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
Wayside Elementary
District Name
Bakersfield City Elementary
Principal
Tom Hendricks
Superintendent
Dr. Jean Fuller
Street
1000 Ming Ave.
1300 Baker St.
City, State, Zip
Bakersfield, CA 93307-3914
Bakersfield, CA 93305-4326
Phone Number
661.631.5820
661.631.4600
FAX Number
661.631.4593
661.326.1485
Web Site
www.bcsd.com/wayside
www.bcsd.com
Email Address
hendrickst@bcsd.com
fullerj@bcsd.com
CDS Code
15-63321-6009187
SARC Contact
Dr. Marvin Jones
School Description and Mission Statement
This is the fifteenth year of the School Accountability Report Card that was established by Proposition 98, an initiative passed by California voters. As you read this Report Card, you will gain a better understanding of Wayside as a school with a record for improvement, a faculty that is professionally skilled and personally committed to meeting the learning needs of students and a student body which is enthusiastic and motivated to perform well.
Our goals are:
· To improve teaching and learning to enhance the academic achievement of all students.
· To improve staff, parent and community participation in the educational process.
· To enhance community trust
· To maintain a school environment that is safe, secure and attractive.
· To maximize the efficiency of school site operations.
· To value individuals and recognize their contributions.
It is the Mission of Wayside Elementary School, with the support of parents and the community, to provide a strong academic program for all students where they will acquire knowledge and the skills that will enable them to lead productive lives.
Opportunities for Parental Involvement
Contact Person Name
Anabel Rosas, Family Advocate
Contact Person Phone Number
We believe that parents are an extremely important and integral part of student learning at Wayside School. Wayside parents participate in a number of organizations including: School Site Council, District Advisory Committee, District English Learners Committee, District Parent Liaison Committee, and the PTA. Even Start during school hours and Parent University in the evenings provide a variety of classes for our parents: English-as-a-Second Language, GED, Parenting Skills. Other meetings for parents cover such topics as: child discipline, nutrition, developmental growth, and child abuse prevention.
Our PTA organizes and sponsors many major fund raising activities and after school snack sales. They fund/attend many events including: Back-to-School Night, the Fall and Spring Carnivals, the Valentine’s Day Dance, quarterly awards ceremonies, and end-of-year programs.
We are fortunate to have a full-time Outreach Consultant (OCR), a 3-hr. OCR, and a half-time Family Advocate to coordinate many services for our students and parents. Some of these services are referrals for clothing/uniforms, emergency food, medical treatment, other links for families to services in community, and transportation to such services. Specifically, our children and parents have participated in the Elks Lodge luncheon, Toys for Tots, Parra Toy Give Away, Operation School Bell, and Volunteer Center for food baskets at Christmas.
We also have various businesses and clubs that support or sponsor our school such as Kiwanis, Lions’ Club, Southwest Lanes, Hometown Buffet, Churches Chicken, Sizzler Restaurant, Golden Empire Transit, State Farm Insurance, Family Motors, and Bakersfield Condors. Typically, these community organizations provide student incentives for excellent behavior, attendance, and academic achievement.
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
113
Grade 1
115
Grade 2
117
Grade 3
Grade 4
98
Grade 5
110
Total Enrollment
668
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
89
13.3
Hispanic or Latino
498
74.6
American Indian or Alaska Native
7
1.0
Pacific Islander
1
0.1
Asian
3
0.4
White (Not Hispanic)
66
9.9
Filipino
4
0.6
Multiple or No Response
0
0.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
4-23-03
Date Last Discussed with Staff
Wayside 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. Wayside’s School Safety Plan is current and is updated annually. Key elements of Wayside’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
Wayside School maintains a disciplined and stimulating learning environment. Each teacher drafts his or her own discipline plan using the Assertive Discipline model and in accordance with district norms. Should a discipline problem occur, parents may be contacted by the teacher, counselor or principal as part of a team approach to discipline. Of course, parents have access to information daily from the classrooms through homework assignments and other notes from the teachers or support staff.
The principal, teacher, parent, and student are all required to sign the Home-School Compact, which outlines the responsibilities of each person involved in the educational program at Wayside School.
Wayside School 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, which is updated annually. Key elements of the Safety Plan include the following:
We are fortunate to have an Outreach Consult for the second year whose main responsibility is to establish and maintain positive programs or activities to encourage good attendance. If school is interesting and fun, kids with come, stay and enjoy their educational process. The following is a partial list of incentives developed and run by our Outreach Consultant: weekly trophy awards for best classroom attendance, quarterly award’s assemblies, ice cream socials for monthly perfect attendance, Valentines Day activities including a dance for upper grades, student council activities, inter-mural noontime sports for boys and girls, the safety patrol.
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
48
33
191
3127
3319
9451
Rate of Suspensions
7%
5%
29%
11%
12%
34%
Number of Expulsions
2
127
140
136
Rate of Expulsions
0%
1%
School Facilities
Wayside School was built in 1949 and modernized in 1993. It sits on 8.29 acres of which 3.78 acres is playground. This school has 34 classrooms, a multi-purpose center, library, and bookroom. The campus also has a staff lounge and a workroom.
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
15
13
20
16
30
32
35
Not Tested
5
6
8
Mathematics
28
41
19
24
31
---
Science
27
History/Social Science
14
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
38
42
39
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
26
11
29
10
37
46
50
43
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
44
45
51
53
55
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
25
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
36
40
54
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
37.3
36.5
37.9
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
99
API Base Score
626
636
602
API Growth Score
631
591
667
Growth Target
9
Actual Growth
-45
65
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
629
630
617
601
-3
-29
API Subgroups - Socioeconomically Disadvantaged
622
632
598
627
588
661
-44
63
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
19.67
17.13
18.00
18.50
19.83
17.43
17.00
18.80
18.20
18.67
27.00
23.00
24.00
32.50
31.33
26.75
K-3
15.67
20.00
3-4
19.00
4-8
29.00
25.50
Other
9.80
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
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.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE.
Title
FTE
Counselor
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
705.00
VII. Curriculum and Instruction School Instruction and Leadership
The principal is in his second year at Wayside School; however, he has been a principal for a total of 18 years prior to his present assignment. He is a native English speaker, but also is proficient in Spanish.
The principal provides training, advance information about new policies or upcoming activities and constantly seeks input from staff and community members by way of:
· Staff meetings and grade level meetings every other week
· Meetings with the School Leadership Team as needed (The Leadership Team is composed of grade level chairpersons, K-5, the Program Facilitator, and the Reading Coach)
· Monthly PTA executive and general school meetings
· Monthly School Site Council meetings
· Wayside School Plan (of action and activities)
· Informal conversations on school grounds or in the office (open door policy)
· Bi-Monthly newsletters sent home in English and Spanish
The instructional plan for all students is based on the California State Standards and basic district curriculum in all subject areas. We plan to meet or exceed our Academic Performance Index goals this year again. Our school-wide academic focus is Reading, especially for English Language Learners. All students have access to the core curriculum because of the instructional program during and after school. Every classroom, grades 1-5 have between 4-6 computers which facilitate the Accelerated Reader and Get Set for Reading programs and access to internet instructional resources. Our Special Education classes extend from pre-school to grade five with Resource Specialist and Special Day Class instruction with an inclusion emphasis into regular classes when ever possible. An instrumental music program allows for winter and spring music programs.
Wayside School has two unique programs that have helped to reach a rank of 4 in comparison to all other schools in the state and a perfect 10 when compared to similar schools. One is the Success for All reading program which allows all students to practice reading skills at their instructional reading level for at least 90 minutes a day. The other is the Dual Language program that enables student to learn a second language in a natural and efficient manner. Currently, students can participate in this program, grades K-3. An additional grade level is planned each year.
Most Wayside teachers stay after school to provide additional learning opportunities for students. The activities include the following: tutoring in specific academic areas, homework club, migrant tutoring, glee club, and math bowl.
Ongoing monitoring for student performance is accomplished by monthly SAFTI tests, Success for All Tests every eight weeks, local teacher assessments, and Accelerated Reader reports. Administrators, staff and parents work together to make leadership decisions that move the school toward agreed upon goals.
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 2002-2003 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