Baldwin Stocker Elementary School

Baldwin Stocker Elementary School
2013-14
Published During 2014-15
Baldwin Stocker
Elementary
Contact Information (School Year 2014-15)
422 West Lemon Ave.
Arcadia, CA 91007-6902
(626) 821-8351
Principal:
Jayne Nickles
Contact E-mail Address:
County-District-School (CDS) Code: 19642616011134
Arcadia Unified
Contact Information (School Year 2014-15)
(626) 821-8300
www.ausd.k12.ca.us
Superintendent:
Contact E-mail Address:
David Vannasdall
Baldwin Stocker Elementary 2013-14
School Accountability Report Card
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.
• 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/.
• For additional information about the school, parents and community members should contact the school principal or the district
office.
I. Data and Access
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains
additional information about this school and comparisons of the school to the district, the county, and the state. Specifically,
DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal
Adequate Yearly Progress [AYP]), 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 workstation may be used (depending on availability), the
types of software programs available on a workstation, and the ability to print documents.
Additional Information
For further information regarding the data elements and terms used in the SARC see the 2013-14 Academic Performance Index
Reports Information Guide located on the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.
II. About This School
District Contact Information - Most Recent Year
District Name
Arcadia Unified
Phone Number
(626) 821-8300
Superintendent
David Vannasdall
E-mail Address
Web Site
www.ausd.k12.ca.us
School Contact Information - Most Recent Year
School Name
Baldwin Stocker Elementary
Street
422 West Lemon Ave.
City, State, Zip
Arcadia, CA 91007-6902
Phone Number
(626) 821-8351
Principal
Jayne Nickles
E-mail Address
Web Site
www.bs.ausd.net
County-District-School (CDS) Code
19642616011134
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
School Description and Mission Statement– Most Recent Year
Baldwin Stocker is recognized as a California Distinguished School. Our staff aims to create a positive environment for learning
to ensure high student achievement, to enhance self-esteem, and to develop positive social behavior. As a school community,
we are committed to excellence in all that we do, and we concentrate on people as the centerpiece of the educational process.
We strive to create an environment that is safe for all, not only physically, but also emotionally and educationally. At Baldwin
Stocker School, the focus is on the process of creating challenging and engaging work for all students. We constantly work
toward improvement in the quality of the curriculum, and high-quality student work is a key element of the mission and vision of
our school. An excellent teaching and classified staff, a very supportive community, a dedicated governing board, and district
administrators all work together to help us achieve our goals.
Major Achievements – Most Recent Year
Baldwin Stocker’s Non-Weighted Three-Year Academic Performance Index (API) is 972 out of a possible 1,000. It is the belief
of the school community that this significant accomplishment is due to combined efforts of all staff as well as a supportive
partnership between home and school.
Students are encouraged to participate in the school’s additional academic and extracurricular activities, which are an integral
part of the educational program. These programs promote positive attitudes, encourage achievement, and build healthy
connections with the school. Baldwin Stocker Elementary School offers many extracurricular activities, including Student
Council, Red Ribbon Week, Family Fun Night, Red Cross Week, Baldwin Stocker Chorus, Garden Club, an afterschool
recreation program (sports and daycare), instrumental music instruction (for fourth and fifth graders), and Character Counts.
Focus for Improvement – Most Recent Year
At Baldwin Stocker, student learning drives a cycle of continual reflection on instructional practice. Needs are identified, goals
are set, outcomes are monitored, and then new needs are identified to start the process again.
The Single Plan for Student Achievement outlines goals for school improvement based on relevant data. The staff collaborates
to identify areas of need in reading comprehension, writing organization and sentence fluency, as well as math differentiation.
Action plans target these goals. District resources are capitalized to work on the areas of need, including Thinking Maps, Six
Traits Writing, MyAccess, and supplemental materials from the adopted curricula. Teachers use instructional strategies, such
as Core Plus, guided reading, reciprocal teaching, and mechanically inclined lessons, to enrich classroom instruction in light of
identified goals.
A schoolwide intervention program is coordinated by the Teacher on Special Assignment. Identified students receive
supplemental instruction to support their mastery of reading comprehension and writing strategies. Part-time certificated
teachers deliver appropriate instruction to students who need skill-building support. Additionally, the Teacher on Special
Assignment works with classroom teachers to deliver whole-class lessons to meet school goals. Several sources of
assessment data are used to monitor progress: California Standards Tests, district language arts and writing assessments,
Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and other curriculum-based measures.
In 2014–2015, the staff of Baldwin Stocker plans to further integrate new classroom technology into the learning environment.
As part of the School District’s 1:1 device plan, we received seven class sets of Chromebooks that are utilized in the upper
grade classrooms. These tools will increase the level of engagement for our students and better prepare them for the future. In
addition, we are beginning the implementation of the Common Core State Standards in Math. Common Core is a set of
standards developed by the federal government in the hopes of unifying education standards nationwide.
Homework – Most Recent Year
Arcadia Unified School District has a comprehensive homework policy in place. The Governing Board believes homework is an
important part of the instructional program and is a valuable tool to support students’ efforts to master grade-level content
standards. Homework is defined as school-related assignments that enhance or reinforce concepts taught in the classroom
and that require time and effort outside the regular school day for successful completion. Homework is designed to serve
specific purposes, which include developing good study habits and promoting independent learning, preparing for upcoming
instruction, and practicing or reviewing lessons taught in class.
School Schedule – Most Recent Year
The school year includes 180 days of instruction. School begins each day at 8:20 a.m. and ends at 2:35 p.m. On Tuesdays,
school is dismissed at 1:20 p.m. to provide teachers with collaboration time. Office hours are from 7:30 a.m. to 4 p.m.
Throughout the year, three minimum days are included in the schedule to provide teachers and staff with time for professional
development and teacher collaboration. Students are also dismissed at 12:25 p.m. each day during student conference week
in the fall and spring to provide time for parents, students, and teachers to meet individually.
Student Enrollment by Grade Level (School Year 2013-14)
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
Grade Level
Number of Students
Kindergarten
90
Grade 1
128
Grade 2
129
Grade 3
103
Grade 4
109
Grade 5
112
Total Enrollment
671
Student Enrollment by Student Group (School Year 2013-14)
Group
Percent of Total Enrollment
Black or African American
1.8
American Indian or Alaska Native
0
Asian
80.8
Filipino
2.4
Hispanic or Latino
6.4
Native Hawaiian/Pacific Islander
0
White
8.3
Two or More Races
0.3
Socioeconomically Disadvantaged
14.2
English Learners
25.2
Students with Disabilities
0.3
A. Conditions of Learning
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.
Teacher Credentials
Teachers
With Full Credential
School
2012-13
School
2013-14
School
2014-15
0
27
29
Without Full Credential
0
0
Teaching Outside Subject Area of Competence (with full
credential)
0
0
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District
2014-15
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
Leadership – Most Recent Year
The 2013-2014 school year was Jayne Nickles’ third year as principal of Baldwin Stocker Elementary School. She has
previous administrative experience as a summer school assistant principal and summer school lead teacher. Prior to
coming to Baldwin Stocker, she taught at the elementary level for 13 years.
Leadership at Baldwin Stocker Elementary School is a responsibility shared among district administration, the principal,
instructional staff, students, and parents. Teachers are encouraged to participate in the school’s leadership teams,
including the School Leadership Team, School Site Council (SSC), Student Study Team, Curriculum Adoption committees,
English Language Advisory Committee (ELAC), PTA, Curriculum Committee, and Grade-Level Representatives.
Teacher Misassignments and Vacant Teacher Positions
Indicator
2012-13
2013-14
2014-15
Misassignments of Teachers of English Learners
0
0
0
Total Teacher Misassignments
0
0
0
Vacant Teacher Positions
0
0
0
Note: "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.
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)
Location of Classes
Percent of Classes In Core
Academic Subjects
Taught by
Highly Qualified Teachers
This School
Percent of Classes In Core
Academic Subjects
Not Taught by
Highly Qualified Teachers
100
0
99.46
0.54
High-Poverty Schools in District
0
0
Low-Poverty Schools in District
99.46
0.54
All Schools in District
Note: 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.
Quality, Currency, Availability of Textbooks and Instructional Materials – Most Recent Year
This section describes whether the textbooks and instructional materials used at the school are from the most recent
adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s
use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected:January 2015
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
Subject
Textbooks and instructional
materials/year of adoption
From most recent adoption?
Percent students
lacking own assigned
copy
Reading/Language Arts
HM Reading: A Legacy of
Literature 2003 / 2003
Yes
0%
Mathematics
California Harcourt School
Publishers Math 2009 /
2009
Yes
0%
Science
California Science 2008 /
2008
Yes
0%
History-Social Science
Reflections (Grades K-5)
2007 / 2007
Yes
0%
Foreign Language
0%
Health
0%
Visual and Performing Arts
0%
Science Laboratory Equipment
(grades 9-12)
0%
GATE – Most Recent Year
Special Education – Most Recent Year
Baldwin Stocker has one full-time Resource Specialist Program (RSP) teacher and two assistants who work with special
education students. Resource students stay in the general education classroom as much as possible but come to the RSP
classroom to work in small groups or one on one in their identified area of need. In the general education classroom, special
education students receive accommodations according to their Individualized Education Program (IEP), such as more time
to take tests, sitting close to the teacher, or modified homework. The resource students have mild or moderate learning
disabilities. Students with more serious challenges attend Special Day Classes (SDC) at one of the other elementary schools
in the district. The Baldwin Stocker special education staff also includes a speech therapist, a school psychologist, a school
counselor, and an adapted PE teacher. These professionals work at Baldwin Stocker on a part-time basis.
English Learners – Most Recent Year
Baldwin Stocker has a full-time teacher certified in Cross-cultural Language and Academic Development (CLAD) who works
with our English Learners in small groups according to skill level. English Language Development (ELD) is taught
intensively in pullouts outside the classroom. The ELD program focus is on reading, writing, listening, and speaking.
All classroom teachers have training on presenting subject matter to English Learners, and all are CLAD certified. Parents of
English Learners are encouraged to join the English Language Advisory Committee (ELAC). ELAC’s purpose is to help
improve and expand the ELD program.
School Facility Conditions and Planned Improvements - Most Recent Year
Baldwin Stocker Elementary School was built in 1966 and provides a safe, clean environment for students, staff, and
volunteers. The school employs two full-time custodians who are responsible for the upkeep of campus grounds, classrooms,
and restrooms. The district administers a scheduled maintenance program to ensure that all classrooms and facilities are well
maintained. The Baldwin Stocker Elementary School campus currently has 28 classrooms, one staff room, a library/media
center, production center, multipurpose room, and two playgrounds. At the time of this publication, 100 percent of the
school’s restrooms were fully functioning. All facilities are in good repair. During June 2011-August 2012, Baldwin Stocker
was completely modernized. The infrastructure (sewer, electrical, water lines) was replaced and all classrooms were
renovated. Along with new flooring and paint, each classroom has been equipped with ‘classroom of the future’ technology.
A new library/media center was built and the school parking lot and playground were resurfaced.
School Facility Good Repair Status – Most Recent Year
Using the most recent FIT data (or equivalent), provide the following:
• Determination of repair status for systems listed
• Description of any needed maintenance to ensure good repair
• The year and month in which the data were collected
• The Overall Rating
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
Repair Needed and Action Taken or Planned
System Inspected
Good
Fair
Poor
Systems: Gas Leaks, Mechanical/HVAC,
Sewer
Interior: Interior Surfaces
Cleanliness: Overall Cleanliness, Pest/
Vermin Infestation
Electrical: Electrical
Restrooms/Fountains: Restrooms, Sinks/
Fountains
Safety: Fire Safety, Hazardous Materials
Structural: Structural Damage, Roofs
External: Playground/School Grounds,
Windows/ Doors/Gates/Fences
Overall Facility Rate - Most Recent Year
Exemplary
Good
Fair
Poor
Overall Rating
Library – Most Recent Year
The school library/media center is staffed by a half-time media center clerk and is stocked with an excellent selection of books
and resource materials for all elementary grade levels. Currently our library houses 20,250 volumes. Students visit the
library/media center on a regular basis for approximately 30 minutes per week with their classroom teachers. Each year funds
are set aside through the school improvement program and a PTA gift to the school for expanding and updating the library
collection.
Computers – Most Recent Year
Computer skills and concepts integrated throughout the curriculum prepare students for technological growth and
opportunities. All classrooms at Baldwin Stocker School have three to five computers with Internet access and are equipped
with ‘Classroom of the Future’ technology, which includes the following: mounted projector, Smartboard, technology table,
microphones, document camera, laptop, and enhanced stereo sound system. In addition, the school’s Production Center is
equipped with 32 student computers. The Production Center is staffed by classroom teachers. Through the support of PTA
and teacher grants, there is a class set of Chromebooks and two class sets of iPads available for classroom use. Students
receive computer-assisted instruction on a regular schedule. Software commonly used includes Microsoft Word, PowerPoint
and Excel, Google Drive, and Accelerated Reader. Recent additional computer programs, such as Brain Pop, Thinking Maps,
and My Access, are available tools to support student learning.
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.
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
California Assessment of Student Performance and Progress/ Standardized Testing and
Reporting Results for All Students in Science – Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
School
Subject
Science (grades 5, 8, and 10)
District
2011-12
2012-13
2013-14
2011-12
2012-13
91%
93%
96%
86%
86%
State
2013-14 2011-12
86%
60%
2012-13
2013-14
59%
60%
Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California
Alternate Performance Assessment (CAPA).
Note: 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.
California Assessment of Student Performance and Progress Results by Student Group in
Science (School Year 2013-14)
Group
Percent of Students Scoring at Proficient
or Advanced
All Students in the LEA
86%
All Students at the School
96%
Male
96%
Female
96%
Black or African American
N/A
American Indian or Alaska Native
N/A
Asian
98%
Filipino
N/A
Hispanic or Latino
N/A
Native Hawaiian or Pacific
Islander
N/A
White
100%
Two or More Races
N/A
Socioeconomically Disadvantaged
93%
English Learners
N/A
Students with Disabilities
N/A
Students Receiving Migrant
Education Services
N/A
Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.
Note: 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.
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
Standardized Testing and Reporting Results for All Students – Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
School
Subject
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2011-12
2012-13
English-Language Arts
90%
92%
90%
83%
85%
2012-13 2010-11
83%
54%
56%
55%
Mathematics
94%
94%
93%
82%
82%
81%
49%
50%
50%
History-Social Science
N/A
N/A
N/A
76%
77%
75%
48%
49%
49%
Note: 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.
Other Measures of Student Achievement – Most Recent Year
Academic Performance Index Ranks – Three-Year Comparison
API Rank
2011
2012
2013
Statewide
10
10
10
Similar Schools
7
8
7
Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced.
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
All Students at the School
Actual API Change
2010-11
Actual API Change
2011-12
Actual API Change
2012-13
-7
8
-6
-4
7
-2
0
-15
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
-11
1
Students with Disabilities
Note: '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.
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
State Priority: Other Pupil Outcome
The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):
•
Pupil outcomes in the subject areas of English, mathematics, and physical education.
California Physical Fitness Test Results (School Year 2013-14)
Grade Level
Percent of Students
Meeting Four of Six
Fitness Standards
Percent of Students
Meeting Five of Six
Fitness Standards
Percent of Students
Meeting Six of Six
Fitness Standards
5
17%
29.5%
36.6%
7
N/A
N/A
N/A
9
N/A
N/A
N/A
Note: 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.
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.
Opportunities for Parental Involvement – Most Recent Year
There is a high degree of parent involvement at Baldwin Stocker Elementary School. Parents and volunteers assist in
classrooms, chaperone field trips, monitor traffic safety, and prepare materials for the teachers. Parents also serve on the
School Site Council and English Language Advisory Committee, and they participate in the PTA. Baldwin Stocker parents are
deeply interested, supportive, and involved in each child’s education. Participation is often close to 100% in student-led
conferences, Back-to-School Night, and Curriculum Showcase. The district PTA often recognizes Baldwin Stocker parents for
the number of volunteer hours they contribute. For more information about getting involved at the school, please call our
principal, Jayne Nickles, at (626) 821-8351.
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
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.
Suspensions and Expulsions
School
Rate*
District
State
20112012
20122013
20132014
20112012
20122013
20132014
20112012
20122013
20132014
Suspensions
0
0
0
0
0.5
0.6
4.4
5.1
5.7
Expulsions
0
0
0
0
0
0
0.1
0.1
0.1
Discipline – Most Recent Year
Students at Baldwin Stocker Elementary School are guided by specific rules and classroom expectations that promote respect,
cooperation, courtesy, and acceptance of others. The school community is committed to working as a team to promote positive,
pro-social behaviors. Teachers focus on the positive and maintain warm and constructive atmospheres in their classrooms.
Severe disciplinary issues are rare at Baldwin Stocker. Appropriate consequences, such as brief time-outs and loss of recess,
take care of most minor misbehavior. Parents are expected to be active partners in teaching their children to conduct
themselves responsibly. When necessary, the principal meets with children and their parents to resolve problems not solved
using classroom discipline strategies. Students are suspended or expelled only for extremely serious problems, such as
chronic disregard of behavior standards, physical violence, or repeated acts of vandalism.
School Safety Plan – Most Recent Year
To safeguard the well-being of students and staff, a comprehensive School Site Safety Plan has been developed by the Safety
and Disaster Committee, which consists of classified staff, teachers, and the assistant principal. The committee sets long-term
goals for the school to continually improve safety and the condition of the school facilities. The Safety Plan is updated each
spring and addresses various safety issues, including creating procedures that detect and prevent bullying, ensuring
appropriate campus supervision, maintaining disaster kits, and monitoring emergency procedures. The Safety Plan is
reviewed with all staff members at the beginning of each school year. We hold safety drills on a regular basis; fire drills are
held monthly and earthquake drills and intruder/lockdown drills are held at least once a year. Staff members also receive
disaster training on a regular basis.
To ensure student safety, teachers, administrators, and school proctors supervise students on campus before and after
school, and during breaks and lunch. Baldwin Stocker Elementary School has a closed campus, and permission is always
required to leave school grounds. Any visitors to the campus are required to check in at the school’s main office and must wear
the proper identification badge at all times.
The Safety Plan was last updated by March 2014. Plans are discussed with faculty and students at the beginning of each
school year in September.
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.
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)
AYP Criteria
School
District
Made AYP Overall
Met Participation Rate - English-Language Arts
Met Participation Rate - Mathematics
Met Percent Proficient - English-Language Arts
Met Percent Proficient - Mathematics
Met Graduation Rate
Federal Intervention Program (School Year 2014-15)
Indicator
School
District
Program Improvement Status
In PI
First Year of Program Improvement
2012-2013
Year in Program Improvement*
Year 2
Number of Schools Currently in Program Improvement
N/A
2
Percent of Schools Currently in Program Improvement
N/A
40%
Note: Cells with NA values do not require data.
* 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.
Average Class Size and Class Size Distribution (Elementary)
Grade
Level
Avg. Class
Size
2011-12
Number of Classes*
1-20
21-32
33+
Avg. Class
Size
2012-13
Number of Classes*
1-20
21-32
Avg. Class
Size
33+
2013-14
Number of Classes*
1-20
21-32
1
3
K
30.3
0
3
0
32
3
23
1
23.5
0
4
0
26
5
26
5
2
23.8
0
4
0
26
4
26
5
3
24
0
4
0
26
4
26
4
4
32
0
3
0
28
1
3
27
1
3
5
31.7
0
3
0
28
1
3
28
1
3
33+
Other
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
Academic Counselors and Other Support Staff (School Year 2013-14)
Title
Number of FTE*
Assigned to School
Average Number of Students per
Academic Counselor
0.5
N/A
Academic Counselor
Counselor (Social/Behavioral or Career
Development
Library Media Teacher (Librarian)
N/A
Library Media Services Staff (Paraprofessional)
N/A
Psychologist
0.4
Social Worker
N/A
N/A
Nurse
N/A
Speech/Language/Hearing Specialist
0.5
N/A
Resource Specialist (non - teaching)
N/A
Other
N/A
Note: Cells with N/A values do not require data.
* 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.
Specialized Program/Staff – Most Recent Year
Baldwin Stocker has a very active garden club. This club is sponsored by staff members and has weekly activities planned
throughout the year. The club is self-supporting and holds occasional fundraisers to help offset the cost of seeds, plants, and
fertilizers. Parents of garden club members volunteer to join staff and children on occasional Saturdays to pull weeds and clean
up the garden.
Baldwin Stocker Chorus is under the direction of a classroom teacher. The chorus is open to all third, fourth, and fifth grade
students. They meet weekly throughout the school year and perform at various school and community functions.
Family Reading Nights are held weekly and are organized by teachers. Students may come to read with an adult, check out
books, or take an Accelerated Reading test. Computers are also available to those who would like to work on projects.
A counselor works at Baldwin Stocker approximately two days a week to support students who are experiencing emotional
issues that interfere with academic progress. The counselor also works with students who need help managing anger or
anxiety, or who are in need of crisis intervention. The counselor teaches conflict resolution as a problem-solving strategy as
well as other social skills. The AUSD nurse coordinates vision and hearing screenings every fall. A health assistant is always
on duty during the school day to administer basic first aid and to attend to students who are feeling ill.
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)
Total
Expenditures Per Expenditures Per
Average Teacher
Expenditures Per Pupil (Supplemental /
Pupil (Basic/
Salary
Pupil
Restricted)
Unrestricted)
Level
School Site
$7,133
$1,918
$5,216
$82,044
District
N/A
N/A
$5,284
$82,225
Percent Difference – School Site and District
N/A
N/A
-1.29
-0.22
State
N/A
N/A
$4,690
$67,762
Percent Difference – School Site and State
N/A
N/A
11.22
21.08
Note: Cells with N/A values do not require data.
Types of Services Funded (Fiscal Year 2013-14)
In addition to general state funding, Baldwin Stocker also receives School Improvement Program (SIP) monies from the state
as well as Title II funds, which are provided through a federally funded program. These monies are used in a variety of ways,
all of which enhance student learning and the quality of the instructional program. SIP monies are used to pay the salary of
the library clerk, to purchase supplemental material and supplies, and for staff development activities. Title II funds pay for
three part-time intervention teachers who work with children who need additional reading and writing assistance.
Teacher and Administrative Salaries (Fiscal Year 2012-13)
District Amount
State Average For Districts In
Same Category
Beginning Teacher Salary
$50,123
$41,243
Mid-Range Teacher Salary
$76,726
$64,893
Highest Teacher Salary
$99,522
$83,507
Average Principal Salary (Elementary)
$124,076
$103,404
Average Principal Salary (Middle)
$139,058
$109,964
Average Principal Salary (High)
$141,584
$120,078
Superintendent Salary
$206,026
$183,557
Percent of Budget for Teacher Salaries
47%
40%
Percent of Budget for Administrative Salaries
6%
6%
Category
For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at
http://www.cde.ca.gov/ds/fd/cs/.
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Baldwin Stocker Elementary 2013-14
School Accountability Report Card
Professional Development – Most Recent Three Years
This section provides information on the annual number of school days dedicated to staff development for the most recent
three-year period.
In May of 2013, Governor Brown committed $1 billion of the extra $2.8 billion of revenue the state received in 2013 for
Common Core State Standards implementation. Additional monies have been made available to California school districts
for year 2 implementation in 2014-15, however under the Local Control Funding Formula, districts like Arcadia Unified School
District, with low numbers of unduplicated students will receive far less ongoing money to continue the implementation of
Common Core beyond 2014-15, while neighboring districts with greater numbers of targeted or “unduplicated” students (low
income, English Learners, or foster youth) will have greater opportunities to purchase materials, hire consultants, and pay for
hours of professional development for their instructional and student support staffs. Based on state budget projections,
additional one-time Common Core Implementation monies may be available for the 2015-16 school year.
In the Fall of 2013, the Arcadia Unified School District negotiated an interest-based solution for Common Core
implementation with its bargaining units to add 3 days to the school calendar for 2 years starting in the 2014-15 school year.
Negotiations also produced an agreement to spread the 3 days of additional paid time over 7 early release days with
development time of 2.5 hours per day built into the schedule.
In the Spring of 2014, a committee grew out of Arcadia’s Education 21 Task Force called the Collaboration Time Advisory
Council (C-TAC) with the task of putting legs to the plan. C-TAC is a representative group made up of bargaining unit
members and Management team members who were charged with serving as an advisory committee to the District in the
implementation of the District-wide Common Core Collaboration Time supporting TK-12 instructional programs both vertically
and horizontally, as they made dramatic instructional and curricular shifts.
The commitment from both our bargaining units and management was to build research-based professional development
around small collaborative working groups. Each group would be designed intentionally to have a vertical alignment of
teachers from TK-12 engaged in the work together.
In late Spring of 2014, the C-TAC committee reached out to all certificated staff to assist with generating ideas for the content
of the Common Core Days. The committee, after reviewing and discussing the many ideas that were submitted and looking
at survey data, generated a list of themes which became the foundation of the Common Core Days and assisted in guiding
the development of a Course Group Catalogue, which was given to staff during the first week of September. The planning of
the Common Core Days was research based focused on meaningful work, teacher choice, flexibility, and ongoing
commitment. The PD designed around teacher interests that included creating autonomous choice for teachers and support
providers in relation to where they felt they could best contribute their training, talents, interests, and education, by
participating in Small Working Groups (SWG) and engaging with other professionals to continue the real work of
implementing Common Core.
Each SWG is led by a self-selected Facilitator from amongst the various stakeholder groups and has been charged with
collaborating both with colleagues at their own site but also with fellow professionals from other district sites. Mentor-leaders
have self-selected several Facilitators to provide support throughout implementation of this professional development. The
crystal-clear goals of the CC Days include producing a comprehensive and fully articulated Arcadia Common Core
Curriculum in English-Language Arts and Mathematics; to research and make recommendations for curriculum and
instructional shifts in the Social Sciences, Sciences, Foreign Languages, Physical Education, Electives, Visual and
Performing Arts, Character Education, Technology implementation, English-Language Development, and Special Education
from a Transitional Kindergarten to Grade 12 perspective. Data continues to be collected from the SWGs through group
evaluations and is then disaggregated and shared through various modalities to each stakeholder group.
Over the past three years, additional professional development resources have been designated for Mathematics and
English-Language curriculum development and 21st Century instructional skill development, including National Council of
Teachers of Mathematics (NCTM) conferences, Thinking Maps, and Write From the Beginning, in support of Common Core
implementation. At the high school level, data indicated that a large segment of potentially college-bound students were not
being provided access and opportunity to pursue honors and college-level courses, as their high-achieving classmates were.
Leadership worked with teachers to engage in professional development around the themes of Advanced Placement (AP)
open access and equity for all students over the past two years. P.D. resources have been designated to send teachers,
counselors and leadership to the local and regional College Board/A.P. Forums. Continued professional development will be
pursued at the national level.
Similarly, both middle school and high school leadership mined data to identify a significant population of students who
should be college-bound but who were not achieving or engaged in school due to a variety of social, economic, or familial
factors. As a result, the full implementation of the Advancement Via Individual Determination (AVID) program has been a
primary focus of professional development dollars over the past 3 years, especially at grades 7-12.
Individual school sites have been tasked with working with the Common Core Coaches to conduct professional development
around the themes of the Common Core, including rigor, focus, coherence, instructional strategies, shifts in curriculum,
pacing and instructional materials, writing instruction and problem-solving.
Evaluation/Improving Teachers – Most Recent Year
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Baldwin Stocker Elementary 2013-14
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A constructive evaluation process promotes quality instruction and is a fundamental element in a sound educational program.
Evaluations and formal observations are designed to encourage common goals and to comply with the state’s evaluation
criteria and district policies.
Temporary and probationary teachers are evaluated annually and tenured teachers are evaluated at least every other year.
Evaluations are conducted by qualified administrators, who have been trained and certified to perform teacher evaluations.
Teachers are evaluated on their performance of district-adopted criteria, which include engaging and supporting all students in
learning, understanding and organizing subject matter, assessing student learning, creating and maintaining effective
environments, planning instruction and designing learning experiences for all students, and developing as a professional
educator.
In addition to individual improvement plans, teachers may receive assistance through Beginning Teachers Support and
Assessment, which provides professional development for implementation in the classroom.
Substitute Teachers – Most Recent Year
Generally, the district does not experience problems finding qualified substitute teachers and has an adequate pool of fully
credentialed substitutes. If a substitute is unavailable, administrative or support staff fills in for the absent teacher. Learning
time is not lost due to the high quality of substitutes who follow the extensive lesson plans provided by the teacher. These
plans include curriculum, instruction, and required materials for the day’s activities.
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