Lisa J. Mails Elementary School

Lisa J. Mails Elementary School
35185 Briggs Rd. • Murrieta, CA 92563 • (951) 304-1880 • Grades K-5
Faythe Mutchnick, Principal
[email protected]
www.murrieta.k12.ca.us/mails
----
---
2013-14 School Accountability Report Card
Published During the 2014-15 School Year
-
School Description
----
Lisa J. Mails Elementary School school serves students in kindergarten through fifth grade. We
have a unique focus on arts education and a strong emphasis on academic achievement. Students
receive curricula and instruction similar to that found in the other schools in our district. This
academic framework is enhanced by the arts focus, which includes music, theater, visual art, and
dance as well as integrating the arts to support learning in the regular curriculum. The school
focus is also brought to life through arts-related assemblies, field trips, and school-wide events,
such as our Student Showcases, Artist-in-Residencies, and our annual Artist Fair.
-
--Murrieta Valley Unified Scool
District
41870 McAlby Ct.
Murrieta, CA 92562
(951) 696-1600
www.murrieta.k12.ca.us
District Governing Board
Ken Dickson
Robin Crist
Paul Diffley
Barbara Muir
Kris Thomasian
District Administration
Patrick Kelley
Superintendent
At Lisa J. Mails Elementary School, we have a mission of HEART: Harmony, Empathy,
Achievement, Reflection, and Transformation. This mission is taught to each student and
supported through school-wide recognition and daily character development.
Lisa J. Mails has an active parent community. Our PTA is integral to our mission, and parent
participation occurs at many levels, supporting academics, our arts focus, and communitybuilding events. We are a school in which, truly, parents and teachers come together to partner
on behalf of the students we are serving!
Faythe Mutchnick, Principal
Major Achievements:
• Our Academic Performance Index (API) is 882. In grades two through five, 72 percent of
our students scored proficient or higher on the English/language arts portion of the
California Standards Tests. In mathematics, 79 percent of our students scored at or
above proficient.
• Lisa J. Mails has earned a positive reputation for challenging and supporting students
academically and for enriching students’ lives through our focus on the arts. As a school
of choice, Mails maintained a strong level of support from families in Murrieta and the
surrounding area, as evidenced by our consistent enrollment, which approached 1,000
students.
• At Mails, there are numerous opportunities for student enrichment. The students in all
grade levels continue to receive instruction in both visual and performing arts. Our
School Site Council allocated funds to provide an artist-in-residency program for each
grade level. School events are abundant, including a school-wide showcase of student
work (both visual and performance), an Artist Fair, Artist-in-Residencies, and arts-related
assemblies and field trips. We also have an after-school enrichment program that offers
a wide variety of classes, such as ballet, cheer, soccer, and tumbling, that is run by
teachers, high school students, and parent volunteers.
• Our School Site Council focused resources to provide technology updates throughout the
school. The goal was to update and increase classroom computers. Funds were also
allocated to purchase small sets of mini iPads for each Kindergarten through second
grade classroom.
2013-14 School Accountability Report Card for Lisa J. Mails Elementary School
Page 1 of 8
About the SARC
A. Conditions of Learning
Every school in California is required by state law to publish a School
Accountability Report Card (SARC), by February 1 of each year. The SARC
contains information about the condition and performance of each
California public school. Under the Local Control Funding Formula (LCFF)
all local educational agencies (LEAs) are required to prepare a Local
Control Accountability Plan (LCAP), which describes how they intend to
meet annual school-specific goals for all pupils, with specific activities to
address state and local priorities. Additionally, data reported in an LCAP is
to be consistent with data reported in the SARC.
State Priority: Basic
The SARC provides the following information relevant to the Basic State
Priority (Priority 1):
•
Degree to which 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.
•
•
•
•
For more information about SARC requirements, see the California
Department of Education (CDE) SARC Web page at
http://www.cde.ca.gov/ta/ac/sa/.
View this SARC online at the school and/or LEA Web sites.
For more information about the LCFF or LCAP, see the CDE LCFF
Web page at http://www.cde.ca.gov/fg/aa/lc/.
For additional information about the school, parents and community
members should contact the school at (951) 304-1880.
2013-14 Student Enrollment by Grade Level
Grade Level
Number of Students
Kinder.
156
Gr. 1--
149
Gr. 2--
160
Gr. 3--
167
Gr. 4--
210
Gr. 5--
172
Total--
1,014
Teacher Credentials
Lisa J. Mails Elementary School
12-13
13-14
14-15
Fully Credentialed
36
36
37
Without Full Credential
0
0
0
Teaching Outside Subject Area of Competence
0
0
0
12-13
13-14
14-15
Fully Credentialed
♦
♦
1244
Without Full Credential
♦
♦
8
Teaching Outside Subject Area of Competence
♦
♦
Murrieta Valley Unified Scool District
Teacher Misassignments and Vacant Teacher Positions at this School
Lisa J. Mails Elementary School
12-13
13-14
14-15
Teachers of English Learners
0
0
0
Total Teacher Misassignments
0
0
0
Vacant Teacher Positions
0
0
0
*
2013-14 Student Enrollment by Group
Group
“Misassignments” refers to the number of positions filled by teachers who
lack legal authorization to teach that grade level, subject area, student group,
etc. Total Teacher Misassignments includes the number of Misassignments
of Teachers of English Learners.
Percent of Total Enrollment
Black or African American-------
4.6
Core Academic Classes Taught by Highly Qualified Teachers
American Indian or Alaska Native-----Asian-------
0.4
2013-14 Percent of Classes In Core Academic Subjects
Core Academic Classes Taught by Highly Qualified Teachers
Filipino-------
3.7
Hispanic or Latino-------
29.6
Native Hawaiian/Pacific Islander
1.1
White
48.7
All Schools
98.40
1.60
Two or More Races
6.9
High-Poverty Schools
99.83
0.17
Socioeconomically Disadvantaged
24.2
Low-Poverty Schools
97.99
2.01
English Learners
6.0
*
Students with Disabilities
12.1
4.9
2013-14 School Accountability Report Card for Lisa J. Mails Elementary School
Location of Classes
This School
Taught by Highly
Qualified Teachers
Not Taught by Highly
Qualified Teachers
100.00
0.00
Districtwide
High-poverty schools are defined as those schools with student eligibility of
approximately 40 percent or more in the free and reduced price meals
program. Low-poverty schools are those with student eligibility of
approximately 39 percent or less in the free and reduced price meals
program.
Page 2 of 8
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15)
Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education
(SBE) decides on the standards for all students, from kindergarten through high school, in all public schools. In 2010, a number of states across the
nation adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). On August 2, 2010,
California’s SBE voted to adopt the CCSS with California additions. California has committed to implementing the California CCSS and is currently part
of a multi-state assessment consortium that plans on having CCSS-based assessments in place by the 2014–15 school year. More information about
the California Common Core State Standards may be found on the CDE CCSS Web page at http://www.cde.ca.gov/re/cc
On September 4, 2013, the SBE adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA
NGSS).
School districts have the authority and the responsibility to conduct their own evaluation of instructional materials and to adopt the materials that best
meet the needs of their students. All textbooks used in MVUSD are aligned with the State’s standards and curriculum frameworks, they are field tested
with students and reviewed by administrators, teachers and parents before being adopted by the Board of Education.
Textbooks and Instructional Materials
Year and month in which data were collected: November 20, 2014
Core Curriculum Area
Textbooks and Instructional Materials/Year of Adoption
Reading/Language Arts
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0
Mathematics
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0
Science
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0
History-Social Science
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0
Scholastic Big Day Adopted in 2013
SRA/Open Court Reading Grades K-1 Adopted in 2003
HM Reading: Medallions Edition 2-3 Adopted in 2009
HM Reading: Medallions Edition 4-5 Adopted in 2010
Go Math California, Grades K-5 Adopted in 2014
Macmillan California Science Grades K-5 Adopted in 2008
Harcourt Reflections Social Studies 2-5 Adopted in 2007
Scott Foresman History Social Science for CA K-1 Adopted in 2007
School Facility Conditions and Planned Improvements (Most Recent Year)
Lisa J. Mails Elementary is a state-of-the-art facility that includes 39 classrooms, a multipurpose room with an adjoining kitchen, a computer lab, a
library, an outdoor eating area, an amphitheater, administrative offices, a health office, teacher workrooms throughout the campus, and extensive play
areas. Because it is a fairly new facility, the campus is in top condition and includes unique amenities such as skylights and high-end projector systems
in each classroom. We have ample space for the number of students enrolled at the school.
The district’s Facilities and Operational Services Departments provide upkeep, maintenance, and cleaning of district schools. Classrooms and restrooms
are cleaned daily, and the principal works with the custodial staff to ensure a clean and safe school. The district’s maintenance staff picks up litter and
maintains landscaping using a regular, weekly schedule.
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: July 30, 2014
System Inspected
Repair Status
Repair Needed and
Action Taken or Planned
Good
Fair
Poor
Systems:
Gas Leaks, Mechanical/HVAC, Sewer
[X]
[ ]
[ ]
No apparent problems.
Interior:
Interior Surfaces
[X]
[ ]
[ ]
No apparent problems.
Cleanliness:
Overall Cleanliness, Pest/ Vermin Infestation
[X]
[ ]
[ ]
No apparent problems.
Electrical:
Electrical
[X]
[ ]
[ ]
No apparent problems.
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
[X]
[ ]
[ ]
No apparent problems.
Safety:
Fire Safety, Hazardous Materials
[X]
[ ]
[ ]
No apparent problems.
2013-14 School Accountability Report Card for Lisa J. Mails Elementary School
Page 3 of 8
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: July 30, 2014
Repair Status
System Inspected
Repair Needed and
Action Taken or Planned
Good
Fair
Poor
Structural:
Structural Damage, Roofs
[X]
[ ]
[ ]
No apparent problems.
External:
Playground/School Grounds, Windows/ Doors/Gates/Fences
[X]
[ ]
[ ]
No apparent problems.
Overall Rating
Exemplary
Good
Fair
Poor
[X]
[ ]
[ ]
[ ]
----------
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):
•
Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting
Program);
•
The Academic Performance Index; and
•
The percentage of pupils who 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 Results for All Students - Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
Subject
School
Science
*
District
State
11-12
12-13
13-14
11-12
12-13
13-14
11-12
12-13
13-14
78
72
69
75
74
75
60
59
60
Science (grades 5, 8, and 10) assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance
Assessment (CAPA). Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
STAR Results for All Students - Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
Subject
School
District
State
10-11
11-12
12-13
10-11
11-12
12-13
10-11
11-12
12-13
ELA
71
76
72
67
71
69
54
56
55
Math
74
75
79
57
59
59
49
50
50
60
59
61
48
49
49
HSS
*
STAR Program was last administered in 2012-13. Percentages are not calculated when the number of students tested is ten or less, either because the number of
students in this category is too small for statistical accuracy or to protect student privacy.
Academic Performance Index Ranks - Three-Year Comparison
API Rank
2010-11
2011-12
2012-13
Statewide-------
8
9
8
Similar Schools-------
2
5
6
*
*
For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced.
2013-14 Percent of Students Meeting Fitness Standards
Grade
Level
4 of 6
5 of 6
6 of 6
---5---
19.0
28.0
34.5
Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
2013-14 School Accountability Report Card for Lisa J. Mails Elementary School
Page 4 of 8
2013-14 CAASPP Results by Student Group
Percent of Students Scoring at
Proficient or Advanced
Group
Science (grades 5, 8, and 10)
All Students in the LEA
75
All Student at the School
69
Male-------
69
Female-------
69
Black or African American
American Indian or Alaska Native
Asian------Filipino------Hispanic or Latino
67
Native Hawaiian/Pacific Islander
White-------
70
Two or More Races-------
80
Socioeconomically Disadvantaged
58
English Learners------Students with Disabilities
59
Students Receiving Migrant Education Services
*
CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. Scores are not shown when the number of students tested is ten or less, either
because the number of students in this category is too small for statistical accuracy or to protect student privacy.
API Growth by Student Group – Three-Year Comparison
Group
All Students at the School
Actual API Change
10-11
11-12
12-13
5
13
-7
3
9
-8
11
16
-9
-5
21
2
Black or African American
American Indian or Alaska Native
Asian------Filipino------Hispanic or Latino
Native Hawaiian/Pacific Islander
White------Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
*
"N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target
information. “C” means the school had significant demographic changes and there is no Growth or target information
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
•
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
2013-14 School Accountability Report Card for Lisa J. Mails Elementary School
Page 5 of 8
Opportunities for Parental Involvement
Parent involvement is a key component of our success at Lisa J. Mails. Parent volunteers are welcomed in the classroom to support teachers and
instruction. Many of our parents volunteer once or twice a week to assist the classroom teacher or to lead a small learning group. They can also serve
as a room parent or take on a leadership role with our active Parent Teacher Association (PTA), which is responsible for overseeing numerous events
and activities that enhance our school culture. These include the Book Fair, the Reflections Visual and Performing Arts Contest, Red Ribbon Week,
Family Fun Nights, student assemblies, staff appreciation, and field trips. If you are interested in assisting with our PTA activities, please contact our
PTA president, Linda Lunn. Parents are also important members of our School Site Council and provide essential input regarding school improvement
goals and budget decisions.
We work hard to involve parents in their child’s education. Parents are invited to attend Back-to-School Night in the fall, Open House in the spring, and
parent-teacher conferences in November. Last year, our school continued to run the Watch DOGS (Dads of Great Students) program to support school
safety and promote parent involvement. The Watch DOGS program involves fathers and other adult male relatives who volunteer for one day to help
supervise students, provide classroom academic support, and participate in many other activities during the school day. This program has been wellreceived and has brought a positive male presence to our campus daily.
Lastly, parents are encouraged to attend the many family events and community-building activities that we offer throughout the year, such as the
Spring Fling, holiday activities, movie nights, and student Art Showcases. Administration and our PTA invite parents to attend several parent coffees
throughout the year. These serve as another means of effective communication between the home and the school. This last year, we also implemented
a series of parent education opportunities to enable parents to better support their child’s academic experience.
State Priority: School Climate
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
•
•
•
Pupil suspension rates;
Pupil expulsion rates; and
Other local measures on the sense of safety.
School Safety Plan
School safety is a top priority at Lisa J. Mails. We ensure student safety through regular campus monitoring by administrators, classified staff, and
teachers. Appropriate supervision is provided for students 20 minutes before and after school, as well as throughout the school day. We have a closed
campus with one entrance onto school grounds during the school day. Visitors and volunteers must check in at the office for permission to be on
campus.
We adopted a comprehensive School Safety Plan that we regularly review; our last review was in April 2014. Key areas of focus included addressing
traffic safety and preventing bullying and harassment among students. These goals were developed in response to feedback from parents, student
responses on the Healthy Kids Survey, and school-wide discipline and counseling data. The School Site Council reviews the plan annually and shares key
components with faculty at staff meetings. Our staff has begun implementation of Positive Behavioral Intervention and Support (PBIS) which
proactively addresses school-wide behavior expectationsnand creates interventions for students who have additional needs for support.
Video surveillance cameras across our campus are a deterrent to trespassers, vandalism or other illegal activities that may occur on campus. They also
help administrators with discipline issues and help in the investigation of any crimes that occur on campus during the school day or after school hours,
making our school safer and more secure. The Spriego reporting system allows parents and students to report problems such as bullying and safety
concerns online.
Murrieta Police Department officers teach the DARE curriculum to all fifth graders to give them the skills and confidence necessary to resist the use of
alcohol, drugs, and gang involvement. The district has a strictly enforced anti-discrimination policy that prohibits harassment of students or staff based
on race, gender, disability, religion, or sexual orientation.
To prepare for emergencies, we conduct evacuation drills regularly throughout the school year, and our school actively participates in the statewide
Great Shakeout. After each drill, we assess effectiveness and implement new procedures as needed. Our school has an Emergency and Disaster
Preparedness Plan that aligns with the NIMS emergency system. The plan specifies procedures for dealing with fire, flood, earthquakes, lock downs,
hazardous materials, disaster recovery organization, and student accountability following a disaster. We use a computerized calling system, Blackboard
Connect, to notify all families regarding school safety issues, including immediate emergencies.
Suspensions and Expulsions
School
11-12
12-13
13-14
Suspensions Rate
2.7
2.9
1.9
Expulsions Rate
0.0
0.0
0.0
11-12
12-13
13-14
Suspensions Rate
3.7
2.5
1.9
Expulsions Rate
0.1
0.1
0.1
11-12
12-13
13-14
Suspensions Rate
5.7
5.1
4.4
Expulsions Rate
0.1
0.1
0.1
District
State
*
The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100.
2013-14 School Accountability Report Card for Lisa J. Mails Elementary School
Page 6 of 8
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.
Average Class Size and Class Size Distribution
2013-14 Adequate Yearly Progress Overall and by Criteria
AYP Criteria
School
District
Made AYP Overall
N/A
N/A
Met Participation Rate: English-Language Arts
N/A
N/A
Met Participation Rate: Mathematics
N/A
N/A
Met Percent Proficient: English-Language Arts
N/A
N/A
Met Percent Proficient: Mathematics
N/A
Met API Criteria
N/A
Grade
33+
12
13
14
12
13
14
12
Kinder. 22.5
23
26
3
2
1
3
4
5
0
Gr. 1--
23.6
22
25
0
3
1
7
4
5
0
Gr. 2--
24.1
23
27
0
3
1
9
4
3
0
2
N/A
Gr. 3--
23.6
23
28
1
3
1
6
6
2
0
3
N/A
Gr. 4--
30.8
27
30
0
1
1
5
3
2
0
Gr. 5--
28.9
26
29
1
1
1
6
5
2
0
School
District
Program Improvement Status
N/A
In PI
First Year of Program Improvement
N/A
2011-2012
Year in Program Improvement
N/A
Year 3
Number of Schools Currently in Program Improvement
6
Percent of Schools Currently in Program Improvement
85.7
*
21-32
14
*
12
1-20
13
2014-15 Federal Intervention Program
Indicator
Number of Classrooms*
Average Class Size
13
2
4
3
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.
DW (determination waiver) indicates that the PI status of the school was
carried over from the prior year in accordance with the flexibility granted
through the federal waiver process.
FY 2012-13 Teacher and Administrative Salaries
Academic Counselors and Other Support Staff at this School
Number of Full-Time Equivalent (FTE)
Category
District
Amount
State Average for
Districts In Same
Category
Academic Counselor-------
0.0
Counselor (Social/Behavioral or Career Development)
0.0
Beginning Teacher Salary
$41,339
$41,761
Library Media Teacher (Librarian)
0.0
Mid-Range Teacher Salary
$68,453
$66,895
Library Media Services Staff (Paraprofessional)
1.0
Highest Teacher Salary
$93,343
$86,565
Psychologist-------
1.0
Average Principal Salary (ES)
$115,865
$108,011
Social Worker-------
0.0
Average Principal Salary (MS)
$118,371
$113,058
Nurse-------
1.0
Average Principal Salary (HS)
$132,233
$123,217
Speech/Language/Hearing Specialist
2.0
Superintendent Salary
$185,000
$227,183
Resource Specialist-------
2.0
Percent of District Budget
Other------Average Number of Students per Staff Member
Academic Counselor------*
14
Teacher Salaries
44
38
Administrative Salaries
5
5
*
N/A
One Full Time Equivalent (FTE) equals one staff member working full time;
one FTE could also represent two staff members who each work 50 percent
of full time.
For detailed information on salaries, see the CDE Certificated Salaries &
Benefits webpage at www.cde.ca.gov/ds/fd/cs/.
FY 2012-13 Expenditures Per Pupil and School Site Teacher Salaries
Expenditures Per Pupil
Level
Average Teacher Salary
Total
Restricted
Unrestricted
$4,541
$748
$3,794
$73,482
District-------
♦
♦
$5,313
$76,169
State-------
♦
♦
$4,690
$70,720
Percent Difference: School Site/District
-28.6
-3.5
Percent Difference: School Site/ State
-19.1
3.9
School Site-------
2013-14 School Accountability Report Card for Lisa J. Mails Elementary School
Page 7 of 8
Types of Services Funded at Lisa J. Mails Elementary School
The district provides a wide array of programs to meet the needs of our diverse student body. This includes programs to identify and support students
and their families through times of crisis and stress. A health technician, nurse, and psychologist are also available to meet with students.
The district provides an elementary counselor to our school approximately one day a week to support academic success. Counselors teach guidance
lessons and facilitate small groups on social skills, anger management, grief and loss, military support. They also provide individual responsive services,
interventions and referrals on an as needed basis.
Homework clubs, before- and after school tutoring programs, and extended learning opportunities during the summer break provide additional
support for students who need assistance with basic curriculum.
Professional Development provided for Teachers at Lisa J. Mails Elementary School
All teachers in the district participate in ongoing professional development as a part of their commitment to being an educator. New teachers are
supported through the Beginning Teacher Support and Assessment (BTSA) program, which allows them the time to reflect on their teaching practice
with the help of a mentor teacher.
Students are released from school early every Monday so staff can meet in professional learning communities to discuss student achievement and
learning. Teachers take part in monthly staff meetings that are used for instructional training and staff communication. Staff development days are
held approximately twice a year and the training focus is developed by the district or by the site.
All teachers receive training in the curriculum and new practices necessary to meet the new standards. The beginning focus of this staff development
has been in the subject area of Mathematics. The district also has Curriculum Teams that include a representative from each school's grade level team.
Members serve as a liaison to their teams as we review our instructional and assessment practices.
2013-14 School Accountability Report Card for Lisa J. Mails Elementary School
Page 8 of 8