Joseph Weller Elementary California Department of Education
School Accountability Report Card Reported Using Data from the 2016-17 School Year By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), w hich describes how they intend to meet annual school-specific goals for all pupils, w ith specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent w ith data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC W eb page at http://w w w .cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF W eb page at http://w w w .cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
DataQuest DataQuest is an online data tool located on the CDE DataQuest W eb page that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a w orkstation may be used (depending on availability), the types of softw are programs available on a w orkstation, and the ability to print documents.
2016-17 SARC - Joseph Weller Elementary
About This School Contact Information (School Year 2017-18) District Contact Information (School Year 2017-18)
School Contact Information (School Year 2017-18)
District Name
Milpitas Unified
School Name
Joseph W eller Elementary
Phone Number
(408) 635-2600
Street
345 Boulder Dr.
Superintendent
Cheryl Jordan
City, State, Zip
Milpitas, Ca, 95035-2869
E-mail Address
[email protected]
Phone Number
408-635-2876
Web Site
http://w w w .musd.org
Principal
Alicia Padilla, Principal
E-mail Address
[email protected]
Web Site
http://w eller.musd.org
County-District-School (CDS) Code
43733876047633
Last updated: 12/7/2017
School Description and Mission Statement (School Year 2017-18) SCHOOL MISSION: At W eller, w e cultivate a rich learning environment that honors all students’ unique gifts and talents and tailor to their individual needs.
SCHOOL VISION: W eller Mustangs are motivated, innovative, and collaborative leaders w ho are determined to persevere and become self-directed learners and successful citizens.
The W eller community prides itself as being the oldest school in Milpitas, a suburban city w ith a population of approximately 74,000 people. Our school community is composed of many single-family residences as w ell as several large apartment complexes. A high percentage of these homes are low -income families of single parents and w orking parents w here grandparents take the responsibility for raising the grandchildren. In the past year, the W eller attendance has w elcomed new families from the new W aterstone residential new homes.
W eller Elementary School serves students in Preschool - 6th grade. Our programs serve about 480 students. Our student body is comprised of about 63% Asian, 25% Hispanic, 6% W hite, 3% African American, 1% American Indian and about 2% w ho reported to have tw o or more races. Thirty-four percent of our students are English Learners and approximately 13% of our student population is identified as Special Ed. About 46% of our students receive free and reduced priced meals Under the Federal School Lunch Program.
Creating a learning environment that honors all students’ uniqueness and tailored to their individual needs became the forefront of a transformation in our teaching and learning pedagogy. W ith the rich diversity that makes up the fabric of our school, W eller staff restructured its teaching and learning model to combine traditional teaching and virtual learning to help meet the diverse needs of all students. In August 2012, W eller Elementary School opened its doors to a new generation of active learning in a student centered learning environment. The incorporation of a Learning Lab rotation model for our K-6 grade students allow ed for small group, teacher directed instruction, student collaboration, and individualized online learning.
Since 2012, the fixed Learning Lab rotation model has evolved. To allow more flexibility of space and time, station rotations has since become more prevalent in our K-6 classrooms. In 2015, W eller’s sixth grade teachers took blended learning to a higher instructional level w ith personalized learning. As part of customizing their learning, students set goals for themselves addressing areas of academic and / or social needs; then plan and execute their objectives through an online platform. The incorporation of “voice and choice” are empow ering students to navigate their ow n study path, to rely on their peers and themselves, and further develop their essential life skills as self-directed learners. In addition, the students benefit from one-on-one mentoring w ith their personalized learning teachers. In 2016, W eller expanded it personalized learning instruction to include both 5th graders and 6th graders.
Today, the W eller staff (certificated and classified) and administration continue to w ork to close our opportunity gap by providing multiple pathw ays that enables every student to succeed. W ith individual academic performance data readily available to our students, our scholars learn to self regulate, motivating our students
Page 2 of 23
2016-17 SARC - Joseph Weller Elementary to recognize and manage their ow n progress and grow th. In addition, W eller provides time for teachers to collaborate and share best practices. One day a w eek, each grade level team meets in their Professional Learning Community (PLC), w here the teachers use Results Oriented Cycles of Inquiry (ROCI) to review and analyze student data and plan how to support students at all academic (math and language arts) and behavior levels in order to ensure grow th and progress. The teachers as w ell as our Instructional Coach co-facilitate these meetings.
To enhance literacy, W eller is incorporating the Sobrato Early Academic Language (SEAL) program into our primary grades for students in Special Ed and General Ed classrooms (Preschool - 3rd Grade). Teachers attend trainings throughout the year to learn about pow erful and engaging strategies to support English Language Development in their classes. Students can be seen and heard practicing their oral language skills through chants, songs, and conversations and in w riting. In addition, the grade-level teams meet once a w eek to plan their SEAL units and engaging lessons.
In addition to the four full days and 2 half days of professional development provided to elementary science specialists, MUSD offers elementary science specialists a monthly Elementary Science PLC w here science teachers collaborate w ith their peers across the district to share best teaching practices and develop NGSS aligned lessons.
Our Special Ed/Student Services Department provides Special Education teachers w ith monthly SpEd Trainings/W orkshops. Topics of focus vary from updates on SpEd law s to assessments and social and emotional learning.
Today, w e continue to be at the forefront of innovation and technology integration. In addition to the chromebooks being available in our Learning Lab, students in grades Kindergarten - 6th grade and students in our Special Education classes, have 1:1 access to chromebooks in their classrooms.
Having these technology tools have empow ered our students to develop a deeper understanding of curriculum w hile developing essential skills that help to prepare them to succeed in the 21st century. Blending and Personalizing student learning have been advantageous in that the online curriculum provides real time data that allow teachers to provide immediate actionable feedback to students, parents, and families. Additionally, student performance data have empow ered students to engage in their ow n learning as they set individual goals and reflect on their progress tow ards their goals.
In August of 2016, W eller staff participated in three professional development days to receive training in the The Leader in Me principles w hich focus on Stephen Covey’s 7 Habits of Highly Effective People. The training in year one focuses on training the teachers to rethink w hat leadership looks like. Year tw o in 2017-2018 w ill focus on training the teachers to train the students in the 7 Habits by Launching Leadership and Creating Culture.
Last updated: 12/19/2017
Page 3 of 23
2016-17 SARC - Joseph Weller Elementary
Student Enrollment by Grade Level (School Year 2016-17) Grade Level
Number of Students
Kindergarten
73
Grade 1
67
Grade 2
70
Grade 3
61
Grade 4
71
Grade 5
65
Grade 6
70
Total Enrollment
477
80
70
60
50
40
30
20
10
0 Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Last updated: 12/7/2017
Student Enrollment by Student Group (School Year 2016-17) Student Group
Percent of Total Enrollment
Black or African American
3.4 %
American Indian or Alaska Native
0.2 %
Asian
38.6 %
Filipino
25.2 %
Hispanic or Latino
25.4 %
Native Haw aiian or Pacific Islander
0.2 %
W hite
5.5 %
Tw o or More Races
1.7 %
Other
-0.2 %
Last updated: 12/7/2017
Student Group (Other)
Percent of Total Enrollment
Socioeconomically Disadvantaged
41.9 %
English Learners
34.4 %
Students w ith Disabilities
13.0 %
Foster Youth
0.0 %
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2016-17 SARC - Joseph Weller Elementary
A. Conditions of Learning
State Priority: Basic The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1): Degree to w hich teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair
Teacher Credentials Teachers
School
District
201516
201617
201718
201718
W ith Full Credential
22
22
24
470
W ithout Full Credential
1
0
0
2
Teachers Teaching Outside Subject Area of Competence (w ith full credential)
0
0
0
1
25 Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence 20
15
10
5
0 2015-16
2016-17
2017-18
Last updated: 12/7/2017
Teacher Misassignments and Vacant Teacher Positions 201516
201617
201718
Misassignments of Teachers of English Learners
0
0
0
Total Teacher Misassignments*
0
0
0
Vacant Teacher Positions
0
0
0
Indicator
1.0 Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions 0.5
0.0
-0.5
-1.0 2015-16
2016-17
2017-18
Note: “Misassignments” refers to the number of positions filled by teachers w ho 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.
Last updated: 12/7/2017
Page 5 of 23
2016-17 SARC - Joseph Weller Elementary
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18) Year and month in w hich the data w ere collected: November 2017
Subject
Textbooks and Instructional Materials/year of Adoption
Reading/Language Arts
Percent Students Lacking Own Assigned Copy
Yes
0.0 %
Yes
0.0 %
Yes
0.0 %
Yes
0.0 %
Benchmark Advance Elementary ELA Grades K-6 Adopted 2017-2018
Mathematics K 1 2 3 4 5 6
Grade Title of Textbook Publisher ISBN California Go Math! ©2015 Houghton Mifflin Harcourt 978-0-544-20379-2 California Go Math! ©2015 Houghton Mifflin Harcourt 978-0-544-20383-9 California Go Math! ©2015 Houghton Mifflin Harcourt 978-0-544-20391-4 California Go Math! ©2015 Houghton Mifflin Harcourt 978-0-544-20397-6 California Go Math! ©2015 Houghton Mifflin Harcourt 978-0-544-20405-8 California Go Math! ©2015 Houghton Mifflin Harcourt 978-0-544-20408-9 California Go Math! Middle School Grade 6 ©2015 Houghton Mifflin Harcourt 978-0-544-20700-4
Science
1 2 3 4 5 6
History-Social Science
From Most Recent Adoption?
Grade Title of Textbook Publisher ISBN K No Textbook N/A N/A California Science Student Edition Pearson Scott Foresman 0-328-18837-9 California Science Student Edition Pearson Scott Foresman 0-328-18838-7 California Science Student Edition Pearson Scott Foresman 0-328-18839-5 California Science Student Edition Pearson Scott Foresman 0-328-18840-9 California Science Student Edition Pearson Scott Foresman 0-328-18841-7 Focus on Earth Science California Student Edition Pearson Scott Foresman 0328-24653-0 6 Supplement to Health Health and W ellness Macmillan/McGraw Hill 0022806059
Grade Title of Textbook
1 2 3 4 5 6
Publisher ISBN K No Textbook N/A N/A Reflections California Student Edition: A Child's View Harcourt School Publishers 015-338498-0 Reflections California Student Edition: People W e Know Harcourt School Publishers 015-338499-9 Reflections California Student Edition: Our Communities Harcourt School Publishers 015-338501-4 Reflections California Student Edition: California: A Changing State Harcourt School Publishers 015-338502-2 Reflections California Student Edition: The United States: Making a New Nation Harcourt School Publishers 015-338503-0 Reflections California Student Edition: Ancient Civilizations Harcourt School Publishers 015-338504-9
Foreign Language
0.0 % N/A
Health
0.0 % N/A
Visual and Performing Arts Science Lab Eqpmt (Grades 9-12)
0.0 % N/A
N/A
N/A
0.0 %
Note: Cells w ith N/A values do not require data.
Last updated: 12/7/2017
Page 6 of 23
2016-17 SARC - Joseph Weller Elementary
School Facility Conditions and Planned Improvements Facility Conditions Joseph W eller Elementary School continues to offer a safe and secure campus. W e provide up-to date facilities and adequate space for students and staff. W eller is comprised of 24 classrooms, a library, an intervention lab, a science lab, a large multipurpose room, and a spacious Learning Lab. The school also enjoys a separate kindergarten playground w ith tw o spacious play structures as w ell as a 1st-6th grade playground w ith tw o play structures, basketball hoops and tetherball poles, all surrounded by grassy fields for running, sports, and games. During the school day and In the evenings, a team of tw o custodians ensures that classrooms, restrooms, and campus grounds are kept clean and safe. W eller also houses After the Bell, an after school program, available to W eller families as w ell as to district school families from 2:01 to 6:00 p.m.
Maintenance and Repair District maintenance staff ensures that the w ork necessary to keep the school in good repair is completed in a timely manner. A w ork order process is used to ensure efficient prioritization and repair service. (Highest priority is given to safety items and emergency repairs.)
Custodians ensure that concerns are addressed immediately and that cleanliness is maintained in the classrooms, office space, and restrooms on a regular basis. To further ensure that facility needs are met, the Milpitas Unified School District Director of Maintenance and Transportation meets w ith the site principal to w alk the site to ensure that the safety and cleanliness of the facility is maintained. Last year, the maintenance department replaced all the vertical blinds in the classrooms. A future project is to replace the vertical blinds in the MPR.
Last updated: 12/19/2017
School Facility Good Repair Status Year and month of the most recent FIT report: November 2017
System Inspected
Rating
Systems: Gas Leaks, Mechanical/HVAC, Sew er
Good
Interior: Interior Surfaces
Good
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation
Good
Electrical: Electrical
Good
Restrooms/Fountains: Restrooms, Sinks/Fountains
Good
Safety: Fire Safety, Hazardous Materials
Good
Structural: Structural Damage, Roofs
Good
External: Playground/School Grounds, W indow s/Doors/Gates/Fences
Fair
Repair Needed and Action Taken or Planned
Possible 2018 G.O. Bond Asphalt in front parking lot needs repair
Overall Facility Rate Year and month of the most recent FIT report: November 2017 Overall Rating
Good
Last updated: 12/7/2017
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2016-17 SARC - Joseph Weller Elementary
B. Pupil Outcomes
State Priority: Pupil Achievement The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, w hich includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned w ith alternate achievement standards, w hich are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognitive disabilities); and The percentage of students w ho have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven (School Year 2016-17) Percentage of Students Meeting or Exceeding the State Standards School Subject
District
State
2015-16
2016-17
2015-16
2016-17
2015-16
2016-17
English Language Arts / Literacy (grades 3-8 and 11)
58%
58%
69%
68%
48%
48%
Mathematics (grades 3-8 and 11)
61%
62%
61%
62%
36%
37%
Note: Percentages are not calculated w hen 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.
Last updated: 12/7/2017
Page 8 of 23
2016-17 SARC - Joseph Weller Elementary
CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2016-17) Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
266
261
98.12%
58.08%
Male
142
140
98.59%
51.08%
Female
124
121
97.58%
66.12%
Black or African American
--
--
--
American Indian or Alaska Native
--
--
--
Asian
101
99
98.02%
70.71%
Filipino
68
67
98.53%
61.19%
Hispanic or Latino
64
63
98.44%
39.68%
Native Haw aiian or Pacific Islander
--
--
--
W hite
15
14
93.33%
Tw o or More Races
--
--
--
Socioeconomically Disadvantaged
124
120
96.77%
41.18%
English Learners
150
147
98.00%
54.42%
Students w ith Disabilities
39
37
94.87%
19.44%
64.29%
Students Receiving Migrant Education Services Foster Youth
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students w ho participated in both assessments. Note: Double dashes (--) appear in the table w hen the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students w ho participated in the test w hether they received a score or not; how ever, the number of students tested is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received scores.
Last updated: 12/7/2017
Page 9 of 23
2016-17 SARC - Joseph Weller Elementary
CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2016-17) Student Group
Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
266
263
98.87%
61.98%
Male
142
141
99.30%
59.57%
Female
124
122
98.39%
64.75%
Black or African American
--
--
--
American Indian or Alaska Native
--
--
--
Asian
101
101
100.00%
78.22%
Filipino
68
67
98.53%
68.66%
Hispanic or Latino
64
63
98.44%
34.92%
Native Haw aiian or Pacific Islander
--
--
--
W hite
15
14
93.33%
Tw o or More Races
--
--
--
Socioeconomically Disadvantaged
124
122
98.39%
52.46%
English Learners
150
149
99.33%
63.09%
Students w ith Disabilities
39
37
94.87%
21.62%
64.29%
Students Receiving Migrant Education Services Foster Youth
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students w ho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students w ho met the standard (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students w ho participated in both assessments. Note: Double dashes (--) appear in the table w hen the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students w ho participated in the test w hether they received a score or not; how ever, the number of students tested is not the number that w as used to calculate the achievement level percentages. The achievement level percentages are calculated using only students w ho received scores.
Last updated: 12/7/2017
Page 10 of 23
2016-17 SARC - Joseph Weller Elementary
CAASPP Test Results in Science for All Students Grades Five, Eight and Ten Percentage of Students Scoring at Proficient or Advanced School Subject Science (grades 5, 8, and 10)
District
State
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
65.0%
54.0%
66.0%
66.0%
56%
54%
Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Note: Scores are not show n w hen 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. Note:The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) w as piloted in spring 2017. The CST and CMA for Science w ill no longer be administered.
Last updated: 12/7/2017
Career Technical Education Programs (School Year 2016-17) N/A
Last updated: 12/7/2017
Career Technical Education Participation (School Year 2016-17) Measure
CTE Program Participation
Number of Pupils Participating in CTE Percent of Pupils Completing a CTE Program and Earning a High School Diploma
--
Percent of CTE Courses Sequenced or Articulated Betw een the School and Institutions of Postsecondary Education
--
Last updated: 12/7/2017
Courses for University of California (UC) and/or California State University (CSU) Admission UC/CSU Course Measure
Percent
2016-17 Pupils Enrolled in Courses Required for UC/CSU Admission
0.0%
2015-16 Graduates W ho Completed All Courses Required for UC/CSU Admission
0.0%
Page 11 of 23
2016-17 SARC - Joseph Weller Elementary
State Priority: Other Pupil Outcomes
Last updated: 12/7/2017
The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical education
California Physical Fitness Test Results (School Year 2016-17) Percentage of Students Meeting Fitness Standards Grade Level
Four of Six Fitness Standards
Five of Six Fitness Standards
Six of Six Fitness Standards
Note: Percentages are not calculated w hen 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.
Last updated: 12/7/2017
Page 12 of 23
2016-17 SARC - Joseph Weller Elementary
C. Engagement
State Priority: Parental Involvement The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite
Opportunities for Parental Involvement (School Year 2017-18) At W eller, our parents are our partners and parent engagement is not just limited to parents. W e also believe in family engagement w here parents and students are learning together. Parental/family engagement is a priority and highly valued at W eller. Our school is fortunate to have the strong support of the community through an active PTA (Parent Teacher Association) and parent and community volunteers. Our records have show n an impressive increase in PTA membership over the past tw o years grow ing from 58 members to over 120 members. The PTA has successfully enlisted parent volunteers to help w ith student activities and community events by signing up volunteers to oversee food, games, and prize booths during our Fallow een Festival event, at our annual Spring Multicultural event, and at PTA Movie Nights. In addition, our PTA has raised funds to support teachers by providing class grants to purchase technology equipment for their classrooms as w ell as providing student grants to help 6th grade students attend Science Camp.
Last year, the new Principal had monthly Principal Coffee Chats in order to meet the W eller parent community, build relationships, and to empow er parents to support their children. Parents learned about and saw demonstrations for the programs their children w ere using in the classrooms. The parents also learned about recent changes in the State of California academic reporting and new accountability model - LCAP and the California Dashboard.
Our parents and students had the opportunity to participate in several Family Nights, including a Science Night, tw o Personalized Learning project nights, and three PTA Family Movie Nights. Next year, W eller plans to expand the Parent Nights and Family Nights by hosting Parent University Nights and a Family Code Night. Child care and light refreshments w ill be provided during these evening events. The first parent night w ill focus on how parents can help their child(ren) be successful in school.
In addition to parents overseeing the PTA, parent involvement/engagement at W eller continues to grow w ith more parents participating at the site level and at the district level as members of ELAC (English Learner Advisory Committee), DELAC and School Site Council. Our ELAC meets quarterly to examine data and funding in order to ensure that the needs of our English Learners are being met. Under the leadership of the assistant principal, this committee has been responsible for some pivotal decisions in the school plan. In addition, our School Site Council is another active organization for our parents to get involved in. SSC meets once a month. This group is responsible for approving federal and state budgets as w ell as overseeing the goals of the school. This group is the liaison betw een the school, parents, and the Milpitas Unified School District. They receive monthly reports from the principal and assistant principal and truly are the voice of the community.
At W eller, w e encourage parents to stay involved. Interested parent volunteers are encouraged to contact the W eller School Office at (408) 635-2876 or visit our w ebsite at w w w .w eller.musd.org.W eller has established a w arm and inviting school climate w here families and visitors feel w elcomed and are an integral part of W eller community.
In the fall of 2016, W eller began w hat is called “Coffee and Tea Fridays”, w here parents are invited to stop by the office to enjoy a cup of coffee or tea - no meetings. It is our w ay of saying w e appreciate you and w e thank you for entrusting your child to us.
To support and strengthen our families’ know ledge and skills to support and extend their children’s learning at home and in the community:
W eller teachers hold goal setting conferences w ith parents in September and establish partnership by discussing their students current academic level in ELA/Math, set SMART Goals And create a plan of action (for home and school) to help student achieve goals. Throughout the year, students in K-3rd w ill host SEAL Family Engagement during school hours to celebrate and share student learning. Additionally, 5th/6th grade students w ill also host Family Engagement during school hours w here students can share and celebrate their learning w ith their families. Last year, in partnership w ith Project Cornerstone, W eller hosted parent w orkshops. The first w orkshop w as a 6-w eek series based on Project Cornerstone (Building Assets) called “Take It Personally” (TIP). Childcare w as provided during each session. This year, our parents w ill have an opportunity to participate in the latest parent Project Cornerstone w orkshops that are hosted at a different school.
State Priority: Pupil Engagement
Last updated: 12/19/2017
The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates
Page 13 of 23
2016-17 SARC - Joseph Weller Elementary
Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School Indicator
District
State
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
Dropout Rate
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
11.5%
10.7%
9.7%
Graduation Rate
0.0%
0.0%
0.0%
91.8%
94.8%
95.8%
81.0%
82.3%
83.8%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 1.0 Dropout Rate Graduation Rate
0.5
0.0
-0.5
-1.0 2013-14
2014-15
2015-16
Last updated: 12/7/2017
Page 14 of 23
2016-17 SARC - Joseph Weller Elementary
Completion of High School Graduation Requirements - Graduating Class of 2016 (One-Year Rate) Student Group
School
District
State
All Students
--
96.1%
87.1%
Black or African American
--
91.7%
79.2%
American Indian or Alaska Native
--
100.0%
80.2%
Asian
--
100.0%
94.4%
Filipino
--
96.8%
93.8%
Hispanic or Latino
--
90.3%
84.6%
Native Haw aiian or Pacific Islander
--
100.0%
86.6%
W hite
--
92.3%
91.0%
Tw o or More Races
--
100.0%
90.6%
Socioeconomically Disadvantaged
--
100.0%
85.5%
English Learners
--
71.2%
55.4%
Students w ith Disabilities
--
100.0%
63.9%
Foster Youth
--
--
--
Page 15 of 23
2016-17 SARC - Joseph Weller Elementary Last updated: 12/7/2017
State Priority: School Climate The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety
Suspensions and Expulsions School Rate
District
State
2014-15
2015-16
2016-17
2014-15
2015-16
2016-17
2014-15
2015-16
2016-17
Suspensions
0.0%
0.0%
1.0%
2.4%
1.8%
1.7%
3.8%
3.7%
3.7%
Expulsions
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.1%
0.1%
0.1%
Suspensions
Expulsions
4.0
0.12 School Suspensions District Suspensions
3.5
State Suspensions
School Expulsions District Expulsions State Expulsions
0.10
3.0 0.08 2.5
2.0
0.06
1.5 0.04 1.0 0.02 0.5
0.0
0.00 2014-15
2015-16
2016-17
2014-15
2015-16
2016-17
Last updated: 12/11/2017
School Safety Plan (School Year 2017-18) The district believes in a comprehensive safety program designed to ensure the health and security of all students and staff. It consists of a w ide variety of site drills designed to meet a number of emergency situations that might arise. All school sites regularly practice fire, drop, cover, and hold on (earthquake), and intruder drills. There are established committees at all sites and levels to review safety procedures troubleshoot current or potential problems and expand the District's capacity to deliver services effectively and efficiently. The District conducts safety inspections at all schools and other district ow ned properties on a regular basis. In addition, the district safety officer conducts quarterly safety meetings w ith 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 w ith 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 w ork collaboratively 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 district's nine elementary and tw o 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. Safety is a priority at W eller. Our Safety Plan is updated at the beginning of the school year. New information or changes in safety protocols/procedures are added to the binder during the school year. Regular meetings are scheduled throughout the year to articulate site safety needs, review and update the site safety plan. The Safety Binder is kept in the Assistant Principal’s office w ith other safety information for staff use. The Safety binder is review ed at the end of each school year by the district’s Safety Manager.
Recently, the district hired a safety director, Joe Viramontes, a retired Fire Captain, to support the school sites w ith setting up and implementing a school-w ide Incident Command System. Mr. Viramontes supports W eller by meeting w ith the Assistant Principal, the site safety officer, to set up delegated roles and responsibilities for the site Safety Team members.
Page 16 of 23
2016-17 SARC - Joseph Weller Elementary W eller students are also trained each year on how to keep our school safe by follow ing the PBIS (Positive Behavior Intervention Supports) expectations to Be Respectful, Be Responsible, and Be Safe in all areas of our school - classrooms, bathrooms, cafeteria, playground, assemblies, etc.
Last updated: 12/19/2017
Page 17 of 23
2016-17 SARC - Joseph Weller Elementary
D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Federal Intervention Program (School Year 2017-18) Indicator
School
District
In PI
In PI
2013-2014
2010-2011
Year 1
Year 3
Number of Schools Currently in Program Improvement
N/A
4
Percent of Schools Currently in Program Improvement
N/A
80.0%
Program Improvement Status First Year of Program Improvement Year in Program Improvement
Last updated: 12/7/2017
Average Class Size and Class Size Distribution (Elementary) 2014-15
2015-16
Number of Classes * Grade Level
2016-17
Number of Classes *
Number of Classes *
Average Class Size
1-20
21-32
33+
Average Class Size
1-20
21-32
33+
Average Class Size
1-20
21-32
33+
K
27.0
0
6
0
21.0
3
6
0
22.0
2
8
0
1
24.0
0
6
0
27.0
0
6
0
24.0
0
6
0
2
21.0
3
6
0
26.0
0
6
0
20.0
3
9
0
3
19.0
2
9
0
22.0
3
9
0
23.0
0
9
0
4
0.0
0
0
0
30.0
0
6
0
33.0
0
1
5
5
31.0
0
10
2
0.0
0
0
0
32.0
0
4
0
6
33.0
0
0
6
46.0
3
3
10
27.0
3
4
4
Other
20.0
7
0
1
21.0
0
1
0
0.0
0
0
0
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
Last updated: 12/7/2017
Page 18 of 23
2016-17 SARC - Joseph Weller Elementary
Average Class Size and Class Size Distribution (Secondary) 2014-15
2015-16
Number of Classes * Subject
Average Class Size
1-22
23-32
33+
2016-17
Number of Classes * Average Class Size
1-22
23-32
33+
Number of Classes * Average Class Size
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.
Last updated: 12/7/2017
Academic Counselors and Other Support Staff (School Year 2016-17) Title
Number of FTE* Assigned to School
Average Number of Students per Academic Counselor
Academic Counselor
0.0
0.0
Counselor (Social/Behavioral or Career Development)
0.5
N/A
Library Media Teacher (Librarian)
0.2
N/A
Library Media Services Staff (Paraprofessional)
0.0
N/A
Psychologist
0.6
N/A
Social W orker
0.0
N/A
Nurse
0.2
N/A
Speech/Language/Hearing Specialist
1.6
N/A
Resource Specialist (non-teaching)
0.0
N/A
Other
0.0
N/A
Note: Cells w ith N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member w orking full time; one FTE could also represent tw o staff members w ho each w ork 50 percent of full time.
Last updated: 12/7/2017
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16) Total Expenditures Per Pupil
Expenditures Per Pupil (Restricted)
Expenditures Per Pupil (Unrestricted)
Average Teacher Salary
$6457.0
$235.0
$6222.0
$95177.0
District
N/A
N/A
$0.0
$83389.0
Percent Difference – School Site and District
N/A
N/A
200.0%
13.2%
State
N/A
N/A
$6574.0
$77824.0
Percent Difference – School Site and State
N/A
N/A
-5.5%
20.1%
Level School Site
Note: Cells w ith N/A values do not require data.
Last updated: 12/7/2017
Page 19 of 23
2016-17 SARC - Joseph Weller Elementary
Types of Services Funded (Fiscal Year 2016-17) W eller’s Single Plan for Student Achievement is in alignment w ith our school goals as w ell as our funding allocation. W eller is a school-w ide Title I school and strategically uses its funding to support the educational program that targets the specific learning needs of our Title I students as w ell as support for teachers and parents. A Title I informative Parent Meeting is held to communicate the purpose of the Title I program to our parents. In addition, W eller also receives categorical funds for the purpose of supporting our English Language Learner population. Quarterly meetings are held w ith the ELAC parents to inform and receive input on how w e spend our funds for those students.
Our funds are allocated to tw o main areas: personnel and materials. School funds are used for an Instructional Coach (Teacher on Special Assignment) and instructional assistants w ho provide language arts intervention support using Read Naturally, READ 180, and Fountas and Pinnell reading groups. Additional clerical support is needed to prepare materials and collect data for these programs. Funds also pay for certificated teachers to provide the after school extended learning programs in the Learning Lab for students w ho struggle or do not have access to online learning at home.
Instructional material funds are used for the materials teachers need to teach the curriculum. Funding goes to purchase classroom supplies, such as paper and pencils; art supplies such as construction paper, markers, and paint; physical education equipment such as balls and nets; computer softw are programs, CORE subject online curriculum and assessment programs; and literacy materials such as big books and literature books. All services provided for students through categorical funding are examined each year for fidelity as w ell as for the impact the services have on student achievement. W hen services are deemed unnecessary or futile, they are altered or canceled.
Last updated: 12/19/2017
Teacher and Administrative Salaries (Fiscal Year 2015-16) Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$55,718
$48,522
Mid-Range Teacher Salary
$87,693
$75,065
Highest Teacher Salary
$106,768
$94,688
Average Principal Salary (Elementary)
$141,916
$119,876
Average Principal Salary (Middle)
$149,070
$126,749
Average Principal Salary (High)
$159,589
$135,830
Superintendent Salary
$231,998
$232,390
Percent of Budget for Teacher Salaries
40.0%
37.0%
Percent of Budget for Administrative Salaries
7.0%
5.0%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits W eb page at http://w w w .cde.ca.gov/ds/fd/cs/ . Teacher Salary Chart
Principal Salary Chart
120000
175000
150000 100000 125000 80000 100000 60000 75000
40000
50000
25000
20000
0 Beginning Teacher Salary
Mid-Range Teacher Salary
Highest Teacher Salary
0 Average Principal Salary (Elementary)
Average Principal Salary (Middle)
Average Principal Salary (High)
Page 20 of 23
2016-17 SARC - Joseph Weller Elementary Last updated: 12/7/2017
Page 21 of 23
2016-17 SARC - Joseph Weller Elementary
Advanced Placement (AP) Courses (School Year 2016-17) Subject
Number of AP Courses Offered*
Percent of Students In AP Courses
Computer Science
0
N/A
English
0
N/A
Fine and Performing Arts
0
N/A
Foreign Language
0
N/A
Mathematics
0
N/A
Science
0
N/A
Social Science
0
N/A
All Courses
0
0.0%
Note: Cells w ith N/A values do not require data. *W here there are student course enrollments of at least one student.
Last updated: 12/7/2017
Professional Development W eller Elementary School and MUSD Learning and Development provide ongoing professional development grow th opportunities to W eller staff (certificated and classified). Teachers participate in three staff development days each year w hen students do not come to school.
W eller’s top priorities for the 2016-2017 school year, is to continue developing a student centered learning environment w here w e:
Nurture our students’ social and emotional learning needs Ensure effective high quality teaching and learning for our students Intensify the focus on struggling students
District w ide goals combined w ith staff using data generated at the end of the prior school year determines Professional Development Days.
W eller’s Professional Days are ongoing and protected times. To ensure effective high quality teaching and learning for our students K-6 teachers meet tw o hours w eekly in their PLC w ith the Instructional Coach to analyze and respond to student data. These inquiry cycles focus on results from both formal and informal assessments administered by classroom teachers. Through inquiry cycles, teachers are able to customize their lessons to match individual student needs.
Aside from teachers’ PLC times, administrators and teachers meet for about one and a half hours bi-monthly to analyze, monitor, and respond to diagnostic benchmark assessments (i-Ready) data. To intensify the focus on struggling students, W eller staff analyzes results of our district w ide benchmark assessments and create a school w ide plan of action to target the needs of our struggling students.
Three of our district w ide professional development days are dedicated to one of our goals to “nurture our students’ social and emotional grow th”. W eller staff actively engages and participates in “The Leader in Me” training. This year, w e are familiarizing ourselves w ith 21st century leadership traits and qualities w ith the goal of implementing it school w ide next year. In 2017-2018, W eller staff members w ill continue w ith year tw o of the “The Leader in Me” training to focus on Launching Leadership (August 2017) and Cultivating Culture (November 2017). In January 2018, the teachers w ill receive professional development in the new ELA adopted materials.
To ensure that w e target the gaps in language development for our English Learners, SED, and Special Ed. Students, our Preschool - 3rd grade teachers have implemented SEAL (Sobrato Early Academic Language). This language development model serves as an early intervention for students w ho require the essential skills to develop their w ritten and oral language. Our 2nd-3rd grade teachers entered their second year of SEAL implementation and our preschool-1st grade teachers in their third year of SEAL implementation, they are given additional release days to attend SEAL Professional Development offsite.
Teachers also had the opportunity to meet one on one w ith the Principal to identify goals, needs, and support.
Other professional development opportunities for our new teachers include the MUSD Induction Program, w here they receive intensive training combined w ith one-to-one coaching, formative assessment and reflective practice. Our new teachers w ho teach students in grades K-3 also attend professional development in Early Literacy.
Page 22 of 23
2016-17 SARC - Joseph Weller Elementary
Paraprofessionals are trained by teachers to perform their specific classroom responsibilities, and the District provides support and training for the PE paraprofessionals. Our clerical staff members receive training in Aeries, McKinney-Vento process, safety practices and budget planning. Our custodial staff is trained by the our district’s custodial manager.
Last updated: 12/19/2017
Page 23 of 23
