School Accountability Report Card Reported for School Year 2002-2003 Published During 2003-2004
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
School Information
District Information
School Name
Jefferson Elementary
District Name
Bakersfield City Elementary
Principal
Rosalie Jimenez
Superintendent
Dr. Jean Fuller
Street
816 Lincoln St.
1300 Baker St.
City, State, Zip
Bakersfield, CA 93305-3713
Bakersfield, CA 93305-4326
Phone Number
661.631.5340
661.631.4600
FAX Number
661.631.3104
661.326.1485
Web Site
www.bcsd.com/jefferson
www.bcsd.com
Email Address
jimenezr@bcsd.com
fullerj@bcsd.com
CDS Code
15-63321-6009013
SARC Contact
Dr. Marvin Jones
School Description and Mission Statement
We are pleased to present our fifteenth annual School Accountability Report Card. By law, the Report Card is to be issued annually. The information presented reflects the 2002-03 school year.
During the 2002-03 school year, Jefferson School embarked upon the task of redefining its beliefs and mission by engaging in a comprehensive consensus building process that involved staff, parents, and principal. As a result, five goals for improving student achievement were identified: 1) Reading/Language Arts/Writing, 2) Mathematics, 3) English Language Development, 4) Technology, and 5) Social/Personal Responsibility.
A mission statement was created which reflects the school’s goals and establishes its overall direction. “Our mission is to instill in our students a sense of ownership of their own learning and to guide and challenge the pursuit of that learning such that students achieve to their maximum potential and become productive citizens.”
Opportunities for Parental Involvement
Contact Person Name
Christine Campas
Contact Person Phone Number
The family and community are an essential piece in helping support the students at Jefferson Elementary. Jefferson offers parent education opportunities such as Parent Workshops (four times a year) and ESL classes (twice a week) to help parents support and enhance students’ learning. In addition, parents are actively involved with school activities through the School Site Council, English Learner Advisory Committee, School Advisory Committee, PTA, participation in Back-to-School Night, parent teacher conference, parent education sessions presented by the teachers, and our volunteer program.
Jefferson School is extremely proud of the number of parents and community members who volunteer time, contribute financial support, and make other donations. Community involvement is encouraged through contacts with local businesses and student volunteers from the East Bakersfield Book Club to support teachers, and in the “Principal for a Day” program that invites community representatives to observe first hand the daily routine of a principal.
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
89
Grade 1
94
Grade 2
92
Grade 3
80
Grade 4
75
Grade 5
81
Total Enrollment
511
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
45
8.8
Hispanic or Latino
432
84.5
American Indian or Alaska Native
7
1.4
Pacific Islander
0
0.0
Asian
1
0.2
White (Not Hispanic)
23
4.5
Filipino
Multiple or No Response
3
0.6
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
5/19/03
Date Last Discussed with Staff
Jefferson established its Comprehensive School Safety Plan in 1998. A law enforcement officer specializing in safety provided direction in the establishment of the School Safety Plan. Jefferson’s School Safety Plan is current and is updated annually. Key elements of Jefferson’s School Safety Plan include the following: (a) routine and emergency disaster procedures; (b) suspension, and expulsion procedures; (c) teacher notification of pupils with a specific discipline history; (d) child abuse reporting procedures, (e) the district’s sexual harassment policy; (f) school crime data; (g) the student dress code; (h) safe entrance and exit procedures; (i) the civil defense and disaster plan; and (j) discipline rules and procedures. Our overall goal is to maintain a safe and orderly school environment conducive to learning.
School Programs and Practices that Promote a Positive Learning Environment
The students at Jefferson School follow three rules (Be Safe, Be Respectful, Be Responsible). Each classroom teacher drafts his or her own discipline plan using the five pillars of “Lessons in Character” Program (Trustworthiness, Respect, Responsibility, Fairness, Caring, Citizenship). The library clerks implement “Lessons in Character,” a standard-based program, on a daily basis for a thirty minute period while teachers implement in the classroom twice a week. Through this systematic approach, students will learn to understand through a multicultural and world literature universally acceptable traits of good character, embrace these traits as personally desirable, practice the habits of responsible individuals, apply process skills to constantly check their attitudes and behaviors, use resiliency skills to overcome obstacles to moral behavior, and utilize a process to resolve conflict.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2001
2002
2003
Number of Suspensions
30
15
9
3127
3319
9451
Rate of Suspensions
6%
3%
2%
11%
12%
34%
Number of Expulsions
4
2
127
140
136
Rate of Expulsions
0%
1%
School Facilities
Jefferson School was built in 1954 and modernized in 1993. It sits on 3.31 acres of which 1.49 acres is playground. This school has 23 classrooms, a multi-purpose facility, library, and a family center. The campus also has a staff lounge.
The custodial staff adheres to a weekly cleaning schedule that includes classrooms, restrooms, the cafeteria and kitchen areas.
The District’s Mobile Maintenance Team visits the school site at least twice a year. Maintenance emergencies are addressed immediately. District personnel maintain the grounds at least once every two weeks.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Performance Level
State
English Language Arts
Proficient or Advanced
10
19
16
20
32
35
Not Tested
5
6
8
Mathematics
27
24
31
---
Science
History/Social Science
14
28
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
African- American
White (not Hispanic)
12
36
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
21
40
38
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Subject
Reading
26
25
18
44
43
49
37
53
55
50
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
29
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
22
13
42
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
16.5
13.5
18.8
16.0
15.1
17.0
23.1
24.5
21.7
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
95
100
99
API Base Score
543
555
573
API Growth Score
566
617
Growth Target
11
Actual Growth
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
560
570
561
565
626
56
API Subgroups - Socioeconomically Disadvantaged
553
574
552
568
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
7.0
28.6
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
Applied for II/USP Funding
Received II/USP Funding
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
Groups
All Students
V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS.
Grade
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
K
18.75
18.40
16.80
19.25
18.80
19.50
15.25
19.00
24.00
23.75
23.00
30.50
28.00
26.33
K-3
20.00
Class Size Reduction Participation California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
Percent of Students Participating
100%
VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
33
Teachers with Full Credential (full credential and teaching in subject area)
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Evaluations
Teacher evaluation procedures are defined in the collective bargaining agreement, evaluation documents utilized in the evaluation process, Board of Education policy, and communications prepared by Personnel Services. Teachers in permanent status are evaluated biennially, but may be evaluated annually. Teachers in any other status are evaluated annually. The criteria for evaluation is developed collaboratively between the school principal and teacher. The results of the evaluation are shared with the teacher with a copy placed in the teacher’s personnel file. The rating on the teacher evaluation checklist are: meets standards, needs improvement, and unsatisfactory.
Substitute Teachers
The District provides qualified substitutes when teachers are absent. If the District experiences difficulty in obtaining substitutes on a particular day due to a short supply and excessive demands, capable and qualified support personnel at our own school are available to substitute.
VII. Curriculum and Instruction School Instruction and Leadership
The school principal has been in education for eleven years, the last four in administrative positions. This is her first year at Jefferson. She served as a principal and vice principal before coming to our school.
Jefferson staff identifies grade level academic trends using disaggregated scores and prioritizing the “power standards” for the 2002/2003 school year. The process began in August as teachers analyzed the STAR and RESULTS data. Academic Conferences are held at least three times a year. The principal, grade teams, and support staff meet every eight to twelve weeks to collectively conference in-depth every child’s progress, staff develop strategies for achieving standard-based instruction, and develop an action plan to efficiently monitor student outcomes. Grade levels and individual teacher goals are set. Additionally, the parents and community are given an opportunity to discuss STAR and other assessments at parent meetings, teacher conferences, deficiency notices, report cards, and Back-to-School Night.
The District provides a psychologist to work with the School Intervention Team in identifying and serving “At Risk” students. Students who are “At Risk” are also invited to participate in the Instructional Tutoring for Student Achievement (ITSA) after-school program. Other resources to assist students are Early Intervention Program, Friday Night Live, the Community Relations Liaison to support students and families, a Family Advocate, Migrant Program, and Mental Health services. Furthermore, all students have the opportunity in the after-school Homework Club.
The Resource Specialist program provides instruction to special needs students. The goal is to provide specific assistance to qualified students and return them to the regular program when their goals have been met. English language learners receive, in the primary grades, thirty minutes of structured English Language Development five days a week, and in the intermediate grades, at least forty-five minutes of structured English Language Development four days a week. In addition, the following certificated personnel provide other services for students: program specialist, two teacher tutors, an instrumental music teacher (twice a week), and a speech therapist (twice a week).
Leadership is a shared responsibility among staff members. The Leadership Team, composed of the principal, program specialist, and six classroom teachers, work together to implement the school’s goals and evaluate the progress towards these goals as outlined in the school improvement plan. The technology coordinator and other designated teachers provide training on the use of computers in the classroom.
Professional Development
Professional Development Days are designed to provide continuous learning opportunities for administrators, teachers, and classified personnel. These days affirm the basic philosophy of education that learning is a lifelong process that contributes to the well being of the students, teachers, administrators, and community.
Three Professional Development Days for certificated staff were scheduled during the 2003-2004 school year. All of the days were planned by the school sites to meet their individual needs. The days were scheduled prior to the opening of school, during the fall and winter. All professional development days were scheduled outside of the regular school calendar.
Through reading, math and technology grants awarded by the state, the district has been able to provide extensive training throughout the school year. Each of these sessions were held during the afternoon and on Saturdays, to support teachers in their implementation of a balanced reading/language arts, the integration of technology and mathematics intervention strategies.
New teachers received professional development through the Beginning Teacher Support and Assessment (BTSA) program. The focus of training was in the California Formative Assessment and Support System for Teachers (CFASST), California Standards for the Teaching Profession (CSTP) and the California Academic Content Standards. In addition, professional development was provided to meet induction requirements of SB 2042 leading to the California Clear Teaching Credential. Each beginning teacher was assigned a veteran teacher who served as a support provider. The support providers received on-going professional development in CFASST, coaching strategies, and instructional techniques. Professional development was provided through individual mentor, monthly meetings, and after-school or weekend workshops.
Pre-Intern and Intern teachers received professional development at monthly meetings focusing on the initial teaching skills of the CSTP including classroom management, lesson planning, assessment, and establishing a climate that is conducive to student achievement. Forty hours of professional development, entitled Initial Teaching Training, was made available to Pre-intern and Intern teachers prior to the beginning of the school session. Each Pre-intern and Intern was assigned a coach that provided day-to-day support in these areas as well as advisement toward meeting credential requirements.
Counseling, mentoring, and videotaping was provided on an individual basis to teachers seeking certification through the National Board for Professional Teaching Standards (NBPTS). NBPTS candidates met weekly with previous certified teachers who supported the new applicants in the application process.
Quality and Currency of Textbooks and Other Instructional Materials
All textbooks and instructional materials provided by the district are aligned with the California State Frameworks and State Academic Content Standards. District-wide committees of teachers, principals, and parents under the direction of the Director of Curriculum and Standards evaluate and select materials from the state list of approved materials. These identified materials meet the rigor of the California Academic Content Standards.
The following instructional materials are standards-based and adopted from the state list:
Content Area
Level
Publisher
Textbook
Adoption
Year
K-6
Harcourt Brace
Houghton Mifflin
Glencoe/McGraw-Hill
Harcourt Social Science
Across the Centuries
The American Journey
1999-2000
K-5
6-8
Holt, Rinehart and Winston
Harcourt Science
Holt Science and Technology
2000-2001
8*
McDougal Littell
Glencoe
Houghton Mifflin Mathematics and Matematicas (Spanish)
Mathematics Concepts and Skills and Algebra 1 Concepts and Skills
Mathematics Applications and Connections 3
2001-2002
Reading/
Language Arts
Holt Rinehart Winston
Reading California
Lectura (Spanish)
Holt Literature and Language Arts
2002-2003
* The Glencoe Mathematics Program used by some 8th graders is not on the current adoption list but on the AB 2519 list. These materials are used to assist students in preparation for the high school exit exam and Algebra I.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
41,760
36,000
52,740
50,400
56,340
54,000
Total Number of Minimum Days
There are a total of eight minimum days during the school year. The minimum days are scheduled to allow time for parent conferences and other duties.
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
34836
37036
Mid-Range Teacher Salary
52518
60113
Highest Teacher Salary
67712
74006
Average Principal Salary (Elementary)
88952
89875
Average Principal Salary (Middle)
93958
Average Principal Salary (High)
Superintendent Salary
148394
138150
Percent of Budget for Teacher Salaries
43.81
45.72
Percent of Budget for Administrative Salaries
3.92
5.57
Expenditures (Fiscal Year 2001-2002) Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$191071558
$7030
$6444
$6719