alexico unified school district jefferson elementary school€¦ · california public school. under...

1Jefferson Elementary School Published: February 2018

SARC InformationEvery school in California is required by state law to publish a School Accountability Report Card (SARC) by February 1st of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all Local Educational Agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in a LCAP is to be consistent with data reported in the SARC.

• For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/.

• To view this SARC online at the school and/or LEA websites.• For more information about the LCFF or LCAP, see the CDE LCFF Webpage at http://www.cde.ca.gov/

fg/aa/lc/. • For additional information about the school, parents and community members should contact the school

principal or the district office.

District Vision & Mission Statement

Vision:We will create academic pathways and a supportive environment that empowers our students to realize their potential and dreams.

Mission:We are committed to increase student achievement through a purposeful and effective instructional program that engages all students in academically rigorous learning. All staff will be supported in the development of knowledge and skills to enhance professional practices that lead to the academic achievement of our students. Parents, community and staff will work collaboratively to support students in achieving their personal, social and career goals.

School Vision StatementJefferson Elementary School will become a safe, positive, clean, and caring environment where students will be motivated to pursue academic excellence. Staff will collaborate and communicate in a respectful and supportive manner guided by the goals of its mission to ensure students’ academic success. The school will strive to achieve success and take great pride in celebrating its accomplishments. The staff at Jefferson School will be known for its unity, team work, high ethic standards, and leadership roles. The staff will continue to refine and embrace practices that will impact student achievement.

Students will enjoy a high quality education with built-in intervention systems and access to advanced technology. Students’ achievements will be measured by assessments that will continually drive instruction. In collaboration with the community, Jefferson School will empower parents to support their children in their social and academic needs. Through this joint endeavor, students will become respectful individuals that will share their knowledge, skills, and values as productive citizens in their community.

AdministrationCarlos R. Gonzales

Interim [email protected]

Alejandro AviñaPrincipal

[email protected]

District Office901 Andrade AvenueCalexico, CA 92231

(760) 768-3888http://www.cusdk12.org/

Board of TrusteesEnrique Alvarado

President

Michael CastilloVice President/Clerk

Ciro C. CalderonMember

Lorenzo Calderon, Jr.Member

Richard RomeroMember

C Jefferson Elementary School

a l e x i c o U n i f i e d S c h o o l D i s t r i c t

2016-2017 School Accountability Report CardPublished in the 2017-2018 School Year

1120 E. Seventh Street • Calexico, CA 92231 • (760) 768-3812Serving Grades Kindergarten through Six

CDS Code: 13-63099-6008361


School Mission StatementOur mission at Jefferson Elementary is to ensure high levels of academic achievement for all students through enriching learning experiences and student engagement in a positive and nurturing school environment.

District & School Profile (School Year 2016-17)The Calexico Unified School District is located in the City of Calexico which is within walking distance of the international border. The City of Calexico is located within Imperial County which lies in the extreme southeastern desert region of California.

The district consists of seven elementary schools, two junior high schools, one comprehensive high school, one continuation high school, and one independent studies program.

Jefferson Elementary School serves kindergarten through sixth grade students. The school is committed to raising student achievement, providing students with the skills necessary to succeed in life, and providing a quality education that promotes high expectations and positive self-esteem for all students and staff.

School Enrollment (School Year 2016-17)The charts display school enrollment broken down by student group and grade.

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 AssignmentThe district recruits and employs qualified credentialed teachers. This chart shows information about teacher credentials.

Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year.

School Facilities (School Year 2017-18)Jefferson Elementary School was originally constructed in 1968 and it underwent an Earthquake and Modernization project that was completed in the Spring of 2012. The campus is currently comprised of 23 permanent classrooms, 10 portable classrooms, a library, a staff lounge, a multi-purpose room, a large playground, and a computer lab. The school recently added a shade structure to the field for added shade, and a new modular/trailer was added to the campus.

Cleaning ProcessThe principal works daily with two custodian staff members and a part-time groundskeeper to ensure classrooms, restrooms, and campus grounds are kept clean and safe.

Maintenance and Repair Jefferson Elementary School provides a safe and clean environment for students, staff, and volunteers. The district administers a scheduled maintenance program, including regular facilities inspections, to ensure that all classrooms and facilities are well-maintained and in good repair. A work order process immediately alerts district personnel of any maintenance needed to be performed and ensures that emergencies are given the highest priority.

Enrollment Trend by Grade Level2014-15 2015-16 2016-17

K 111 120 118

1st 109 99 112

2nd 111 104 98

3rd 106 118 105

4th 87 99 105

5th 107 87 104

6th 94 106 98

Enrollment by Student Group2016-17

Percentage

Asian 0.1%

Hispanic or Latino 99.5%

White 0.4%

EL Students 82.8%

Socioeconomically Disadvantaged 84.5%

Students with Disabilities 6.6%

Foster Youth 0.9%

Teacher Credential StatusSchool District

15-16 16-17 17-18 17-18

Fully Credentialed 31 30 34 414

Without Full Credentials 2 1 1 16

Teaching Outside Subject Area of Competence (with full credential)

0 0 0 0

Misassignments/Vacancies15-16 16-17 17-18

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 0 0 0


The facility strongly supports teaching and learning through its ample classroom and playground space. Work orders have been submitted for all deficiencies noted in the chart. The chart displays the results of the most recent facilities inspection completed on September 5, 2017.

Instructional Materials (School Year 2017-18)Calexico Unified School District held a public hearing on October 12, 2017, and determined that each school within the district has sufficient and good quality textbooks, instructional materials, or science lab equipment, pursuant to the settlement of Williams vs. the State of California.

All students, including English Learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects and foreign languages for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the State Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the state are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption.

The table displays information collected in February 2018 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.

The district also uses supplemental ELD instructional materials for grades K-6. These include materials from SRA/McGraw-Hill (grades K-2) and Ballard and Tighe (for grades 3-6). Note: The district does not have a formal textbook adoption for health and visual/performing arts.

School Facility ConditionsDate of Last Inspection: 09/05/2017

Overall Summary of School Facility Conditions: Good

Items Inspected Facility Component System Status Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

Cafeteria w/RR: Tile is lifting. Crack in corner on southwest wall. North wall in restroom is cracking. Women’s RR next to Rm 19:

Tile above stalls is buckling. Rm 32 Library: Carpet is wrinkling and separating. Rm 37 2nd Grade: Carpet is wrinkling. Girls RR next to

Rm 13: Clean out cover is missing. Crack in east wall. Boys RR next to Rm 13: Crack in northwest tile and by the door. Men’s RR next to

Rm 19: crack in all four corners.

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical XCafeteria w/RR: Handicap lift was left on. There is no up-to-date

weekly sheet for the lift. Kitchen: A refrigerator is not working. Need a light switch cover in storage room.

Restrooms/Fountains X Boys RR next to Rm 6: Activator button on faucet is missing.

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X

External (Grounds, Windows, Doors, Gates, Fences)

X

Rm 29 3rd Grade: Ramp outside is peeling. Rm 32 Library: Ramp is peeling. Kinder Playground: There is no fall zone under the swings or equipment. Rm 20 6th Grade: Gate by the portable is broken.

Men’s RR next to Rm 19: Asphalt outside presents tripping hazard.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

YearFrom Most

Recent Adoption%

Lacking

K-6 History/Social Science Houghton Mifflin 2006 Yes 0.0%

6th Mathematics College Preparatory Mathematics (CPM) 2015 Yes 0.0%

K-6 Mathematics Go Math! 2015 Yes 0.0%

K-5 Mathematics Houghton Mifflin 2008 Yes 0.0%

K-6 Reading/Language Arts Houghton Mifflin 2002 Yes 0.0%

K-6 Reading/Language Arts/ELD Houghton Mifflin 2003 Yes 0.0%

K-6 Reading/Language Arts/ELD Houghton Mifflin 2002 Yes 0.0%

K-6 Science MacMillan/ McGraw Hill 2007 Yes 0.0%


B. Pupil Outcomes State Priority: Pupil Achievement

The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):

• Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

• The percentage of students 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

California Assessment of Student Performance and Progress (CAASPP)The California Assessment of Student Performance and Progress (CAASPP) includes computer-based assessments. The computer-based assessments are the Smarter Balanced English Language Arts/Literacy (ELA) and Mathematics tests, administered to grades three through eight and eleven. There is also the optional Standards-based Tests in Spanish (STS) for Reading/Language Arts (RLA).

In the 2014-15 and 2015-16 school years, the Science assessments were paper-pencil tests for grades five, eight, and ten: the California Standards Tests (CSTs) for Science, the California Modified Assessment (CMA) for Science, and California Alternate Performance Assessment (CAPA) for Science. During the 2016–17 school year, the new California Science Test was pilot tested. This pilot test replaced the California Standards Tests and California Modified Assessment for Science. Because this was a pilot year, no Science scores will be disclosed.

The Smarter Balanced Assessment System utilizes computer-adaptive tests and performance tasks that allow students to show what they know and are able to do. Smarter Balanced summative assessment results include student scores, achievement levels, and descriptors that describe performance. These assessment results are only one of several tools used to measure a student’s academic performance in ELA/Literacy and mathematics. Smarter Balanced assessment results are most appropriately interpreted alongside other available information about a student’s academic achievement, including such measures as District assessments, classroom assignments and grades, classrooms tests, report cards, and teacher feedback.

For 2015–16 and 2016–17, this section includes the school, district, and state information on the percent of students meeting or exceeding the State standards on the California Assessment of Student Performance and Progress (CAASPP) Smarter Balanced Summative Assessments and California Alternate Assessments (CAAs) for English language arts/literacy (ELA) and mathematics for grades three through eight and grade eleven. It also displays Science scores (grades 5, 8, and 10) for 2014-15 and 2015-16.

The following table displays information on student achievement by student groups for the school in ELA and Mathematics with all grades combined (grades three through eight and eleven).

California Assessment of Student Performance and Progress Percent of Students Meeting or Exceeding the State Standards

Subject School District State

2015 2016 2017 2015 2016 2017 2015 2016 2017

English Language Arts/Literacy (Grades 3-8 and 11) -- 17 22 -- 27 28 -- 48 48

Mathematics (Grades 3-8 and 11) -- 14 19 -- 18 19 -- 36 37

Science (Grades 5, 8, and 10) 12 11 -- 25 24 -- 56 54 --

California Assessment of Student Performance and Progress English-Language Arts Mathematics

Student Groups Total Enrollment

Number Tested

Percent Tested

% Met or Exceeded

CA Standard

Number Tested

Percent Tested

% Met or Exceeded

CA Standard

All Students 423 410 96.93 22.2 414 97.87 18.84

Male 207 203 98.07 19.21 205 99.03 20.98

Female 216 207 95.83 25.12 209 96.76 16.75

Hispanic or Latino 420 408 97.14 21.81 412 98.10 18.45

Socioeconomically Disadvantaged 369 357 96.75 18.49 361 97.83 15.51

English Learners 384 375 97.66 20.8 378 98.44 18.78

Students with Disabilities 39 39 100.00 15.38 39 100.00 10.26


Note: ELA test results include the Smarter Balanced Summative Assessment and the California Alternate Assessment. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

State Priority: Other Pupil OutcomesThe SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):

• Pupil outcomes in the subject area of physical education

Physical Fitness (School Year 2016-17)In the spring of each year, Jefferson Elementary School is required by the state to administer a physical fitness test to all students in fifth grade. The physical fitness test measures each student’s ability to perform fitness tasks in six major areas. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the “healthy fitness zone” (HFZ).

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 school site.

Parent Involvement (School Year 2017-18)Parents and the community are very supportive of the educational program at Jefferson Elementary School. Parents are very active at the school site, participating in Back-To-School Night, Open House, parent-teacher conferences, classroom visitations, Individualized Education Plan (IEP) meetings, Student Study Team (SST) meetings, parent training sessions, school fund-raising, and volunteering within the classrooms. Parents are also encouraged to participate in the following committees: School Site Council, English Language Advisory Council (ELAC), Migrant Advisory Committee, General Parent meetings, Parent Booster meetings, and volunteering within the classroom. Parents are invited to participate and contribute in special occasions such as Halloween Carnival, the two Family Nights (Family Math Night and Family ELA Night), and the Winter Program.

The school maintains an open-door policy with all parents of Jefferson Elementary School students. Parents are sent timely communications from the school and/or district in both English and Spanish. Such communications include the School Accountability Report Card (SARC), classroom newsletters, monthly calendars, William’s Law information, Program Improvement status, and other notifications.

Contact InformationParents who wish to participate in Jefferson Elementary School’s leadership teams, school committees, school activities, or become volunteers may contact the main office at (760) 768-3812.

State Priority: School ClimateThe 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.

Discipline & Climate for LearningA warm, nurturing atmosphere and an effective learning program provide the basis for Jefferson Elementary School’s discipline program. The goal of Jefferson Elementary’s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. The staff works with parents to address behavioral problems in a positive and productive manner. Teachers use a visible classroom management plan to communicate classroom rules, promote positive pupil conduct, and reduce unacceptable conduct.

School rules are posted in each classroom and the Principal holds a discipline assembly at the beginning of the school year to review school rules and ensure that students understand the school’s expectations. School rules and policies are distributed to parents and students at the beginning of the school year in the Schoolwide Discipline Plan. Parents are also sent the Parent/Teacher/Student Compact outlining the responsibilities of each party in the education of the student.

Students may be suspended, transferred to another school, or recommended for expulsion for specific infractions identified by Board Policy and Administrative Regulations. Student conduct standards and consequences for Jefferson Elementary are specifically described in the Comprehensive School Safety Plan.

The table displays the suspension and expulsion rates at the school, in the district, and throughout the state. Expulsions occur only when required by law or when all other alternatives are exhausted.

Students are encouraged to participate in extracurricular activities, which are an integral part of the educational program and promote positive attitudes, encourage achievement, and aid in the prevention of behavioral problems.

Jefferson Elementary offers students the chance to participate in the Junior Olympics, Halloween Carnival, Family Nights, Winter Program, and band (5th-6th grades).

After school tutoring is provided to students in conjunction with the school’s ASES After School Program in the areas of ELD, literacy, mathematics, and recreational activities such as arts & crafts, sports, dance, sewing, and cooking. Teachers also provide extended day tutoring for Kindergarten through sixth grade. The school also provides Supplemental Educational Services (SES) such as Extreme Learning and Bright Futures.

Jefferson Elementary has several student recognition programs that contribute to the positive environment of the school. Each semester students are honored for Honor Roll, perfect attendance, and for student achievement in Accelerated Reader.

Percentage of Students in Healthy Fitness Zone2016-17

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

5 19.8% 11.7% 9.9%

Suspensions & ExpulsionsSuspensions Expulsions

14-15 15-16 16-17 14-15 15-16 16-17

School 1.67 2.86 0.00 0.00 0.00 0.00

District 2.67 3.17 1.71 0.00 0.00 0.05

State 3.79 3.65 3.65 0.09 0.09 0.09


Safe School Plan (School Year 2017-18)The safety of students and staff is a primary concern at Jefferson Elementary. The Comprehensive Safety Plan was developed by the school in consultation with local law enforcement in order to comply with Senate Bill 187 of 1997. The plan provides students and staff a means to ensure a safe and orderly learning environment.

Components of the Comprehensive Safety Plan include the following: crisis response procedures, internal security procedures, discipline policy, procedures for safe drop off and pick up from school, sexual harassment policy, and dress code policy. Jefferson Elementary reviews the plan annually in the spring and updates it as needed. The School Site Safety plan was last updated and reviewed with school staff in January 2017. A copy of the safety plan is available to the public at the school office.

Fire and earthquake drills are conducted on a quarterly basis. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. To ensure student safety, staff members and playground supervisors monitor students at all times before, during, and after school. The school is a closed campus. All visitors must sign in at the office, obtain a visitor’s badge, and sign out upon leaving.

D. Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Federal Intervention Program (School Year 2017-18)Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not meet federal Annual Measurable Objective targets for two consecutive years in the same area or indicator, including English/Language Arts and Math testing participation rates, attendance rates, and graduation rates. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not meet those goals.

Due to the flexibility allowed by the Every Student Succeeds Act (ESSA) that became law in December 2015 and reauthorized the ESEA, no district or school will be newly identified for PI in the 2017–18 school year. Districts and schools that received Title I, Part A funds for the 2016–17 school year and were “In PI” in the 2016–17 school year will retain their same PI status and placement year for 2017–18.

California elected not to require districts or schools to provide Supplemental Educational Services and Choice for the 2017–18 school year, as defined in Section 1116 of the ESEA. Districts and schools that received Title I, Part A funds for the 2016–17 school year and either had a status of “Not in PI” for the 2016–17 school year or did not receive Title I, Part A funds for the 2015–16 school year will have a status of “Not in PI” for the 2017–18 school year.

For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

School LeadershipPrincipal Alejandro Aviña joined the school in the fall of 2014. The Principal oversees the day-to-day operations of the school. Coordinating with the Principal is the leadership team, which is composed of grade-level representatives. The Leadership Team meets regularly to focus on schoolwide curricular and administrative issues. Additional staff leadership opportunities are available with the School Site Council, Student Study Teams (SST), English Language Advisory Council (ELAC), and the District English Language Advisory Council (DELAC).

Class SizeThe table indicates the average class size by grade level, as well as the number of classrooms that fall into each size category.

Counseling & Support Staff (School Year 2016-17)It is the goal of Calexico Unified School District to assist students in their social and personal development as well as in academics. The district provides special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. An active Student Study Team (SST) meets regularly to discuss and plan for students’ learning needs.

The academic counselor-to-pupil ratio is 1:740. The table lists the support service personnel available at Jefferson Elementary School. 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.

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status In PI In PI

First Year in PI 2005-2006 2009-2010

Year in PI Year 5 Year 3

# of Title I Schools Currently In PI - 11

% of Title I Schools Currently In PI - 100.0%

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

15 16 17 15 16 17 15 16 17 15 16 17

By Grade Level

K 28 24 24 - 1 - 4 4 5 - - -

1 27 25 22 - - 1 3 3 3 - - -

2 28 25 24 - - - 4 4 4 - - -

3 26 21 24 - 2 - 4 4 4 - - -

4 28 32 26 - - - 3 2 4 - 1 -

5 26 28 33 1 - - - 3 - 3 - 3

6 25 28 26 1 1 1 2 - 3 1 3 -

Other - - 13 - - 1 - - - - - -

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Health Clerk 1 1.0

Noon Duty Aides 6 2.0

Psychologist 1 0.5

Resource Specialist Assistant 1 1.0

Resource Specialist Program (RSP) Teacher 1 1.0

Speech and Language Specialist 1 0.5

Speech Assistant 1 0.5

Technology Technician 1 0.5


Staff DevelopmentStaff members build teaching skills and concepts by participating in many conferences and workshops throughout the year, then share their experiences and knowledge with district colleagues.For the past three years, there were three districtwide staff development days.

Additional Internet Access/Public LibrariesCalexico Unified School District provides Enrique Camarena Public Library with free internet access available to all community members at both the main branch and the Wm. Moreno Junior High School branch. Some community businesses may offer Internet availability to patrons who are able to access this service with their personal equipment.

District Expenditures (Fiscal Year 2015-16)At the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2015-16 school year. The figures shown in the Expenditures Per Pupil table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the District and throughout the State.

Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures, except for general guidelines, are not controlled by law or 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.

School Site Teacher Salaries (Fiscal Year 2015-16)The Average Teacher Salaries table illustrates the average teacher salary at the school and compares it to the average teacher salary at the District and throughout the State.

Teacher & Administrative Salaries (Fiscal Year 2015-16)This table displays District salaries for teachers, principals, and superintendents, and compares these figures to the State averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the District’s budget, and compares these figures to the State averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website.

School Revenue Sources (Fiscal Year 2016-17)In addition to general state funding, Jefferson Elementary School receives state and federal funding for the following categorical, special education, and support programs:

• After School Education and Safety Program (ASES)• LCAP• Title I

DataQuestDataQuest 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., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Expenditures per PupilSchool

Total Expenditures Per Pupil $5,748

From Supplemental/Restricted Sources $459

From Basic/Unrestricted Sources $5,288

District


Percentage of Variation between School & District 30.0%

State


Percentage of Variation between School & State -19.6%

Average Salary InformationTeachers - Principal - Superintendent

2015-16 District State

Beginning Teachers $41,638 $46,511

Mid-Range Teachers $72,242 $73,293

Highest Teachers $91,723 $92,082

Elementary School Principals $110,565 $113,263

Middle School Principals $121,291 $120,172

High School Principals $130,853 $131,203

Superintendent $150,000 $213,732

Salaries as a Percentage of Total Budget

Teacher Salaries 29.0% 36.0%

Administrative Salaries 4.0% 5.0%

Average Teacher SalariesSchool & District

School $78,315

District $76,397

Percentage of Variation 2.5%

School & State

All Unified School Districts $74,476

Percentage of Variation 5.2%

alexico unified school district jefferson elementary school€¦ · california public school. under...

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