Coto De Caza

Transcription

Coto De Caza

Coto De Caza
Community & School Information
This information is provided solely as a courtesy by California Title Company. It is deemed reliable, but not guaranteed. For the latest Title news and information go to caltitle.com
COTO DE CAZA
Located adjacent to the Saddleback Mountains, Coto de Caza is a magnificent
5,000 acre private guard-gated community in South Orange County. Miles of
unspoiled natural beauty abound in this community making it one of the most
prestigious master-planned communities in the United States.
The community of Coto de Caza is truly “one of a kind” and offers its residents a
distinctive way of life through its countless amenities.
Enjoy the sprawling natural landscape, the winding trails that take you to the
reaches of the Cleveland National Forest, the countless sports fields and courts
complete with recreational activities, clubhouses, golf, swimming, tennis and the
tranquil parks that makes Coto one of the most sought after communities to live
and play.
As of the 2000 census, Coto de Caza had a total population of 13,057. This rural
community consists of about 4000 homes, it is one of Orange County’s oldest
planned communities.
The first residents of the area known a Rancho Santa Margarita were
Shoshonean Native Americans called Acjachemen. This land was purchased in
1843 by Juan Forster who renamed it “La Victoria.”
Coto de Caza contains commercial endeavors, Lodge at Coto de Caza, The Coto
de Caza Golf and Racquet Club, & The Coto de Caza General Store. Residents
shop seven minutes away in Rancho Santa Margarita, ten minutes away in
Mission Viejo, two minutes away in Las Flores, or four minutes away in Ladera
Ranch.
Places of Interest
Thomas F. Riley Wilderness Park: A wilderness park with expansive Oak
groves and many of Orange County’s Heritage Trees. Barley, browsed by Mule
Deer at morning light, is the last remnant of Wagon Wheel Canyon’s ranching
history.
Wagon Wheel Park Bike Trails: With it’s gently rolling hills, sycamore and
oak groves, and views of the surrounding area, this is the perfect ride for the
casual biker. Approximately 5 miles of trail. Fees: $2.00, requires exact change
in envelope. 714-459-1687
Utilities
Cable TV: Cox Communications 949-240-1212 / www.cox.com
Gas: The Gas Company 800-427-2200 / www.socalgas.com
Electricity: Southern California Edison 800-655-4555 / www.sce.com
Telephone: AT&T 800-310-2355 / www.att.com
Trash: Waste Management 949-551-8580
Water: Santa Margarita Water District 949-459-6420 / www.smwd.com
This information is provided solely as a courtesy by California Title Company. It is deemed reliable, but not guaranteed. For the latest Title news and information go to www.caltitle.com.
Library
Rancho Santa Margarita Branch Library
30902 La Promesa / Rancho Santa Margarita, Ca / 949-459-6094
Post Offices
Rancho Santa Margarita Postal Center
29851 Aventura Ste K, Rancho Santa Margarita / (949) 888-1533
Trabuco Canyon Main Off
30595 Trabuco Canyon Rd / Trabuco Canyon / (949) 888-1533
Coto de Caza Golf & Racquet Club
25291 Vista del Verde / Coto de Caza, CA 92679
Phone: 949.858.4100 / Fax: 949.858.2797 / www.coto-de-caza.com
Located at the heart of Coto de Caza is the private Coto de Caza Golf &
Racquet Club offering golf, tennis, spa and social memberships. The Club is
the first private 36-hole country club in Orange County and one of only three
in metropolitan Southern California. The name Coto de Caza is Portuguese for
“Preserve of the Hunt” as the area was originally a hunting preserve. Coto de
Caza Golf & Racquet Club’s excellent reputation attracts both resident members
as well as members from surrounding communities. The Club consists of a
44,000 square foot “craftsman style” Clubhouse, two 18-hole golf courses
designed by Robert Trent Jones, Jr., a Racquet Club and an Aquatics Center. The
North Course was named one of the nation’s top 25 golf courses built in 1987 by
GOLF DIGEST MAGAZINE and is the top rated golf course in Orange County.
Education
Capistrano Unified School District
33122 Valle Road / San Juan Capistrano, CA 92675
(949) 234-9200 / Fax (949) 493-8729 / capousd.ca.schoolloop.com
Elementary Schools
Tijeras Creek Elementary
23072 Avenida Empresa, Rancho Santa Margarita, CA 92688
(949) 234-5300 Phone | (949) 858-3862 Fax
Wagon Wheel Elementary
30912 Bridle Path, Trabuco Canyon, California 92679
(949) 589-1953 Phone | (949) 589-2813 Fax
Middle Schools
Las Flores Middle School
25862 Antonio Parkway, Las Flores, CA 92688
949-589-6543 Phone | 949-589-9286 Fax
High Schools
Tesoro High School
1 Tesoro Creek Road, Las Flores, CA 92688
(949) 234-5310 Phone | (949) 766-3370 Fax
This information is provided solely as a courtesy by California Title Company. It is deemed reliable, but not guaranteed. For the latest Title news and information go to www.caltitle.com.
Tijeras Creek Elementary School
School Accountability Report Card
Reported Using Data from the 2012-13 School Year
Published During 2013-14
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 webpage 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 2012–13 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
Contact Information (School Year 2013-14)
School Contact Information
School Name-------
Tijeras Creek Elementary School
Street-------
23072 Avenida Empresa
City, State, Zip-------
Rancho Santa Margarita, CA 92688
Phone Number------- (949) 234-5300
Principal-------
Diann Buckingham
E-mail Address------- dcbuckingham@capousd.org
CDS Code
30-66464-6117741
2012-13 School Accountability Report Card for Tijeras Creek Elementary School
Page 1 of 14
District Contact Information
District Name-------
Phone Number------- (949) 234-9200
Web Site-------
www.capousd.org
Superintendent------- Joseph M. Farley, EdD
E-mail Address------- jfarley@capousd.org
School Description and Mission Statement (School Year 2012-13)
This section provides information about the school, its programs and its goals.
Our Mission Is Learning
“We will ensure that all our children will learn more today than yesterday, and more tomorrow than today.”
“A Community of Scholars”
Tijeras Creek is committed to developing a learning environment that encourages scholarly attributes and the pursuit of lifelong
learning through a partnership of school, home, and community. We believe that children need a safe learning environment that
promotes academic risk-taking, mutual respect, and personal pride. In order to help ensure that all students are college and career
ready in literacy and mathematics, we must implement a rigorous standards-based curriculum and the use of exemplary teaching
methods that meet the needs of all learners.
The school offers research-based instructional programs designed to ensure that all students master a solid educational foundation
of basic skills within each subject area and apply these skills in challenging academic learning activities. At Tijeras Creek Elementary
School, educators begin with the state standards to determine the essential understandings for each grade level. Each student is
challenged to progress in these standards to achieve academic excellence. Educators facilitate an active and supportive learning
environment by collaborating with colleagues and by ongoing evaluation of student work and assessment results. Student learning is
stimulated by using problem-solving, critical, and creative thinking skills. Students learn through differentiated activities and have
opportunities for student choice. Working as a team, staff, parents, and the community assist all Tijeras Creek students to become
contributing members of society by empowering them with the skills, knowledge, and values necessary to excel in a changing world.
Tijeras Creek draws 531 kindergarten through fifth grade students from the communities of Dove Canyon, Coto de Caza, and Rancho
Santa Margarita. The highly qualified staff is comprised of 16 caring, enthusiastic, and experienced teachers, a resource specialist,
and principal. The staff is dedicated to nurturing each child’s ability to learn and apply basic skills, think critically and creatively,
while developing respect for each other’s differences.
Teachers utilize differentiation strategies for all learners. Our teachers integrate engagement strategies into their lessons to ensure
that students meet the learning objectives of their lessons. At Tijeras Creek teachers recognize the need to tailor learning
environments and practices to create appropriately different learning experiences for students based on individual needs, abilities,
and interests. Curriculum differentiation is utilized to meet the individual needs of the scholars in the class. Teachers employ an
array of instructional strategies such as grouping students by readiness and by interest. Acceleration, learning centers, enrichment
activities, curriculum compacting, and flexible groupings are all tools teachers use to meet the needs of all students. Teachers
regularly use the thinking tools of depth and complexity to deepen their students' understanding of content areas.
Page 2 of 14
The California State frameworks provide the educational foundation at Tijeras Creek. A comprehensive language arts program is
integrated throughout all subject areas with a specific focus on reading comprehension. Teachers provide instruction in phonemic
awareness, decoding skills, and comprehension skills in well-balanced instructional programs. The "Comprehension Toolkit" is used
by primary as well as upper grade teachers to explicitly teach comprehension strategies. Students read a wide variety of high quality
and engaging reading materials such as Junior Great Books, literature books, leveled guided reading books, Time for Kids and
National Geographic Explorer magazines. The Scholastic Reading Inventory is used by primary and upper grade teachers to monitor
student growth in reading comprehension. The Scholastic Reading Counts incentive program allows students to read books in their
appropriate lexile range and complete comprehension quizzes to earn points. Through this tool students have the opportunity to
become a member of the “1,000,000 Word Club”. Writing is a natural part of our students’ language arts program and is guided by
the state curriculum standards. All students learn mathematics in a balanced curriculum based on state frameworks while utilizing
the Envision math program. Lessons include the perfect balance of basic skills and problem-solving instruction as a means of
ensuring that all students meet or exceed grade level math performance standards. TC students participate in a comprehensive
science program which includes a balance of physical, earth, and life science content. Scholars experience hands-on activities using
the scientific method. Science is often integrated into other curricular areas, and students learn about the application of science to
the real world. All students are provided with a social science program designed to enhance their growth as responsible members of
society and to increase their awareness of global interdependence. Our goal is to provide a strong academic program with an
emphasis on high student achievement.
In order to promote positive citizenship, the Character Counts program is emphasized at Tijeras Creek. In addition to Character
Counts, there is a special focus on “bucket filling” or doing things for others that makes them feel happy. Students regularly fill out
“bucket slips” to recognize others for their kindness. These scholars are then recognized during school wide weekly announcements
and receive certificates for their acts of kindness. In addition, the school’s Green Council/Student Council present skits during these
same broadcasts that demonstrate positive character traits. Tijeras Creek’s Green Council is also involved with helping to maintain
our school’s organic garden. The Tijeras Creek’s Student Ambassador Program provides another opportunity for 4th and 5th grade
students to develop positive citizenship and participate in community service for our school. These ambassadors facilitate our
school’s highly successful recycling program by sorting and collecting plastic bottles, cans, and newspapers. They also provide
valuable services before school such as helping with carpool duty, bringing tricycles to the Kindergarten playground, and watering
plants. Both the Green Council and the Student Ambassadors facilitate community outreach projects to raise money or gather
donations for charitable causes such as NEGU (Never Ever Give Up), Stockings for Marines, and the Heifer Project, to name a few.
Technology is integrated into all curricular areas, and scholars begin to use technology as early as kindergarten. Students use
technology as a tool for thinking, learning, communicating, and problem solving. Access to the internet is available in every
classroom. Each classroom has a laptop computer, LCD projector, and document camera. Technology is accessed by students in the
classroom to support the academic standards. Each classroom has 3-4 computers with internet connections. Students also have
access to two computer labs with 34 computers in each lab. Computer based programs such as the Scholastic Reading Inventory,
Scholastic Reading Counts, FasttMath and Envision online math assessments are regularly used by students. Teachers also use the
Illuminate data program to deliver immediate feedback to students on assessments. The data on student progress generated by
these online assessments are an invaluable tool for teachers in guiding their instruction.
For additional information about school and district programs, please visit www.capousd.org or our school web site at http:
tces.capousd.ca.schoolloop.com.
Page 3 of 14
Opportunities for Parental Involvement (School Year 2012-13)
This section provides information on how parents can become involved in school activities, including contact information pertaining
to organized opportunities for parent involvement.
At Tijeras Creek, parent participation is evidenced through a large volunteer program. Parents provide many volunteer hours in the
classrooms, library, and computer lab. Volunteering parents can be found assisting individuals, working with small groups of
children, assisting scholars in the computer lab, checking out library books, reading with students, monitoring students as they work
independently or completing clerical work for the classroom teacher. Our very supportive Parent Teacher Association (PTA) works
hand-in-hand with the school to provide funds for programs which further enrich the school experience for our scholars. At Tijeras
Creek we foster a strong partnership of school, home, and the community through continual home/school communication, parent
and community volunteers, parent education programs, an active PTA, and the seeking of business connections. Our PTA sponsored
Family Fun Nights and parent education nights help to build a strong sense of community. Parent volunteers organize and run a
Book Fair for our scholars, which is a fundraiser and provides high quality books for students to purchase. Our PTA events and other
school events are publicized in the weekly electronic Principal’s Press and on our school website. In addition, teachers post
information about classroom events and classroom assignments on their individual websites that can be accessed through the
school website. This helps to keep our community informed of all school activities. Log on and visit our school on our website at
http: tces.capousd.ca.schoolloop.com. Our PTA funds field trips and on site programs/assemblies for every grade level that support
curriculum standards. The PTA purchases supplemental reading materials, the computers for our library computer lab, maintains
the yearly fees for our web based supplemental programs, purchases playground equipment and much more. They also sponsor
staff development for our teachers and sponsor our school play. Our Meet the Masters Art program and primary music are funded
by our PTA. In addition, they support our school’s organic garden and maintain safety and disaster supplies for our school. Each year
the Boy Scouts, Eagle Scouts, and Girl Scouts have donated their time and played a role in various school beautification projects.
Tijeras Creek also has a Booster Club that supports fundraising to offset the costs of 5th grade science camp and other programs
such as in intervention for scholars who are experiencing reading challenges. Finally, the Education for the Children Foundation gives
our school an average of $9,000/year for grants written by teachers. Parents are involved in all of these organizations.
III. Student Performance
The Standardized Testing and Reporting (STAR) Program consists of several key components, including:
•
California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven;
science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.
•
California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for
grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five
and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from
achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.
•
California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science
for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities
prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.
The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of
these assessments, student scores are reported as performance levels.
For detailed information regarding the STAR Program results for each grade and performance level, including the percent of
students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.
Page 4 of 14
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)
Subject
School
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
English-Language Arts
84
84
80
73
75
74
54
56
55
Mathematics-------
83
86
80
66
67
65
49
50
50
Science-------
92
91
79
78
81
79
57
60
59
History-Social Science
N/A
N/A
N/A
72
73
71
48
49
49
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.
Standardized Testing and Reporting Results by Student Group - Most Recent Year
Group
Mathematics
Science
All Students in the LEA
74
65
79
N/A
All Student at the School
80
80
79
N/A
Male-------
76
80
74
N/A
Female-------
83
81
84
N/A
Black or African American
N/A
American Indian or Alaska Native
N/A
Asian-------
88
82
N/A
Filipino-------
83
92
N/A
Hispanic or Latino
66
71
67
N/A
Native Hawaiian/Pacific Islander
N/A
White-------
81
81
82
N/A
Two or More Races-------
78
83
N/A
Socioeconomically Disadvantaged
71
79
N/A
English Learners-------
N/A
Students with Disabilities
50
50
N/A
Students Receiving Migrant Education Services
N/A
California Physical Fitness Test Results (School Year 2012-13)
The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade
level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding
this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at
http://www.cde.ca.gov/ta/tg/pf/.
Percent of Students Meeting Fitness Standards
Grade
Level
Four of Six Standards
Five of Six Standards
Six of Six Standards
-------5-------
17.1
26.7
46.7
Page 5 of 14
IV. Accountability
Academic Performance Index
The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California.
API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web
page at http://www.cde.ca.gov/ta/ac/ap/.
Academic Performance Index Ranks - Three-Year Comparison
This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide
rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10
means that the school has an API score in the highest ten percent of all schools in the state.
The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of
1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools,
while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.
API Rank
2010
2011
2012
Statewide-------
10
10
10
Similar Schools-------
5
6
7
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
All Students at the School
Actual API Change
2010-11
2011-12
2012-13
4
8
-20
10
7
-22
Asian------Filipino------Hispanic or Latino
White------Two or More Races
English Learners
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.
Page 6 of 14
Academic Performance Index Growth by Student Group - 2013 Growth API Comparison
This table displays, by student group, the number of students included in the API and the 2013 Growth API at the school, LEA, and
state level.
2013 Growth API
Group
School
District
State
# of Students
Growth API
# of Students
Growth API
# of Students
Growth API
356
906
38,387
874
4,655,989
790
5
363
820
296,463
708
5
130
856
30,394
743
Asian-------
17
957
2,113
956
406,527
906
Filipino-------
12
942
632
909
121,054
867
Hispanic or Latino
40
850
9,489
781
2,438,951
744
0
50
866
25,351
774
White-------
259
912
23,502
900
1,200,127
853
Two or More Races
16
913
2,068
915
125,025
824
24
883
9,462
772
2,774,640
743
English Learners
8
5,632
719
1,482,316
721
43
3,737
672
527,476
615
737
Adequate Yearly Progress
The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
•
•
•
•
Participation rate on the state’s standards-based assessments in ELA and mathematics
Percent proficient on the state’s standards-based assessments in ELA and mathematics
API as an additional indicator
Graduation rate (for secondary schools)
For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP
Web page at http://www.cde.ca.gov/ta/ac/ay/.
Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)
AYP Criteria
School
District
Made AYP Overall
No
No
Met Participation Rate: English-Language Arts
Yes
Yes
Met Participation Rate: Mathematics
Yes
Yes
Met Percent Proficient: English-Language Arts
No
No
Met Percent Proficient: Mathematics
No
No
Met API Criteria
Yes
Yes
Met Graduation Rate (if applicable)
N/A
Yes
Page 7 of 14
Federal Intervention Program (School Year 2013-14)
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive
years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and
districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information
about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Indicator
School
Program Improvement Status
District
In PI
First Year of Program Improvement
2010-2011
Year in Program Improvement
Year 3
Number of Schools Currently in Program Improvement
---
8
Percent of Schools Currently in Program Improvement
---
75.0
V. School Climate
Student Enrollment by Grade Level (School Year 2012-13)
Grade Level
Number of Students
Kindergarten-------
54
Grade 1-------
55
Grade 2-------
81
Grade 3-------
84
Grade 4-------
97
Grade 5-------
104
Total Enrollment-------
475
Student Enrollment by Group (School Year 2012-13)
Group
Percent of
Total Enrollment
Group
Percent of
Total Enrollment
Black or African American-------
1.5
White
73.1
American Indian or Alaska Native-----Asian-------
1.1
Two or More Races
5.7
4.6
7.4
Filipino-------
3.2
English Learners
2.1
Hispanic or Latino-------
10.5
9.9
0.0
Page 8 of 14
Average Class Size and Class Size Distribution (Elementary)
2010-11
Grade
Level
2011-12
Avg.
Class
Size
Number of Classrooms
1-20
21-32
K
---------1
14.4
5
28.8
---------2
---------3
---------4
---------5
2012-13
33+
Avg.
Class
Size
33+
Avg.
Class
Size
1-20
21-32
0
0
15.5
2
0
4
0
26.6
26.4
1
4
0
30.7
0
3
31.8
0
5
1-20
0
0
18
3
1
4
0
18
2
31
0
3
0
27
0
32
0
5
0
21
1
33
0
0
3
32
26
1
2
1
32.3
0
1
2
---------Other
Note:
Number of classes indicates how many classes fall into each size category (a range of total students per class).
----------
21-32
33+
1
2
1
2
2
1
2
35
3
School Safety Plan (School Year 2012-13)
This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was
last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan.
Each Capistrano Unified school site has a School Safety Plan, which includes a comprehensive disaster preparedness plan. Copies are
available to read at each school office. Aerial pictures and floor plans of each school site are loaded on all local police unit
computers. Fire drills are held monthly in elementary schools; drop, cover and hold drills are held each semester throughout the
district. Lockdown drills and disaster drill are held once a year.
Suspensions and Expulsions
Rate
Suspensions------Expulsions-------
School
District
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
0.17
0.19
0
3.32
3.10
2.1
0
0
0
0.13
0.15
0.9
Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100.
VI. School Facilities
School Facility Conditions and Planned Improvements (School Year 2013-14)
This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including:
•
•
•
Description of the safety, cleanliness, and adequacy of the school facility
Description of any planned or recently completed facility improvements
Description of any needed maintenance to ensure good repair
Tijeras Creek Elementary is a clean and well-maintained school. Items that are broken or not functioning are quickly repaired by
CUSD’s maintenance department. Two student restrooms have recently been refurbished, and the carpet in the multipurpose room
has been replaced. Primary classrooms were reconfigured to accommodate the increase in primary class size, and carpeting was
replaced in the new larger classrooms. Lawns are regularly cut and maintained. The front of the school has been “beautified” by the
addition of pots of flowers in the front planter by the office. Our Booster Club sponsors tile painting events each year, and these new
tile walls have enhanced our school’s appearance. Grade levels are assigned an area of the school to keep clean. School safety is
priority at Tijeras Creek. Students and teachers regularly participate in fire, earthquake, lockdown, and NIMS drills. Teachers on duty
have walkie talkies so they can quickly report emergency situations to the office. Parent volunteers must sign in and wear their
badges at all times when on campus.
Page 9 of 14
School Facility Good Repair Status (School Year 2013-14)
•
•
•
•
Determination of repair status for systems listed
The year and month in which the data were collected
The Overall Rating
Year and month in which data were collected: 05/08/2012
System Inspected
Repair Status
Repair Needed and
Action Taken or Planned
Good
Fair
Poor
Systems:
Gas Leaks, Mechanical/HVAC, Sewer
[X]
[ ]
[ ]
Interior:
Interior Surfaces
[X]
[ ]
[ ]
Cleanliness:
Overall Cleanliness, Pest/ Vermin Infestation
[X]
[ ]
[ ]
Electrical:
Electrical
[X]
[ ]
[ ]
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
[X]
[ ]
[ ]
Safety:
Fire Safety, Hazardous Materials
[X]
[ ]
[ ]
Structural:
Structural Damage, Roofs
[X]
[ ]
[ ]
Kitchen and building B roof leaks needs repairs.
External:
Playground/School Grounds, Windows/
Doors/Gates/Fences
[X]
[ ]
[ ]
Playgound blacktop has tripping hazards, excessive
weed growth behind building E, F, & G.
Overall Facility Rate
Overall Rating
Exemplary
Good
Fair
Poor
[ ]
[X]
[ ]
[ ]
VII. Teachers
Teacher Credentials
Teachers
School
District
2010-11
2011-12
2012-13
2012-13
With Full Credential
21
20
19
1,968
Without Full Credential
1
1
0
4
Teaching Outside Subject Area of Competence (with full credential)
0
0
0
---
Page 10 of 14
Teacher Misassignments and Vacant Teacher Positions
Indicator
2011-12
2012-13
2013-14
Misassignments of Teachers of English Learners
1
0
0
Total Teacher Misassignments
1
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 2012-13)
The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as
having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area
competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at www.cde.ca.gov/nclb/sr/tq/.
Percent of Classes In Core Academic Subjects
Location of Classes
Taught by Highly Qualified Teachers
Not Taught by Highly Qualified Teachers
This School
100.0
0.0
All Schools in District
96.0
4.0
High-Poverty Schools in District
97.9
2.1
Low-Poverty Schools in District
95.8
4.2
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.
VIII. Support Staff
Academic Counselors and Other Support Staff (School Year 2012-13)
Title
Number of FTE
Assigned to School
Average Number of Students per
Academic Counselor
Academic Counselor------Counselor (Social/Behavioral or Career Development)
---
Library Media Teacher (Librarian)
---
Library Media Services Staff (Paraprofessional)
---
Psychologist-------
---
Social Worker-------
---
Nurse-------
---
Speech/Language/Hearing Specialist
---
Resource Specialist-------
---
Other-------
---
Note: 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.
Page 11 of 14
IX. Curriculum and Instructional Materials
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2013-14)
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: 10/11
Core Curriculum Area
Textbooks and Instructional Materials/
Year of Adoption
From
Most Recent
Adoption?
Percent of Students
Lacking Own
Assigned Copy
0%
Reading/Language Arts
1999- All students are provided an individual
textbook or instructional material as determined by
verification from Textlink, an automated tracking
system - 2011. All textbooks are state-adopted and
standards-based.
Yes
Mathematics
2009 - All students are provided an individual
standards-based.
Yes
Science-------
standards-based.
Yes
0%
standards-based.
Yes
0%
Foreign Language
standards-based.
Yes
0%
Health-------
standards-based.
Yes
0%
Visual and Performing Arts
standards-based.
Yes
0%
Page 12 of 14
X. School Finances
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)
Expenditures Per Pupil
Total
Supplemental/
Restricted
Basic/
Unrestricted
Average
Teacher
Salary
$6,753
$1,901
$4,852
$77,724
District-------
---
---
$5,681
$80,105
Percent Difference: School Site and District
---
---
-14.6
-3.0
State-------
---
---
$5,537
$69,704
Percent Difference: School Site and State
---
---
-12.4
11.5
Level
School Site-------
Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district
or governing board is not considered restricted.
Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at
http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at
http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.
Types of Services Funded (Fiscal Year 2012-13)
This section provides specific information about the types of programs and services available at the school that support and assist
students. For example, this narrative may include information about supplemental educational services related to the school’s
federal Program Improvement (PI) status.
Capistrano Unified School District received fewer dollars per ADA (Average Daily Attendance) than the state average for unified
school districts. Our school district lobbied for equitable funding per student for all school districts in California.
Funds were received from the state and federal governments for school improvement, compensatory education (Title I), English
language learners, migrant services, special education, preschool services, Accelerated Academic Achievement (AAA/GATE), child
welfare and attendance, and instructional and library materials.
The direct school site expenditures covered the basic expenses for teachers, instructional supplies, school site administrators, and
clerical staff. Each school site budget was augmented by additional funds that covered such areas as music, reading, health services,
special education, library media, textbooks, custodial, maintenance, transportation, and other support services. In some instances,
school expenditures were augmented by various categorical funding sources as well as private donations.
We are very concerned with the future of public school funding in California. CUSD remains hopeful that Proposition 98 will no
longer be suspended each time California legislators are short of money. This proposition, voter approved in 1988, guarantees
minimal funding levels for schools.
Page 13 of 14
Teacher and Administrative Salaries (Fiscal Year 2011-12)
District
Amount
State Average for
Districts In Same Category
Beginning Teacher Salary
$48,312
$41,462
Mid-Range Teacher Salary
$72,593
$66,133
Highest Teacher Salary
$97,766
$85,735
Average Principal Salary (Elementary)
$119,056
$107,206
Average Principal Salary (Middle)
$113,244
$111,641
Average Principal Salary (High)
$136,685
$122,628
Superintendent Salary
$275,000
$225,176
Percent of Budget for Teacher Salaries
44.9%
38.3%
Percent of Budget for Administrative Salaries
4.2%
5.1%
Category
For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
XI. Instructional Planning and Scheduling
Professional Development
This section provides information on the number of days provided for professional development and continuous professional growth
in the most recent three year period. Questions that may be answered include:
• What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were
student achievement data used to determine the need for professional development in reading instruction?
• What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance,
individual mentoring, etc.)?
• How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student
performance, and data reporting, etc.)?
In keeping with best practices found in effective schools nationwide, Capistrano Unified School District has created a systems-wide
structure and culture of professional learning communities that is focused on continuous improvement in student learning. The
model for CUSD professional development is a balanced one, ranging from large-scale district-wide professional development
“academies” focused on district initiatives to increase student learning, to site-specific, embedded professional development that is
designed to meet the unique needs of students at each school. Professional development offered is delivered through a number of
structures, including the Professional Development Academy, which is conducted outside of the professional day and/or school
calendar. In addition to the after-school professional development, all schools provide specific release time for embedded
professional development using late start or early release days, also known as ACE time (Articulation and Collaboration for
Excellence) in K-8 schools. Emphasized within all professional development are instructional practices that support identified areas
of need.
Guiding specific professional development plans of each team are annual measurable goals based upon identified areas of need in
student learning, which translate to priorities for teacher training and implementation. These areas are determined through the
analysis of student learning data from multiple sources, including, but not limited to high stakes testing. The targeted goals and the
action plans toward their accomplishment create each team’s yearlong plan for continuous improvement. Teacher teams engage in
ongoing examination of standards-based curriculum, the examination of meaningful assessment data that is formative in nature,
and powerful teaching strategies that get results in student learning. These embedded professional development activities help
prepare teams to provide a differentiated instructional program that meets the needs of all students.
Beginning teachers receive systematic training and support during their first two years of teaching within the CUSD Induction
Program. This program assists new teachers as they build upon the skills they already possess upon entering the field of teaching,
and provides them with support from a veteran teacher. The program is approved by the California State Commission on Teacher
Credentialing and meets the requirements necessary to “clear” teaching credentials. In addition to those activities previously
described, all teachers may receive support, assistance, and opportunities to grow professionally through their participation in
school site learning teams, student study teams, from district resource teachers, and the Peer Assistance and Review Program.
Page 14 of 14
Wagon Wheel Elementary School
•
•
office.
I. Data and Access
DataQuest
Internet Access
School Name-------
Wagon Wheel Elementary School
Street-------
30912 Bridle Path
Coto de Caza, CA 92679
Phone Number------- (949) 589-1953
Principal-------
Kathy Parker
E-mail Address------- kjparker@capousd.org
CDS Code
30-66464-6114524
2012-13 School Accountability Report Card for Wagon Wheel Elementary School
Page 1 of 13
Phone Number------- (949) 234-9200
Web Site-------
www.capousd.org
Building the Future; One Child at a Time is the collaboratively developed theme that runs through Wagon Wheel’s comprehensive
instructional program. Strong academics, scholarly attributes, community service and character education are integrated throughout
the curriculum. Nestled amidst the tapestry of rolling, rustic hills of Trabuco Canyon, the kindergarten through fifth grade school
serves approximately 607 children and is currently celebrating16 years of providing students with a rigorous, challenging education.
Children from all walks of life make up and add to the richness of Wagon Wheel’s student population. It is not uncommon to see
students with special needs working side-by-side with general education peers in the school’s Science Discovery Garden or in
cooperative group activities. Students are provided with clear, measurable standards and outcomes for student conduct. Staff and
parents model the high expectations and attitude required for positive character development, citizenship, respect and
responsibility that serve as the hallmark of Wagon Wheel’s positive school climate. Life skills, character development, cyber
awareness, drug, alcohol, tobacco awareness and anti-bullying are all integrated throughout the curriculum.
The school takes pride in having sustained academic improvement over time. This high level of achievement is an indicator of the
high expectations staff hold for student achievement. Teachers hold themselves accountable for creating and facilitating a learning
environment that is reflective of providing a rigorous, common core standards based curriculum. Individual student learning needs
are addressed through differentiated lesson planning and instruction. Frequent, on-going assessment, study of school data and
subsequent provision of targeted instruction serve as the foundation and core of student learning. These strategies serve as key
components of the school’s mission and vision. The Wagon Wheel Professional Learning Community has student learning and
achievement as its main focus.
Perhaps, one of the most outstanding features of Wagon Wheel Elementary is the high level of parent involvement. An integral part
of the school’s culture, parents, grandparents, retirees and community members volunteer daily to provide support, encouragement
and assistance to students who are in the various stages of mastering key skills. Working jointly with parents and members of the
school community, the Wagon Wheel staff recognizes the importance of establishing and maintaining a strong partnership between
home and school. It is with commitment, firm belief and pride that we function as a truly effective Professional Learning Community,
joining hands to Build the Future; One Child at a Time.
The Wagon Wheel Staff recognizes the significance and value of involving family and community members in setting data-based
rigorous academic goals. Through the establishment of an orderly process for communicating performance expectations at each
grade level, the principal and teachers work to inform and include parents on how best to support the curriculum and overall school
vision. This information is shared in a bulletin that is mailed home prior to the opening of school, in packets sent home on the first
day of school that require parent signature, in e-mails sent home from the principal and teachers, on the school’s and CUSD’s
website, at Back to School Night, during goal setting parent conferences, at School Site Council and PTA meetings, in newsletters or
pre-recorded phone messages, during Open House, in progress and report cards and is outlined in the collaboratively developed
Single School Plan.
Site administration and teachers actively seek out and recruit parent and community volunteers to participate in classroom and
overall school programs. The school offers parents, family, and community members various opportunities to become involved,
including through the PTA, as part of the Wagon Wheel Welcome Wagon, as Room Parent, program chairs, classroom, library,
science, and computer lab volunteers, field trip chaperones, as guest speakers and presenters during assemblies, at Family Fun
Nights, on the School Site Council.
Page 2 of 13
Working jointly with parents and community members, the Wagon Wheel staff keeps parents informed of school goals, student
progress towards meeting Common Core Standards and program effectiveness. Establishing and maintaining a strong partnership
with parents and the community is key to the on-going success of Wagon Wheel’s student body. The nurturing, supportive culture at
Wagon Wheel promotes academic rigor, meaningful instruction, and a love of learning. Strong parent support is evident. It is the
way in which we function as a truly effective Professional Learning Community, joining hands to Build the Future; One Child at a
Time.
•
•
•
Subject
School
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
85
84
82
73
75
74
54
56
55
Mathematics-------
87
84
81
66
67
65
49
50
50
Science-------
88
86
81
78
81
79
57
60
59
N/A
N/A
N/A
72
73
71
48
49
49
Page 3 of 13
Group
Mathematics
Science
74
65
79
N/A
82
81
81
N/A
Male-------
75
81
84
N/A
Female-------
90
80
78
N/A
N/A
N/A
Asian-------
92
96
N/A
Filipino-------
N/A
Hispanic or Latino
74
77
91
N/A
N/A
White-------
81
79
79
N/A
86
86
N/A
31
54
N/A
N/A
61
61
N/A
N/A
Grade
Level
-------5-------
10.1
22.5
58.9
Page 4 of 13
IV. Accountability
API Rank
2010
2011
2012
Statewide-------
9
10
10
2
5
3
Group
Actual API Change
2010-11
2011-12
2012-13
26
-11
-6
26
-17
-9
English Learners
Page 5 of 13
state level.
2013 Growth API
Group
School
District
State
# of Students
Growth API
# of Students
Growth API
# of Students
Growth API
470
919
38,387
874
4,655,989
790
5
363
820
296,463
708
1
130
856
30,394
743
Asian-------
27
2,113
956
406,527
906
Filipino-------
4
632
909
121,054
867
Hispanic or Latino
35
9,489
781
2,438,951
744
0
50
866
25,351
774
976
881
White-------
362
914
23,502
900
1,200,127
853
Two or More Races
34
950
2,068
915
125,025
824
16
801
9,462
772
2,774,640
743
English Learners
12
838
5,632
719
1,482,316
721
61
793
3,737
672
527,476
615
•
•
•
•
AYP Criteria
School
District
Made AYP Overall
No
No
Yes
Yes
Yes
Yes
No
No
No
No
Met API Criteria
Yes
Yes
N/A
Yes
Page 6 of 13
Indicator
School
District
In PI
2010-2011
Year 3
---
8
---
75.0
V. School Climate
Grade Level
Number of Students
Kindergarten-------
73
Grade 1-------
96
Grade 2-------
111
Grade 3-------
112
Grade 4-------
131
Grade 5-------
132
655
Group
Percent of
Total Enrollment
Group
Percent of
Total Enrollment
1.2
White
75.9
0.2
Two or More Races
7.3
5.5
3.1
Filipino-------
0.6
English Learners
2.0
9.0
9.2
0.0
Page 7 of 13
Average Class Size and Class Size Distribution (Elementary)
2010-11
Grade
Level
2011-12
Avg.
Class
Size
1-20
21-32
K
---------1
15.2
6
28.8
---------2
---------3
---------4
---------5
2012-13
33+
Avg.
Class
Size
33+
Avg.
Class
Size
1-20
21-32
0
0
15.5
6
0
4
0
31.7
29.8
0
4
0
31
0
4
29.8
0
4
1-20
0
0
15
5
0
3
0
32
31.8
0
4
0
28
1
0
32
0
4
0
28
1
0
32.3
0
2
2
26
2
32
0
3
2
33.3
0
0
4
---------Other
Note:
Number of classes indicates how many classes fall into each size category (a range of total students per class).
----------
33
21-32
33+
1
2
3
1
2
3
1
3
computers. Fire drills are held monthly in elementary schools; Earthquake drop, cover and hold and stranger on campus drills are
held, at a minimum, each semester. NIMS disaster drills are held once a year.
Rate
School
District
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
Suspensions-------
0
0
0
3.32
3.10
2.1
Expulsions-------
0
0
0
0.13
0.15
0.9
•
•
•
Wagon Wheel Elementary School has 45 classrooms, a multipurpose room, a library and an administration building. The main
campus was built in 1997. Portable classrooms were added in 1998 to accommodate increased enrollment, although enrollment has
since decreased and not all portable classrooms are in use.
The district maintenance staff ensures that the repairs necessary to keep the school in good repair are completed in a timely
manner. A work order process is used to that maintenance orders are addressed. Emergency repairs are given priority. The custodial
staff has developed a cleaning schedule to ensure a clean school facility. Staff, students and parent volunteers take pride in
maintaining a clean and safe campus.
Page 8 of 13
•
•
•
•
The Overall Rating
System Inspected
Repair Status
Good
Fair
Poor
Systems:
[X]
[ ]
[ ]
Interior:
Interior Surfaces
[X]
[ ]
[ ]
Cleanliness:
[X]
[ ]
[ ]
Electrical:
Electrical
[X]
[ ]
[ ]
[X]
[ ]
[ ]
Safety:
[X]
[ ]
[ ]
Structural:
[X]
[ ]
[ ]
External:
Doors/Gates/Fences
[X]
[ ]
[ ]
Repair Needed and
Rooms 5, 10 and 16 roof leaks.
Overall Rating
Exemplary
Good
Fair
Poor
[ ]
[X]
[ ]
[ ]
VII. Teachers
Teacher Credentials
Teachers
School
District
2010-11
2011-12
2012-13
2012-13
24
24
21
1,968
0
0
0
4
0
0
0
---
Page 9 of 13
Indicator
2011-12
2012-13
2013-14
0
0
0
0
0
0
0
0
0
Location of Classes
This School
100.0
0.0
96.0
4.0
97.9
2.1
95.8
4.2
VIII. Support Staff
Title
Number of FTE
Assigned to School
Academic Counselor
Academic Counselor------Counselor (Social/Behavioral or Career Development)
---
---
---
Psychologist-------
---
---
Nurse-------
---
---
---
Other-------
---
time.
Page 10 of 13
Year and month in which data were collected:
Year of Adoption
From
Most Recent
Adoption?
Percent of Students
Lacking Own
Assigned Copy
standards-based.
Yes
0%
Mathematics
standards-based.
Yes
0%
Science-------
standards-based.
Yes
0%
standards-based.
Yes
0%
Foreign Language
standards-based.
Yes
0%
Health-------
standards-based.
Yes
0%
standards-based.
Yes
0%
Page 11 of 13
X. School Finances
Total
Supplemental/
Restricted
Basic/
Unrestricted
Average
Teacher
Salary
$6,265
$1,387
$4,878
$80,190
District-------
---
---
$5,681
$80,105
---
---
-14.1
0.1
State-------
---
---
$5,537
$69,704
---
---
-11.9
15.0
Level
School Site-------
Page 12 of 13
District
Amount
State Average for
$48,312
$41,462
$72,593
$66,133
$97,766
$85,735
$119,056
$107,206
$113,244
$111,641
$136,685
$122,628
$275,000
$225,176
44.9%
38.3%
4.2%
5.1%
Category
of need.
Page 13 of 13
•
•
office.
I. Data and Access
DataQuest
Internet Access
School Name-------
Street-------
25862 Antonio Parkway
Rancho Santa Margarita, CA 92688
Phone Number------- (949) 589-6543
Principal-------
Robert Miller
E-mail Address------- rdmiller@capousd.org
CDS Code
30-66464-6117725
2012-13 School Accountability Report Card for Las Flores Middle School
Page 1 of 13
Phone Number------- (949) 234-9200
Web Site-------
www.capousd.org
Our Mission Is Learning
Our school facilities include 57 classrooms, small group instruction rooms, teacher workrooms, and science labs, as well as labs for
home arts, computers, visual arts, and technology. The facility is equipped with a locker room; a lighted, covered basketball court; a
weight center and dance studio; instrumental and choral music rooms; media center; large multipurpose room; health office;
attendance office, and administrative offices.
Las Flores Middle School has been a California Distinguished School twice and, with an API of 927, is an exciting learning
environment. Technology provides opportunities for students to have access to current news items and data relevant to their
studies. Our computer labs contain Macintosh and PC computers. All classrooms are connected to the Internet, allowing students to
travel beyond the walls of the school. Edline on the web offers parents the ability to check grades and assignments from home.
The focus of our school program is a team approach. Teachers collaborate and review student data regularly. A clearly established
set of academic and behavioral expectations for students are positively recognized and consistently reinforced by our incredible
staff. The focus of our PE program is lifelong fitness. LFMS offers a dynamic electives program including art, home arts, computers,
media, photography, ASB, orchestra, choir, and band.
A student study team meets regularly to design a system of interventions for students who are referred by our staff members. Las
Flores Middle School has a number of unique programs and offerings for students, including a Bear News Network, Medieval Faire,
field trips, and lunchtime activities. Students are also encouraged to compete in the Spelling Bee and Destination Imagination. Our
school also has an active Associated Student Body which organizes fundraisers, dances, assemblies, and spirit activities.
For additional information about school and district programs, please visit www.capousd.org
At our school, parent participation is evidenced through a large volunteer program. Parents provide many volunteer hours in the
classrooms, assisting individual or small groups of children and doing clerical work for the classroom teacher. Our very supportive
Parent Teacher Student Association works hand-in-hand with the school to provide funds and programs which further enrich the
school experience for our students.
From the district level, the CUSD Foundation also provides resources and support to our schools.
Page 2 of 13
•
•
•
Subject
School
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
83
85
86
73
75
74
54
56
55
Mathematics-------
77
80
79
66
67
65
49
50
50
Science-------
92
95
91
78
81
79
57
60
59
86
85
83
72
73
71
48
49
49
Page 3 of 13
Group
Mathematics
Science
74
65
79
71
86
79
92
83
Male-------
84
81
92
82
Female-------
88
77
91
84
69
88
Asian-------
90
88
95
90
Filipino-------
81
84
Hispanic or Latino
79
68
85
75
White-------
88
80
92
83
89
75
92
92
77
66
94
82
58
35
73
English Learners------Students with Disabilities
41
Grade
Level
-------7-------
8.9
23.6
59.6
Page 4 of 13
IV. Accountability
API Rank
2010
2011
2012
Statewide-------
10
10
10
4
5
6
Group
Actual API Change
2010-11
2011-12
2012-13
10
5
-1
41
-9
29
9
5
-3
English Learners
Page 5 of 13
state level.
2013 Growth API
Group
School
District
State
# of Students
Growth API
# of Students
Growth API
# of Students
Growth API
1,117
934
38,387
874
4,655,989
790
16
925
363
820
296,463
708
7
130
856
30,394
743
Asian-------
71
971
2,113
956
406,527
906
Filipino-------
32
940
632
909
121,054
867
Hispanic or Latino
121
896
9,489
781
2,438,951
744
50
866
25,351
774
0
White-------
808
937
23,502
900
1,200,127
853
Two or More Races
61
934
2,068
915
125,025
824
76
901
9,462
772
2,774,640
743
English Learners
36
860
5,632
719
1,482,316
721
76
720
3,737
672
527,476
615
•
•
•
•
AYP Criteria
School
District
Made AYP Overall
No
No
Yes
Yes
Yes
Yes
Yes
No
No
No
Met API Criteria
Yes
Yes
N/A
Yes
Page 6 of 13
Indicator
School
District
In PI
2010-2011
Year 3
---
8
---
75.0
V. School Climate
Grade Level
Number of Students
Grade 6-------
361
Grade 7-------
377
Grade 8
406
1,144
Percent of
Total Enrollment
Group
Percent of
Total Enrollment
Group
1.7
White
72.0
0.6
Two or More Races
5.5
6.4
6.8
Filipino-------
2.8
English Learners
3.4
10.8
6.6
0.0
Average Class Size and Class Size Distribution (Secondary)
2010-11
Avg.
Class
Size
1-22
23-32
English---------------Mathematics
27.8
4
29.8
---------Science---------------Social Science
Subject
2011-12
33+
Avg.
Class
Size
1-22
23-32
20
6
29.8
3
3
12
12
27.6
30
1
14
12
29.1
2
16
10
2012-13
33+
Avg.
Class
Size
1-22
23-32
33+
9
14
31
2
7
16
6
10
12
29
4
11
12
31.7
1
8
15
33
1
4
19
33
0
7
16
33
1
5
18
Note: 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.
Page 7 of 13
computers. Fire drills are held monthly in elementary schools; drop, cover and hold drills are held each semester throughout the
district. Lockdown drills and disaster drill are held once a year.
Rate
School
District
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
Suspensions-------
1.83
3.25
0
3.32
3.10
2.1
Expulsions-------
0.08
0
0
0.13
0.15
0.9
•
•
•
Las Flores Middle School has 57 classrooms, a multipurpose room, library, a girls’ and boys’ locker room, covered basketball court,
and an administration building. The main campus was built in 1997. The two-story classroom building was added in 1999. Portable
classrooms were added in 1998 and a few have been added every year through 2003.
The district maintenance staff ensures that the repairs necessary to keep the school in good repair are completed in a timely
manner. A work order process is used to ensure services and emergency repairs are given high priority. The custodial staff has
developed a cleaning schedule to ensure a clean school.
Page 8 of 13
•
•
•
•
The Overall Rating
System Inspected
Repair Status
Good
Fair
Poor
Systems:
[X]
[ ]
[ ]
Interior:
Interior Surfaces
[X]
[ ]
[ ]
Cleanliness:
[X]
[ ]
[ ]
Electrical:
Electrical
[X]
[ ]
[ ]
[X]
[ ]
[ ]
Safety:
[X]
[ ]
[ ]
Structural:
[X]
[ ]
[ ]
External:
Doors/Gates/Fences
[X]
[ ]
[ ]
Repair Needed and
Overall Rating
Exemplary
Good
Fair
Poor
[X]
[ ]
[ ]
[ ]
VII. Teachers
Teacher Credentials
Teachers
School
District
2010-11
2011-12
2012-13
2012-13
44
46
42
1,968
0
0
0
4
1
0
0
---
Page 9 of 13
Indicator
2011-12
2012-13
2013-14
6
2
2
6
2
0
0
0
0
Location of Classes
This School
99.4
0.6
96.0
4.0
97.9
2.1
95.8
4.2
VIII. Support Staff
Number of FTE
Assigned to School
Academic Counselor
Academic Counselor-------
1
1,201
Counselor (Social/Behavioral or Career Development)
1
---
0
---
1
---
Psychologist-------
0
---
0
---
Nurse-------
0
---
0
---
0
---
Other-------
0
---
Title
time.
Page 10 of 13
Year of Adoption
From
Most Recent
Adoption?
Percent of Students
Lacking Own
Assigned Copy
Yes
0%
standards-based.
Mathematics
standards-based.
Science-------
standards-based.
Yes
0%
standards-based.
Yes
0%
Foreign Language
standards-based.
Yes
0%
Health-------
standards-based.
Yes
0%
standards-based.
Yes
0%
Page 11 of 13
X. School Finances
Total
Supplemental/
Restricted
Basic/
Unrestricted
Average
Teacher
Salary
$6,980
$1,511
$5,469
$79,539
District-------
---
---
$5,681
$80,105
---
---
-3.7
-0.7
State-------
---
---
$5,537
$69,704
---
---
-1.2
14.1
Level
School Site-------
Page 12 of 13
District
Amount
State Average for
$48,312
$41,462
$72,593
$66,133
$97,766
$85,735
$119,056
$107,206
$113,244
$111,641
$136,685
$122,628
$275,000
$225,176
44.9%
38.3%
4.2%
5.1%
Category
of need.
Page 13 of 13
Tesoro High School
•
•
office.
I. Data and Access
DataQuest
Internet Access
School Name-------
Tesoro High School
Street-------
1 Tesoro Creek Road
Las Flores, CA 92688
Phone Number------- (949) 234-5310
Principal-------
Marc Patterson
E-mail Address------- mbpatterson@capousd.org
CDS Code
30-66464-3030756
2012-13 School Accountability Report Card for Tesoro High School
Page 1 of 17
Phone Number------- (949) 234-9200
Web Site-------
www.capousd.org
Tesoro High School, Capistrano Unified’s fifth high school, opened its doors in the fall of 2001. Currently Tesoro serves
approximately 2,400 students in Grades 9-12 and served just fewer than 3,100 at its peak. An extensive program in academics,
including college prep and advanced courses, special education services, athletics, and fine and performing arts, are available to all
students. Tesoro provides technology and computer access throughout the campus. Specially designed classrooms for physics,
advanced mathematics, digital photography, video production, graphic arts, and several computer labs support instruction and
learning.
Tesoro High School has built many support systems into the daily schedule. The school operates on a block schedule. While students
have six classes in their schedule, they attend only three classes per day, every other day. This reduces the load to approximately 75
to 100 students per day per teacher. Included in the schedule is a forty-minute period, called “tutorial”. Three days a week students
attend tutorial in any class of their choice. Students use this time to get extra help from their teacher, make up labs and tests, or
work on projects. Each student is assigned a certificated staff member with whom they meet weekly in their homeroom class for
four years. Focusing on the forty developmental assets, the homeroom program provides a venue to hold individual students
accountable for grades, to discuss study skills, and to develop lasting and meaningful connections between staff and students,
thereby making a large school seem small.
A continuously refined component to the homeroom program is IMPACT, a student mentoring program. Approximately 175 handselected juniors and seniors are trained on a weekly basis to work with all freshmen in the Homeroom classes over the Fall semester.
The IMPACT program focuses on the key transition from middle to high school and provides structure and leadership training to
upper-class students who in turn work with freshman in a mentoring capacity.
Tesoro High School benefits from three very active community groups: The Education for the Children Foundation, PTSA. and Tesoro
Titan Foundation. All three work hard to support individual teacher programs by providing mini-grants to teachers. In addition, the
parents and community have provided a host of volunteers to serve in the library, the copy room, and the computer labs every day.
Getting parents and community members to serve on advisory boards, such as Site Council, Science Olympiad, and Mock Trial, has
proven to be nearly effortless.
As a Professional Learning Community, Tesoro High School provides an atmosphere where teachers collaborate regularly on vertical
and horizontal curricular teams working on standards-based curriculum maps, assessment tools, and teaching methodologies. Team
goals are based on standards-based test results. The vision of Tesoro High School is that it becomes a school where every student’s
needs are met in an environment where all adults and students consistently do the right and proper thing.
For additional information about school and district programs, please visit www.capousd.org
At our school, parent participation is evidenced through a large volunteer program. Parents provide many volunteer hours in the
classrooms, assisting individual or small groups of children and doing clerical work for the classroom teacher. Our very supportive
Parent Teacher Student Association (PTSA) works hand-in-hand with the school to provide funds and programs, which further enrich
the school experience for our students. Our recently created Tesoro Titan Foundation has funded a computer lab, teacher
conferences, and instructional technology for individual teachers.
From the district level, the CUSD Foundation also provides resources and support to our schools.
Page 2 of 17
•
•
•
Subject
School
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
77
81
79
73
75
74
54
56
55
Mathematics-------
56
59
55
66
67
65
49
50
50
Science-------
83
82
80
78
81
79
57
60
59
79
81
78
72
73
71
48
49
49
Page 3 of 17
Group
Mathematics
Science
74
65
79
71
79
55
80
78
Male-------
76
58
79
82
Female-------
83
51
80
74
64
57
Asian-------
87
79
87
79
Filipino-------
81
54
92
73
Hispanic or Latino
69
51
61
72
White-------
80
53
81
78
86
56
76
82
68
42
59
59
5
21
40
35
15
44
37
California High School Exit Examination
The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results
of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or
advanced) in ELA and mathematics to compute AYP designations required by the federal Elementary and Secondary Education Act
(ESEA), also known as No Child Left Behind (NCLB).
For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/.
California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison
Subject
School
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
82
76
75
75
73
76
59
56
57
Mathematics
76
77
78
69
72
74
56
58
60
Page 4 of 17
California High School Exit Examination Grade Ten Results by Student Group – Most Recent Year
Group
Mathematics
Not
Proficient
Proficient
Advanced
Not
Proficient
Proficient
Advanced
24
27
48
26
42
32
25
30
45
22
43
35
Male-------
32
33
35
22
44
34
Female-------
18
27
55
22
41
37
Asian-------
13
10
77
6
19
74
Filipino-------
14
29
57
7
50
43
Hispanic or Latino
48
17
35
38
44
18
White-------
24
33
43
21
44
35
Two or More Races
12
41
47
29
47
24
45
20
36
40
46
14
76
15
10
68
20
12
English Learners------Students with Disabilities
Grade
Level
-------9-------
10.3
19.7
64.6
Page 5 of 17
IV. Accountability
API Rank
2010
2011
2012
Statewide-------
10
10
10
6
7
7
Group
Actual API Change
2010-11
2011-12
2012-13
7
9
-14
2
2
-22
19
1
-10
5
11
-18
1
English Learners
33
37
-6
Page 6 of 17
state level.
2013 Growth API
Group
School
District
State
# of Students
Growth API
# of Students
Growth API
# of Students
Growth API
1,723
882
38,387
874
4,655,989
790
12
865
363
820
296,463
708
3
130
856
30,394
743
Asian-------
116
934
2,113
956
406,527
906
Filipino-------
41
910
632
909
121,054
867
Hispanic or Latino
206
835
9,489
781
2,438,951
744
50
866
25,351
774
White-------
2
1,283
882
23,502
900
1,200,127
853
Two or More Races
60
902
2,068
915
125,025
824
161
819
9,462
772
2,774,640
743
English Learners
56
721
5,632
719
1,482,316
721
139
674
3,737
672
527,476
615
•
•
•
•
AYP Criteria
School
District
Made AYP Overall
No
No
Yes
Yes
Yes
Yes
No
No
No
No
Met API Criteria
Yes
Yes
Yes
Yes
Page 7 of 17
Indicator
School
District
In PI
2010-2011
Year 3
---
8
---
75.0
V. School Climate
Grade Level
Number of Students
Grade 9-------
567
Grade 10-------
601
Grade 11-------
623
Grade 12-------
608
2,399
Percent of
Total Enrollment
Group
Percent of
Total Enrollment
Group
1.0
White
73.2
0.3
Two or More Races
3.3
6.9
8.8
Filipino-------
2.3
English Learners
3.1
12.7
7.5
0.2
Average Class Size and Class Size Distribution (Secondary)
2010-11
Avg.
Class
Size
1-22
23-32
English---------------Mathematics
31.1
12
28.1
---------Science---------------Social Science
Subject
2011-12
33+
Avg.
Class
Size
1-22
23-32
12
48
29
15
15
22
33
28.8
33.2
2
13
38
32.7
6
4
34
2012-13
33+
Avg.
Class
Size
1-22
23-32
33+
17
44
25
25
19
48
14
28
30
28
17
19
44
30.3
6
20
32
34
2
17
38
30.5
8
2
35
32
9
9
47
Note: 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.
Page 8 of 17
A comprehensive safety plan is in place and is updated multiple times each year. Aerial pictures and floor plans of each school site
are loaded on all local police unit computers. The plan involves emergency preparedness for natural disasters as well as for a
potential school shooter. Staff members are trained to handle a wide range of emergencies and the entire school population
participates in bi-annual drills. After each drill, feedback is used to update the school safety plan. The school staff continues to work
collaboratively with district office staff, the Orange County Sheriff’s Department, students, parents, and community leaders to
update and improve the plan as well as raise funds, obtain necessary safety equipment and food and water, and store these items
on campus.
Additionally, school administrators work closely with the School Mobile Assessment Resource Team (SMART) to thoroughly
investigate threats of harm. School officials help foster lines of open communication with students and parents to create a climate
where individuals feel comfortable reporting inappropriate activity, such as bullying and threats. School staff members take a strong
stand against any kind of bullying and threatening behavior and investigate such matters fully.
Rate
School
District
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
Suspensions-------
2.95
3.28
0.04
3.32
3.10
2.1
Expulsions-------
0.2
0.08
0
0.13
0.15
0.9
•
•
•
Tesoro High School opened in 2001 and was completed in 2003. The school consists of 104 classrooms, two Gymnasiums, Theater,
Library, Career Center, two Music rooms, boys’ and girls’ Locker Rooms, Food Court, Weight Room, Pool, Stadium, and
Administrative Building. Tesoro received an all-weather track and field surface in the stadium in 2006. While the school is still new,
the need for repairs does arise. A work order process is used to ensure that any needed repairs are attended to on a timely basis.
The district Maintenance staff coordinates follow-up on the work orders. Safety concerns receive the highest priority from the
school staff and district Maintenance. The custodial staff maintains a consistent schedule to ensure that the school is clean.
In 2007, the school received a donation for 20 permanent benches for outdoor student seating. In addition, 26 outdoor lunch tables
were installed. Eight additional permanent benches were donated in 2010. Two large shade structures were installed in February
2008. A dedicated science computer lab was completed in spring 2008. Banners and building signage were added in 2011 and 2012.
Page 9 of 17
•
•
•
•
The Overall Rating
System Inspected
Repair Status
Good
Fair
Poor
Systems:
[X]
[ ]
[ ]
Interior:
Interior Surfaces
[X]
[ ]
[ ]
Cleanliness:
[X]
[ ]
[ ]
Electrical:
Electrical
[X]
[ ]
[ ]
[X]
[ ]
[ ]
Safety:
[X]
[ ]
[ ]
Structural:
[X]
[ ]
[ ]
External:
Doors/Gates/Fences
[X]
[ ]
[ ]
Repair Needed and
Stadium fountain needs cleaning.
Baseball (lower) fountain needs cleaning bird feces.
Overall Rating
Exemplary
Good
Fair
Poor
[X]
[ ]
[ ]
[ ]
VII. Teachers
Teacher Credentials
Teachers
School
District
2010-11
2011-12
2012-13
2012-13
88
106
96
1,968
0
0
0
4
0
0
1
---
Page 10 of 17
Indicator
2011-12
2012-13
2013-14
8
0
0
8
0
0
0
0
0
Location of Classes
This School
94.4
5.6
96.0
4.0
97.9
2.1
95.8
4.2
VIII. Support Staff
Number of FTE
Assigned to School
Academic Counselor
Academic Counselor-------
3
2,475
Counselor (Social/Behavioral or Career Development)
1
---
0
---
2
---
Psychologist-------
0
---
0
---
Nurse-------
0
---
0
---
0
---
Other-------
0
---
Title
time.
Page 11 of 17
Year of Adoption
From
Most Recent
Adoption?
Percent of Students
Lacking Own
Assigned Copy
Yes
0%
standards-based.
Mathematics
standards-based.
Science-------
standards-based.
Yes
0%
standards-based.
Yes
0%
Foreign Language
standards-based.
Yes
0%
Health-------
standards-based.
Yes
0%
standards-based.2008 - All students are provided an
individual textbook or instructional material as
determined by verification from Textlink, an
automated tracking system - 2011. All textbooks are
state-adopted and standards-based.
Yes
0%
Page 12 of 17
X. School Finances
Total
Supplemental/
Restricted
Basic/
Unrestricted
Average
Teacher
Salary
$6,861
$1,639
$5,222
$79,082
District-------
---
---
$5,681
$80,105
---
---
-8.1
-1.3
State-------
---
---
$5,537
$69,704
---
---
-5.7
13.5
Level
School Site-------
Page 13 of 17
District
Amount
State Average for
$48,312
$41,462
$72,593
$66,133
$97,766
$85,735
$119,056
$107,206
$113,244
$111,641
$136,685
$122,628
$275,000
$225,176
44.9%
38.3%
4.2%
5.1%
Category
XI. School Completion and Postsecondary Preparation
Admission Requirements for California’s Public Universities
University of California
Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the
top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified
college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are
adequately prepared for University-level work.
For general admissions requirements, please visit the UC Admissions Information Web page at
http://www.universityofcalifornia.edu/admissions/.
California State University
Eligibility for admission to the California State University (CSU) is determined by three factors:
•
•
•
Specific high school courses
Grades in specified courses and test scores
Graduation from high school
Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the
number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most
CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are
historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at
http://www.calstate.edu/admission/admission.shtml.
Dropout Rate and Graduation Rate
Indicator
School
District
State
2009-10
2010-11
2011-12
2009-10
2010-11
2011-12
2009-10
2010-11
2011-12
Dropout Rate
0.10
0.80
0.20
1.60
1.80
1.80
16.60
14.70
13.10
Graduation Rate
99.70
97.59
98.09
98.05
96.66
96.89
80.53
77.14
78.73
Page 14 of 17
Completion of High School Graduation Requirements
This table displays, by student group, the number of students who were a part of the school’s most recent graduating class for which
CDE has available data and meet all state and local graduation requirements for grade twelve completion, including having passed
both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption.
Group
Graduating Class of 2012
School
District
State
All Students
571
3,952
418,598
11
51
28,078
3
16
3,123
Asian-------
43
235
41,700
Filipino-------
20
83
12,745
Hispanic or Latino
70
842
193,516
1
7
2,585
White-------
411
2550
127,801
Two or More Races
12
166
6,790
36
773
217,915
English Learners
15
367
93,297
27
209
31,683
Career Technical Education Programs (School Year 2012-13)
This section provides information about Career Technical Education (CTE) programs including:
•
•
•
•
•
Programs and classes offered that are specifically focused on career preparation and or preparation for work
How these programs and classes are integrated with academic courses and how they support academic achievement
How the school addresses the needs of all students in career preparation and/or preparation for work, including needs unique
to defined special populations of students
The measurable outcomes of these programs and classes, and how they are evaluated
State the primary representative of the district’s CTE advisory committee and the industries represented on the committee
Preparation of students to enter the workforce begins in Grade 9 with completion of a required course entitled “College and Career
Preparation (CCP).” In this course, students research and present information using digital tools on potential career choices,
including one that doesn’t require post-secondary education and one that does. Students also learn job searching, job application,
resumé building, and interviewing techniques. Further, students learn the basics of job retention skills, including those strongly
recommended by the SCANS Report of 1991 and the Partnership for the 21st Century.
In Grades 10 and 11 students are encouraged to enroll in a Career Technical Education (CTE) course of their choice. Each District
approved CTE course is compliant with the California State CTE Curriculum Model Curriculum Standards and Curriculum Framework.
Each of the State’s 15 industry sectors and 58 pathways contain guidance for teachers about the preparation of students to reach
“industry level” standards at the time of graduation. All District CTE teachers receive annual staff development to ensure that they
are aware of and know how to implement the latest industry sector standards in their respective career pathway.
The District maintains two school-to-career, tech/prep academies certified by the California Department of Education as California
Partnership Academies. These specialized pathways provide students with internships between the student’s junior and senior year
of high school. In addition to these academies, there are several other pathways existing at the District’s comprehensive high
schools.
The District’s Carl Perkins strategic (five-year) and annual plans are annually reviewed and approved by the California Department of
Education as meeting or exceeding the State’s curriculum and content standards. In addition to District CTE pathway courses,
students in Grades 11 and 12 have the opportunity to take coursework through the South Coast Regional Occupation Program
(ROP). Recently employed or retired industry professionals with specialized credentials teach these courses. The highlight of
participating in ROP is the opportunity to engage in job shadowing, internships, and apprenticeships in various industry sectors and
pathways.
Page 15 of 17
Finally, in Grades 10 through 12, students have the opportunity to take CTE courses that are available at Saddleback College for high
school and college credit. The District maintains a 2+2 Tech/Prep agreement with Saddleback, providing students opportunities to
take high school classes that eventually count for college credit when students transfer to Saddleback College. Additionally, the
District maintains a Concurrent College Studies Agreement with Saddleback, which permits students to take over 200 college courses
for high school and college credit concurrently. Many of these courses are CTE in nature and most articulate to college awarded and
industry recognized certificate programs that lead to immediate employment or promotion with an employment sector. Both CTE
and articulated courses available to high school students are reflected in each school’s curriculum guide.
Career Technical Education Participation (School Year 2012-13)
CTE Program
Participation
Measure
Number of pupils participating in CTE
696
% of pupils completing a CTE program and earning a high school diploma
100%
% of CTE courses sequenced/articulated between the school/institutions of postsecondary education
97.52%
Courses for University of California and/or California State University Admission
UC/CSU Course Measure
Percent
2012-13 Students Enrolled in Courses Required for UC/CSU Admission
74.5
2011-12 Graduates Who Completed All Courses Required for UC/CSU Admission
57.6
Advanced Placement Courses (School Year 2011–12)
Subject
Number of AP Courses Offered*
Percent of Students In AP Courses
Computer Science
6
---
English-------
2
---
Fine and Performing Arts
7
---
Foreign Language
5
---
Mathematics
6
---
Science-------
5
---
Social Science
2
---
All courses
33
11.5
* Where there are student course enrollments.
Page 16 of 17
XII. Instructional Planning and Scheduling
of need.
Page 17 of 17

Coto De Caza

Transcription

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