. List all textbooks and instructional materials used in the school in core subjects (reading/language arts, math, science, and history-social science), including: • • • •

Year they were adopted Whether they were selected from the most recent list of standards-based materials adopted by the State Board of Education (SBE) or local governing board Percent of students who lack their own assigned textbooks and/or instructional materials* For kindergarten through grade 8 (K-8), include any supplemental curriculum adopted by local governing board

If an insufficiency exists, the description must identify the percent of students who lack sufficient textbooks and instructional materials. Be sure to use the most recent available data collected by the LEA and note the year and month in which the data were collected.

Please ensure that this section correlates accurately to most recent adoption of textbooks for your LEA. Year and month in which data were collected: January 2016 This section should be kept to 1-2 paragraphs. Adopted Instructional Materials All textbooks used in the core curriculum at Pioneer Elementary School are aligned to the Common Core State Standards. Instructional materials for grades K-5 are selected from the state’s most recent list of standards-based materials adopted by the State Board of Education. The elementary school follows the State Board of Education’s adoption cycle for core content materials. A committee consisting of district and school administrators and teachers establishes selection criteria based on state standards, reviews instructional materials on the state list, and makes recommendations to the Board of Trustees for final approval. Textbooks and instructional materials are provided to each student, including English learners, in math, science, history/social science, and English/language arts, including the English language development component of an adopted program in the English Language Develop Lab.Our teachers have participated in professional development on the California Common Core Standards, and Pioneer Elementary School is fully implementing the Common Core standards in English Language Arts and Mathematics at this time.

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Core Curriculum Area

Textbooks and Instructional Materials/ Year of Adoption

Reading/Language Arts--- Reading: Pupil Anthology Levels 1-5 McMillan McGraw Hill (adopted 2010) with supplemental Common Core Materials

From Most Recent Adoption?

Percent of Students Lacking Own Assigned Copy

Yes

0

Writing: Write Bright Station (1st-5th) & Kinder= Writing Through the Year (Writer's Workshop Model Mathematics----

Pearson Math was adopted for the 2015-2016 school year

Yes

0

Science----

Harcourt Science California Edition (adopted 2006)

Yes

0

History-Social Science----

Harcourt (adopted 2006)

Yes

0

Foreign Language----

Not applicable.

Health----

Game Day Physical Education Program (adopted 2008)

Yes

0

Visual and Performing Arts----

Meet the Masters Art Program (adopted 2008)

Yes

0

Science Laboratory Not applicable. Equipment (grades 9-12 schools only)

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Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15) The fields that are, highlighted yellow, are populated for you with data provided by CDE (as available). Percent differences, highlighted light-blue, are calculated by this form. The remaining data was copied over form last year’s SARC and should be reviewed/updated, with data from FY 14-15, as needed. The most recent data available from CDE is for fiscal year 2014-15. For comparison purposes, data for the same fiscal year is requested from the school. As this template is thoroughly reviewed each year, please note that the year listed, fiscal year 14-15, is correct. Expenditures Per Pupil

Average Teacher Salary

Total

Supplemental/ Restricted Sources

Basic/ Unrestricted Sources

$6,378.68

$1,270.40

$5,108.28

$65,200.62

District----

♦

♦

$6,849.25

$68,298

Percent Difference: School Site and District

♦

♦

-25.4

-4.5

State----

♦

♦

$5,677

$71,610

Percent Difference: School Site and State

♦

♦

-10.0

-9.0

Level School Site----

♦ means data is not required. The fields are intentionally not provided.

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. Types of Services Funded (Fiscal Year 2015-16) Please review and update the information below as needed. This section should include specific information about the types of programs and services available at the school that support and assists students. For example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) status. As this template is thoroughly reviewed each year, please note that the year listed, fiscal year 15-16, is correct. At Pioneer Elementary School (PES) we have several programs that help support struggling students and subgroups. One program is for our English Learner students. Each day these students attend the EL Lab to receive English Language Development instruction that is individualized to meet their language proficiency level. PES also has supplemental funds that allows us to hire Supplemental Aides, two full-time Title 1 teachers, and one part-time Title 1 teacher. The Title 1 teachers are fully credentialed teachers. These aides and the specialized teachers support identified Title 1 students in both Mathematics and English Language Arts. PES also provides additional classroom support with our Instructional Aides that work in small groups 2016 SARC Input Form (Pioneer Elementary School)

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with students who are identified as academically at risk. In addition, we have implemented an after school intervention program that focuses on grades 2nd- 5th grade in the area of mathematics utilizing the iReady Program that diagnosis where a students' proficiency levels are in both English Language Arts and Mathematics and lessons are assigned to those students in areas they are deficient in.

Professional Development (Most Recent Three Years) Please review and update the information below as needed. This section should include the number of days provided for professional development and continuous professional growth in the most recent three year period. Questions that may also be answered include: • • •

What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were student achievement data used to determine the need for professional development in reading instruction? What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance, individual mentoring, etc.)? How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student performance data reporting, etc.)?

Currently, all training and curriculum development at Pioneer Union Elementary School District revolves around the new California Common Core State Standards. Pioneer Elementary has held several staff development days which covered professional development in small group reading instruction (Guided Reading), supporting English Language Learners, Writer's Workshop in Kindergarten, and Google Classroom in grades 3rd-5th. Training topics and activities are determined through a collaborative effort of all teaching staff. Training needs are identified based upon assessment results, staff survey results, the district curriculum council, and the school site plan. Staff training and support is provided through the after school district workshops, in-service staff professional development days, release time to observe colleagues, during Collaboration Days and Staff Meetings, and release time for grade level planning. Furthermore, administration and Title 1 Teachers support certificated teachers in classrooms with modeling lessons and coaching in all academic areas based on teacher individual needs. Pioneer Elementary School provided training for our supplementary programs to follow up on our core curricular programs. Our teachers participated in training on the California Common Core State Standards, Google Classroom, and other new Technology programs that they can utilize for classroom instruction. Further training was implemented school wide in the area of Guided Reading with consultant, Claudia Coughran during the 2014-2015 school year. During the Guided Reading professional development, teachers had full days of training and coaching in the classroom that extended the entire school year. Follow up training in Guided Reading will also took place during the 2015-2016 school year. Kindergarten teachers at Pioneer Elementary also had training and in class coaching on their new writing program which is a Writer's Workshop model. Additionally, the BTSA Teacher Induction Program offers support and assistance to newly credentialed teachers. All new teachers are provided support over a two-year period which includes one to one coaching, lesson planning, looking at student data, and providing individualized professional development. Furthermore, Pioneer Elementary School’s support staff receive job-related training from the Tulare County Office of Education, department supervisors, and qualified district personnel.

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School Completion and Postsecondary Preparation

This section applies to schools serving grades 9-12 only. If your school does not serve grades 9-12, simply skip and leave this section blank. It will not be included in the full SARC. Career Technical Education Programs (School Year 2015-16) Please review and update the information below as needed. This section should include information about Career Technical Education (CTE) programs at your school including: • • • • •

Programs and classes offered that are specifically focused on career preparation and or preparation for work How these programs and classes are integrated with academic courses and how they support academic achievement How the school addresses the needs of all students in career preparation and/or preparation for work, including needs unique to defined special populations of students The measurable outcomes of these programs and classes, and how they are evaluated State the primary representative of the district’s CTE advisory committee and the industries represented on the committee

As this template is thoroughly reviewed each year, please note that the year listed, 15-16, is correct. This section should be kept to 1-2 paragraphs. Career Technical Education Programs do not apply to Pioneer Elementary. Career Technical Education Participation (School Year 2015-16) Please review and update the information below as needed. This section should include information about the level of participation in Career Technical Education (CTE) programs at your school. Numbers populated were carried over from last year’s SARC. As this template is thoroughly reviewed each year, please note that the year listed, 15-16, is correct. Measure

CTE Program Participation

Number of pupils participating in CTE

0

% of pupils completing a CTE program and earning a high school diploma

0

% of CTE courses sequenced/articulated between the school/institutions of postsecondary education

0

The number of pupils that completed a CTE program and graduated ÷ total number of pupils enrolled in a CTE program

The number of CTE courses that are sequenced or articulated ÷ total number of CTE courses offered at the school

2016 SARC Input Form (Pioneer Elementary School)

1/17/17

SARC Data Not Provided by CDE

CDE is not providing data for these areas. DTS has copied previous year data for your review/update. Average Class Size and Class Size Distribution (Elementary Only) Please review data copied from last year’s SARC for you by DTS. 2014-15 data was duplicated for 2015-16. 2013-14

2014-15

2015-16

Grade Level

Avg. Class Size

K 1 2 3

29 26 26 28

4 4 4 3

26 24 25 26

4 4 4 4

26 24 25 26

4 4 4 4

4 5 Other

30 28 4

3 4

30 32 6

3 3

30 32 6

3 3

Number of Classes 1-20

21-32

33+

1

Avg. Class Size

Number of Classes 1-20

21-32

33+

1

Avg. Class Size

Number of Classes 1-20

21-32

33+

1

Number of classes indicates how many classes fall into each size category (a range of total students per class).

Average Class Size and Class Size Distribution (Secondary Only) Please review data copied from last year’s SARC for you by DTS. 2014-15 data was duplicated for 2015-16. 2013-14 Subject

Avg. Class Size

2014-15

Number of Classrooms 1-22

23-32

33+

Avg. Class Size

2015-16

Number of Classrooms 1-22

23-32

33+

Avg. Class Size

Number of Classrooms 1-22

23-32

33+

English---------------Mathematics ---------Science---------------Social Science 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.

2015-16 School Accountability Report Card for Pioneer Elementary School

Page 16 of 17

Advanced Placement (AP) Courses (School Year 2015-16) Please review data copied from last year’s SARC for you by DTS. Subject

Number of AP Courses Offered

Percent of Students In AP Courses

Computer Science

♦

English-------

♦

Fine and Performing Arts

♦

Foreign Language

♦

Mathematics

♦

Science-------

♦

Social Science

♦

All courses ♦ means data is not required. The fields are intentionally not provided.

2015-16 School Accountability Report Card for Pioneer Elementary School

Page 17 of 17

2015-16

ENGLISH LANGUAGE DEVELOPMENT Program Overview

Program Population On Census Day (October 7th, 2015), our school district had...

136 English Learners

Demographics of ENGLISH LEARNERS

53

Gender Composition

at FES

Male ................ 51% Female ............ 49%

58

Ethnic Composition

at PES

25

at PMS

3

Hispanic .......... 65% Asian ............... 18% White ................ 5% Filipino .............. 4% African A. .......... 4% P. Islander ......... 4%

Grade Level Counts

English Language Development Teachers

8

58

Reclassified Fluent English Proficient

at FES

11

at PES

39

at PMS As a district, we had 1549 students. This means that approximately 9% of our Census Day enrollment were English learners (those who participate in the English Language Development (ELD) program) and 4% were Reclassified Fluent English Proficient students (former English learners).

Grade TK ........... 4 Grade K ............. 24 Grade 1 .............. 17 Grade 2 ............. 20 Grade 3 .............. 19 Grade 4 .............. 16 Grade 5 .............. 11 Grade 6 .............. 12 Grade 7 ................ 7 Grade 8 ................ 6

Home Languages Spanish ........... 65% Arabic .............. 13% O.N.E.L. ............. 6% Tagalog ............. 4% Hmong .............. 3% Vietnamese ...... 2% Punjabi .............. 2% Other .................. 4% *O.N.E.L. = Other Non-English Language

Program Participation On 3/1/2016, there were 109 English learners and 83 Reclassified Fluent English Proficient students enrolled at Pioneer Union Elementary School District (PUESD).

2.7

Years in the English Language Development Program

On average, our current English learners have been participating in the ELD program for 2.7 years, down from last year’s average of 2.9.

Program Participation Cont’d

13

Long-Term English Learners (4 less than last year)

A long-term English learner is someone who has not been reclassified in 5 or more years.

California English Language Development Test (CELDT)

36 29

14 21

Beginning

Early Intermediate

Intermediate

5

Advanced

Early Advanced

During the 2015-16 school year, 105 out of 109 English learners were administered the CELDT at PUESD. The numbers above represent the number of students placed within each overall proficiency level. Going from left to right, 14 students tested at Beginning, 21 students tested at Early Intermediate, 36 students tested at Intermediate, 29 students tested at Early Advanced, and 5 students tested at Advanced.

Average Scale Score

500 460 420 380 340 300

Listening

Speaking

Reading

Comp

Writing

CELDT Domain The CELDT results show that the average scale score for the reading domain is much lower than the other four domains. Beginning

100% 80%

Early Intermediate

15 27

60% 40%

32

20%

17

0%

Intermediate

Early Advanced

19

4 12

28

31

31

29

18

14

9

Listening

Speaking

Advanced

4 17

34

25

29

25

Reading

Writing

The above chart shows the performance level distribution for each domain.

Listening Grade TK

Speaking

1

2

3

4

5

2

2

0

0

0

Grade TK

Reading

1

2

3

4

5

2

2

0

0

0

Grade TK

Writing

1

2

3

4

5

3

1

0

0

0

Grade TK

1

2

3

4

5

4

0

0

0

0

Grade K

5

8

6

4

0

Grade K

4

8

9

1

1

Grade K

3

7

11

2

0

Grade K

7

8

6

2

0

Grade 1

0

1

8

4

3

Grade 1

0

3

7

4

2

Grade 1

7

2

1

3

3

Grade 1

5

2

6

3

0

Grade 2

0

1

2

9

6

Grade 2

0

1

6

7

4

Grade 2

3

9

4

2

0

Grade 2

1

7

7

2

1

Grade 3

2

1

3

4

1

Grade 3

0

0

3

4

4

Grade 3

3

3

5

0

0

Grade 3

2

3

4

2

0

Grade 4

1

3

2

2

3

Grade 4

1

0

1

4

5

Grade 4

6

1

3

1

0

Grade 4

2

3

4

2

0

Grade 5

2

0

3

1

1

Grade 5

2

1

1

1

2

Grade 5

2

1

2

1

1

Grade 5

2

1

2

0

2

Grade 6

0

0

5

1

1

Grade 6

0

1

2

3

1

Grade 6

1

0

5

1

0

Grade 6

0

0

3

3

1

Grade 7

0

1

2

2

0

Grade 7

0

0

1

4

0

Grade 7

1

2

0

2

0

Grade 7

0

0

2

3

0

Grade 8

0

2

1

0

0

Grade 8

Total

9

18

31

28

19

Grade 8 Total

2

0

1

0

0

14

17

32

27

15

Total

0

3

0

0

0

Grade 8

29

29

31

12

4

Total

2

1

0

0

0

25

25

34

17

4

The above tables show a breakdown of the performance levels (e.g. Advanced) by grade level for each domain.

2014-15 SBAC English Language Arts/Literacy (4-8) Achievement Levels - English Language Arts/ Literacy 100% 80%

2

1

5

4

5

2

Grade 4

Grade 5

Grade 6

Grade 7

2

1

60% 40%

2

20% 0%

Standard Not Met

Standard Nearly Met

Standard Met

Performance Levels - Reading 100% 3

50% 5

0%

1

1

4

5

100% 2 2

4

50% 4

0%

1

1

3

4

1

1

3

Above

5

6

4

2

1

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 At/Near

Above

Performance Levels - Research/Inquiry 100% 1

4

2

3

4

3

3

50% 1

1

At/Near

4

Below

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Below

0%

1

2

Above

Performance Levels - Listening 100%

50%

2

At/Near

Standard Exceeded

Performance Levels - Writing

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Below

Grade 8

0%

1

3

1

1

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Below

At/Near

Above

2015-16 Fountas & Pinnell Reading Assessment Results (TK-2) 2nd Administration Strategic Benchmark

Intensive

Advanced

3rd Administration Strategic Benchmark

Intensive

Advanced

Grade TK

4

0

0

0

4

0

0

0

Grade K

6

6

4

7

8

5

5

6

Grade 1

14

0

1

4

9

2

2

5

Grade 2

10

1

3

5

6

1

6

5

Total

34

7

8

16

27

8

13

16

The above tables show a breakdown of the performance bands (e.g. Advanced) by grade level for each administration window.

Regular School Day Attendance Rate (English Learner & English Only)

97.0%

EL

97.2% EO

97.2%

10/7/2015

EL

96.6%

EO

3/1/2016

Reclassified Fluent English Proficient The ultimate goal of the ELD program is to help students achieve proficiency in English. This year alone the district was responsible for reclassifying 23 students. Of those students, seven were reclassified in grade 3, two in grade 4, three in grade 5, five in grade 6, two in grade 7, and four in grade 8. Reclassifying a student is a rigorous three-step process which involves the CELDT, state and local summative assessments, and teacher recommendation based on in-classroom performance. On average, it takes a student, who entered the ELD program for the first time at PUESD and continued receiving services from the district without any enrollment breaks, approximately 4.7 years to be reclassified as Fluent English Proficient.

TwentY three Reclassifications so far in 2015-16

4.7

years to achieve proficiency in English

PIONEER UNION ELEMENTARY SCHOOL DISTRICT Official EOY Pioneer Elementary School Report Card for 2015-2016 This report provides a descriptive overview of Pioneer elementary school's student population, performance on state and local assessments, regular school day attendance, and student referrals. Much of the data presented in this report comes from the 20152016 academic year.

A. STUDENT POPULATION

As of 6/3/2016

110 85

Female 48%

587

Male 52%

90

88

1

2

95

100

19

students

TK

Gender Distribution

K

3

4

5

Grade Level Distribution

Pioneer elementary school reported a total enrollment of 587 students on June 3rd, 2016.

Hispanic

45%

White Black/A.A.

44

44 Students

20

14

42% 5%

Asian

3%

Filipino

3%

Multiple

1%

P. Islander

1%

A. Indian

1%

21 Female 13 K 509 EO

Ethnicity/Race Composition

IFEP

EL

RFEP

English Language Acquisition Status

6 1

23 Male

8 2

8 3

7 4

2 5

38

3

0

3

0

0

His.

Whi.

Bla.

Asi.

Fil.

Oth.

English Learner Summary Statistics *The kindergarten count includes TKs

PROGRAM PARTICIPATION NCLB Title I Part A Program

Grade 1 Grade 2 Grade 3 21% Grade 4

Grade 5

15%

19%

148 students 25%

20%

Hispanic White Black/A.A. Asian Filipino Multiple P. Islander A. Indian

Other Programs 79 58 5 2 2 1 0 1

Title I Part C Migrant ……………. 1 Special Education …………………. 41 Section 504 Accommodation … 6 Foster Youth ………………………….. 3 Homeless ………………………………. 0

Pioneer Union Elementary School District - "A Learning Community Dedicated to Excellence"

0 K 3 K 0 K 0 K 0 K

0 1 3 1 1 1 1 1 0 1

1 2 # 2 1 2 0 2 0 2

0 3 9 3 2 3 0 3 0 3

0 4 8 4 1 4 0 4 0 4

0 5 6 5 1 5 2 5 0 5

B. STUDENT PERFORMANCE ON 2014-2015 STATE ASSESSMENT The following charts show how well students performed on the 2014-2015 CAASPP Summative Assessment. This end-of-year assessment was administered to students in grades 3 through 5. Overall scores fall into one of four achievement levels: standard exceeded, standard met, standard nearly met, and standard not met. Claim scores fall into one of three performance levels: above standard, at/near standard, and below standard. ACHIEVEMENT LEVEL DISTRIBUTION - OVERALL SCORE Achievement Levels

Standard Exceeded

Standard Met

Standard Nearly Met

ENGLISH LANGUAGE ARTS/LITERACY

Standard Not Met

MATHEMATICS

2468.3

49%

2467.6

Avg. SS

Met Goal

Avg. SS

41% Met Goal

13% 23%

22%

Grade Level 4

3 16%

23%

22%

5 25%

18%

31%

29%

39%

18% 38%

34%

26%

20%

20%

21%

n= 90 Sample Sizes

n= 99

28% n= 99

16%

5

33%

37%

28%

13%

Grade Level 4 10%

3

28%

39% 24% 27%

n= 98

27%

12% n= 90 Sample Sizes

n= 99

37%

24.9 Avg. SE

288 Tested

0%

19.1

-7%

GAP

Avg. SE

Analysis of Subgroups Valid Group Size (>=30) Subgroup

GAP

287 Tested

Analysis of Subgroups Valid Group Size (>=30)

n

GAP

Subgroup

n

GAP

Hispanic

13%

29%

33%

26%

119

-13%

Hispanic

8%

22%

42%

28%

118

-19%

White

27%

27%

26%

20%

121

0%

White

17%

31%

36%

16%

121

0%

Black/A.A.

18%

24%

35%

24%

17

-13%

Black/A.A.

6%

24%

47%

24%

17

-19%

Asian

67%

20%

7%

7%

15

32%

Asian

40%

40%

13%

7%

15

31%

Filipino

0%

50%

33%

17%

6

-5%

Filipino

0%

50%

33%

17%

6

1%

2+ Races

0%

33%

0%

67%

6

-21%

2+ Races

0%

50%

17%

33%

6

1%

P. Islander

33%

0%

33%

33%

3

-21%

P. Islander

33%

33%

0%

33%

3

18%

A. Indian

0%

0%

0%

100%

1

-55%

A. Indian

0%

0%

0%

100%

1

-49%

EL

0%

18%

41%

41%

17

-37%

EL

6%

24%

35%

35%

17

-19%

FRPM

10%

22%

33%

35%

111

-23%

FRPM

5%

21%

44%

31%

111

-24%

Foster

0%

0%

25%

75%

4

-55%

Foster

0%

0%

25%

75%

4

-49%

SPED

6%

13%

19%

63%

16

-36%

SPED

0%

13%

25%

63%

16

-36%

Title I

0%

13%

42%

45%

92

-42%

Title I

2%

7%

47%

45%

92

-40%

Pioneer Union Elementary School District - "A Learning Community Dedicated to Excellence"

PERFORMANCE LEVEL DISTRIBUTION - CLAIM SCORE Performance Levels

Above Standard

At/Near Standard

ENGLISH LANGUAGE ARTS/LITERACY 4

Reading 100%

Claims

MATHEMATICS 1/4

3

0/3

Met Goal

Claims

Met Goal

C&P

80%

100%

60%

80%

40%

60%

20% R&I

Below Standard

40%

Writing

0%

20% 0%

Claim Performance

80% Target Goal

Claim Performance =

PSM &DA

CR

Listening

40% Warning

Claim Performance

Percent of Students Above Standard +

80% Target Goal

40% Warning

Percent of Students At/Near Standard

The two charts above are called a radar chart. This type of chart plots the values of three or more variables on axes that start from the same point. English language art and literacy consists of four core areas called claims: 1) reading; 2) writing; 3) listening; and 4) research/inquiry (R&I). Mathematics consists of three claims: 1) concepts and procedures (C&P); 2) problem solving/modeling & data analysis (PSM&DA); and 3) communicating reasoning (CR). Performance Level Distribution by Grade Level Grade 3

Grade 4

Performance Level Distribution by Grade Level

Grade 5

Grade 3

Reading

C&P

Writing

PSM&DA

Listening

CR

Grade 4

Grade 5

R&I Table Grade 3

Table

Grade 4

Grade 5

Reading 18% 46% 35% 26% 51% 23% 27% 41% 31% Writing

15% 48% 36% 23% 59% 18% 37% 42% 20%

Listening 14% 66% 20% 17% 76% R&I

8%

18% 70% 12%

Grade 3

C&P

Grade 4

Grade 5

30% 41% 30% 24% 46% 30% 16% 43% 40%

PSM&DA 12% 59% 29% 22% 43% 34% 14% 55% 31% CR

22% 56% 21% 24% 53% 22% 18% 47% 34%

12% 56% 32% 33% 49% 18% 36% 52% 12%

Pioneer Union Elementary School District - "A Learning Community Dedicated to Excellence"

C. STUDENT PERFORMANCE ON 2015-2016 LOCAL ASSESSMENT During the 3rd trimester, the district administered a Common Core aligned benchmark assessment that closely mimics test questions found on the state summative assessment. It is a comprehensive, end-of-year assessment of grade-level learning that measures progress toward standard mastery in English language arts and mathematics. PERFORMANCE BAND DISTRIBUTION Performance Bands

Exceeds Standard

Meets Standard

Below Standard

ENGLISH LANGUAGE ARTS

Approaching Standard

MATHEMATICS 43%

44%

Met Goal

Met Goal

16% 1

36% 33%

Grade Level 2 3 4 17%

8%

5%

27%

26%

42%

18%

1

9% 28%

20%

41%

22%

60%

19%

65%

27%

27%

27%

21% 89 109 96 Sample Sizes

98

Avg. % Correct

481 Tested

19%

4% 4% 89

12%

5

13% 28%

13%

16% 67% 43%

23%

89 109 95 Sample Sizes

97

15%

-1%

57%

GAP

Avg. % Correct

Analysis of Subgroups Valid Group Size (>=30) Subgroup

31%

21%

7% 12%

69%

51%

21%

57%

34%

35%

44%

16% 8% 89

5

Grade Level 2 3 4

0% GAP

479 Tested

Analysis of Subgroups Valid Group Size (>=30)

n

GAP

Subgroup

n

GAP

Hispanic

15%

24%

21%

40%

221

-5%

Hispanic

20%

17%

14%

49%

220

-13%

White

17%

27%

23%

33%

196

0%

White

22%

28%

16%

34%

196

0%

Black/A.A.

4%

42%

13%

42%

24

2%

Black/A.A.

13%

30%

13%

43%

23

-7%

Asian

31%

31%

31%

8%

13

18%

Asian

46%

23%

15%

15%

13

19%

Filipino

8%

54%

15%

23%

13

18%

Filipino

23%

23%

23%

31%

13

-4%

2+ Races

33%

0%

0%

67%

6

-11%

2+ Races

0%

33%

0%

67%

6

-17%

P. Islander

25%

0%

50%

25%

4

-19%

P. Islander

0%

25%

50%

25%

4

-25%

A. Indian

25%

50%

25%

0%

4

31%

A. Indian

75%

0%

0%

25%

4

25%

EL

10%

13%

10%

68%

31

-21%

EL

16%

6%

26%

52%

31

-27%

FRPM

13%

22%

20%

46%

225

-9%

FRPM

17%

21%

17%

45%

224

-12%

Foster

0%

0%

20%

80%

5

-44%

Foster

0%

40%

0%

60%

5

-10%

SPED

15%

18%

21%

47%

34

-12%

SPED

9%

29%

12%

50%

34

-12%

Pioneer Union Elementary School District - "A Learning Community Dedicated to Excellence"

PERFORMANCE BAND DISTRIBUTION by CLASS Performance Bands

Class

Below Standard

Approaching Standard

ENGLISH LANGUAGE ARTS

MATHEMATICS

Individual Class Performance

Individual Class Performance

%

n

Class 85%

Huddleston 76%

44%

44%

7%

4%

27

89%

Morgan

63%

15%

37%

37%

11%

27

52%

Sippel

80%

44%

44%

11%

0%

9

Clawson

60%

15%

42%

12%

31%

Meek

67%

28%

32%

16%

Raven

64%

12%

44%

Sippel

71%

8%

Goddard

45%

Leslie

n

82%

62%

31%

4%

4%

26

92%

Huddleston 87%

74%

22%

4%

0%

27

96%

Morgan

79%

52%

30%

7%

11%

27

81%

89%

Sippel

81%

33%

67%

0%

0%

9

100%

26

58%

Clawson

64%

19%

31%

35%

15%

26

50%

24%

25

60%

Meek

70%

20%

44%

20%

16%

25

64%

28%

16%

25

56%

Raven

79%

52%

28%

12%

8%

25

80%

58%

33%

0%

12

67%

Sippel

85%

58%

42%

0%

0%

12

100%

0%

11%

29%

61%

28

11%

Goddard

46%

0%

11%

25%

64%

28

11%

40%

0%

7%

26%

67%

27

7%

Leslie

43%

0%

7%

30%

63%

27

7%

Mora

41%

0%

4%

22%

74%

27

4%

Mora

42%

0%

15%

11%

74%

27

15%

Rice

43%

0%

11%

30%

59%

27

11%

Rice

40%

0%

4%

22%

74%

27

4%

Johnson

56%

10%

31%

17%

41%

29

41%

Johnson

62%

25%

32%

14%

29%

28

57%

Menezes

44%

0%

18%

11%

71%

28

18%

Menezes

43%

4%

21%

7%

68%

28

25%

Ramos

48%

0%

18%

21%

61%

28

18%

Ramos

46%

0%

21%

29%

50%

28

21%

Snodgrass

70%

18%

55%

27%

0%

11

73%

Snodgrass

76%

36%

55%

9%

0%

11

91%

Dehart

50%

7%

18%

36%

39%

28

25%

Dehart

33%

0%

7%

11%

81%

27

7%

Koelewyn

46%

0%

14%

36%

50%

28

14%

Koelewyn

33%

0%

4%

14%

82%

28

4%

Stockdale

79%

78%

15%

4%

4%

27

93%

Stockdale

42%

0%

19%

15%

67%

27

19%

Snodgrass

70%

27%

40%

33%

0%

15

67%

Snodgrass

72%

47%

27%

13%

13%

15

73%

Cohort A * % = Percent Corrent

Herman

Grade 1

26

Grade 2

12%

Grade 3

4%

Grade 4

50%

Grade 5

35%

%

Cohort A

Grade 1 Grade 2 Grade 3 Grade 4

Meets Standard

71%

Herman

Grade 5

Exceeds Standard

* % = Percent Corrent

Pioneer Union Elementary School District - "A Learning Community Dedicated to Excellence"

D. REGULAR SCHOOL DAY ATTENDANCE

8/12/2015-6/3/2016

The data analyzed below are from the beginning to the end of the school year. 0.97

0.03

School Attendance Rate

Days Present

101511

Days Enrolled

104899

96.8%

Below is the attendance rate for each attendance month. Typically an attendance month covers a span of 15 to 20 days. 100% 99% 98% 97%

97.3%

96%

97.0%

96.9%

96.4%

96.7%

96.7% 96.2%

96.6%

96.8%

97.0%

9

10

95% 94% 1

2

3

4

5

6

7

8

Attendance Month Truancy Data Truant(s)

Potential Truant(s)

223

85

Chronic Truant(s)

Potential Chronic Truant(s)

2

15

1) Truant - A pupil subject to compulsory full-time education who is absent from school without a valid excuse three full days in one school year or tardy or absent for more than a 30-minute period during the school day without a valid excuse on three occasions in one school year, or any combination thereof; 2) Potential Truant - 2 unexcused absences; 3) Chronic Truant - A pupil subject to compulsory full-time education who is absent from school without a valid excuse for ten percent or more of the school days in one school year, from the date of enrollment to the current date; 4) Potential Chronic Truant - 10 to 17 unexcused absences.

Pioneer Union Elementary School District - "A Learning Community Dedicated to Excellence"

E. STUDENT REFERRALS

8/12/2015-6/3/2016

The data analyzed below are from the beginning to the end of the school year. Number of Referrals

Location

300

Time of Day

6%

13%

7%

250

261

36%

12%

200

45%

150 149 100

110

21%

Current Year

Classroom Playground Other School Grounds School Bus

50 0 Previous Counseling Year Sessions

51%

7am to 10am 10am to 1pm 1pm to 4pm

Below are Average Daily Referrals (ADR) Current Year

Previous Year

0.61

1.45 Average Daily Referrals by Month

3

2.53

2.33

2.5

2.12

1.82

2

1.52

1.76

1.50

1.30

1.5 1 0.5

0.43

0.60

0.90

0.71 0.29

0.23 0.24

0.50

0.42

0.55 0.61 0.67

0.33 0.20

0 Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Top Five Violations 1. Disrespectful behavior (33) 2. Not keeping hands, feet, and objects to self (30) 3. Caused, attempted, or threatened physical injury (8) 4. Defiance of authority (6) 5. Not following a school rule (5)

Apr

May

Jun

Referral Category 5+ Referrals 4 Referrals 3 Referrals 2 Referrals 1 Referral

2 3 3 13 41 0

5

10

15

20

25

30

Number of Students

Pioneer Union Elementary School District - "A Learning Community Dedicated to Excellence"

35

40

45

2015-16 Student Misconduct Report Pioneer Elementary School - EOY Report Number of Referrals

8/12/2015 - 6/3/2016

Location

Time of Day

300 6% 250

13%

7%

261

36% 200

12% 45%

150 149 100

110

51%

21%

50 0 Current Year

Missing Data

Classroom Playground Other School Grounds School Bus

Previous Counseling Year Sessions

Missing Data

7am to 10am 10am to 1pm

0%

5%

1pm to 4pm

The data analyzed here are from the beginning of the school year to the end of the school year.

Average Daily Referrals (ADR)

Top Five Violations

Current Year

Previous Year

0.61

1.45

1. Disrespectful behavior (33) 2. Not keeping hands, feet, and objects to self (30) 3. Caused, attempted, or threatened physical injury (8)

ADR by Calendar Month

4. Defiance of authority (6)

3.00

5. Not following a school rule (5)

2.50 2.00

Referral Category

1.50 5+ Referrals

1.00 0.50 0.00 Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

C

0.43

0.24

0.60

0.71

0.29

0.50

0.42

1.76

0.55

0.67

0.33

P

0.23

1.52

1.82

2.53

2.33

1.50

2.12

0.90

0.61

1.30

0.20

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

2

4 Referrals

3

3 Referrals

3

2 Referrals

13

1 Referral

41 0

20

40

Number of Students *C stands for Current Year and P stands for Previous Year

Pioneer Union Elementary School District - "A Learning Community Dedicated to Excellence" 2015-2016 Academic Year

60