sarc report for sycamore canyon - conejousd.org

Sycamore Canyon

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

View this SARC online at the school and/or LEA Web sites.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents and community members should contact the school principal or the district office.

California Department of Education

School Accountability Report CardReported Using Data from the 2013-14 School Year

Published During 2014-15

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/.

Last updated: 1/21/2015

About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

School

School Name Sycamore Canyon

Street 4601 Via Rio

City, State, Zip Newbury Park, Ca, 91320-6872

Phone Number 805-498-1573

Principal Doug Hedin, Principal

E-mail Address [email protected]

County-District-School (CDS) Code

56737596118582

District

District Name Conejo Valley Unified

Phone Number (805) 497-9511

Web Site http://www.conejousd.org

SuperintendentFirst Name

Jeffrey

SuperintendentLast Name

Baarstad

E-mail Address [email protected]

School Description and Mission Statement (Most Recent Year)School Description and Mission Statement (Most Recent Year)

MISSION STATEMENT

Sycamore Canyon School’s mission is to foster a safe, collaborat ive and innovat ive K-8 learning community that enables its students and staff to strive forexcellence in academics, cit izenship, creat ive expression, and physical fitness.

SCHOOL DESCRIPTION

Sycamore Canyon School supports the District 's mission by providing a comprehensive and rigorous, yet balanced educat ional program w ith an on-going supportsystem that enables all students to grow academically and socially in a sett ing that fosters mutual respect and good cit izenship. We celebrate learning, literacy,and community outreach.

Our vision for Sycamore Canyon School is to cont inue as a California Dist inguished School - designated in 2008 & 2013 and four-t ime California Honor School as apremier provider of a quality inclusive educat ion that meets the needs of all students, K-8. In partnership w ith families and the community, Sycamore CanyonSchool provides a safe and engaging environment that cult ivates the fundamental skills of thinking, learning, problem solving, and communicat ion. We provide acomprehensive, rigorous, yet balanced and fun educat ional program that enables all students to grow academically and socially to develop lifelong learners w ithunlimited potent ial.

Our Vision

“Always Striving for the Success of Every Student”

Our Vision through Core Values

Sycamore Canyon will continually strive to fulfill this mission by:

Maximizing each student ’s potent ial through the sharing of best pract ices, providing engaging and dynamic learning act ivit ies, and consistent ly choosing todo what is in the best interest of each student;

Promoting students’ belief in themselves, stretching them beyond the curriculum through different iated teaching and learning, and fosteringdevelopmentally appropriate crit ical thinking skills;

2013-14 SARC - Sycamore Canyon

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mailto:[email protected]

http://www.conejousd.org

mailto:[email protected]


Encouraging students in their development of honesty, courage, humility, just ice, compassion, leadership, service, and a respect for others as wecontribute to our school community and beyond;

Invit ing parents as partners in the educat ional process through meaningful and t imely communicat ion, useful opportunit ies to volunteer, and a valuablevoice in their child’s development and learning;

Fostering part icipat ion in a w ide range of purposeful classroom and extracurricular act ivit ies designed to encourage, challenge, and enrich the lives of allstudents;

Cont inuing to build a safe and inclusive environment where staff encourages a balanced life, responsible choices, and overall wellness.

Our Vision through Student Goals

What will I learn at Sycamore Canyon?

Academic Excellence:

I w ill demonstrate proficiency and confidence that I have knowledge, crit ical thinking, and study skills necessary for my educat ion today and tomorrow.

Citizenship:

I w ill demonstrate an ability to express compassion and show respect for others, including myself, while in the classroom, elsewhere on campus, or w ithin ourcommunity, and to offer my t ime, abilit ies, and service along the way.

Communication:

I w ill demonstrate an ability to communicate effect ively by reading, writ ing, listening, and speaking crit ically and reflect ively.

Research and Technology:

I w ill demonstrate proficiency w ith the use of library resources and technology to conduct research, enhance learning, teach others, and creat ively solveproblems.

Wellness:

I w ill demonstrate an ability to make posit ive choices w ith my t ime and interact ions w ith others to live a healthy, physically fit , and balanced life.


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Student Enrollment by Grade Level (School Year 2013-14)Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Kindergarten 117

Grade 1 115

Grade 2 155

Grade 3 168

Grade 4 161

Grade 5 178

Grade 6 178

Grade 7 164

Grade 8 176

Total Enrollment 1412

KindergartenGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 80

25

50

75

100

125

150

175

200

Student Enrollment by Student Group (School Year 2013-14)Student Enrollment by Student Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American 1.5

American Indian or Alaska Nat ive 0.1

Asian 20.0

Filipino 0.6

Hispanic or Lat ino 4.7

Native Hawaiian or Pacific Islander 0.4

White 69.1

Two or More Races 3.5

Socioeconomically Disadvantaged 2.1

English Learners 3.9

Students w ith Disabilit ies 6.6

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

1%

20%

4%

69%

3%


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the Basic State Priority (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair.

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2012-13

2013-14

2014-15

2014-15

With Full Credent ial 62 62 63 863

Without Full Credent ial 0 0 0 0

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 16

2012-13 2013-14 2014-150

10

20

30

40

50

60

70Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2012-

132013-

142014-

15

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2012-13 2013-14 2014-15-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: January 2015

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100 0

All Schools in District 100 0

High-Poverty Schoolsin District

100 0

Low-Poverty Schoolsin District

100 0

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?

PercentStudentsLacking

OwnAssigned

Copy

Reading/LanguageArts Kindergarten: McGraw Hill: California Treasures Reading Pract ice Book, Treasures Student Act ivity Book; Core

Literature: The Litt le Engine that Could by Watty Piper, Goldilocks and the Three Bears by Jan Brett, The Litt le RedHen by Paul Galdone, The Very Hungry Caterpillar by Eric Carle, The Three Billy Goats Gruff by Paul Galdone, TheGrouchy Ladybug by Eric Carle, Stone Soup by Marcia Brown

Grade 1: McGraw Hill: California Treasures Student Edit ion Books 1-6; Core Literature: The Grouchy Ladybug byEric Carle, Stone Soup by Marcia Brown, Ira Sleeps Over by Bernard Waber, The Tale of Peter Rabbit by BeatrixPotter, The Town Mouse and the Country Mouse by Lorinda Cauley, A Bargain for Frances by Russell Hoban, Frogand Toad are Friends by Arnold Lobel

Grade 2: McGraw Hill: California Treasures Student Edit ion 1-2: Core Literature: A Bargain for Frances by RussellHoban, Frog and Toad are Friends by Arnold Lobel, Alexander and the Terrible, Horrible, No Good, Very Bad Day byJudith Viorst, Sylvester and the Magic Pebble by W illiam Steig, Too Many Tamales by Gary Soto, Annie and the Old One by Miska Miles, Miss Rumphius by Barbara Cooney

Grade 3: McGraw Hill: California Treasures Student Edit ion Books 1-2; Core Literature: Annie and the Old One byMiska Miles, Miss Rumphius by Barbara Cooney, The Velveteen Rabbit by Margery W illiams, Charlotte’s Web by E.B.White, Ramona Quimby, Age 8 by Beverly Cleary

Grade 4: McGraw Hill: California Treasures Student Editon; Core Literature: Island of the Blue Dolphins by ScottO’Dell, By the Great Horn Spoon by Sid Fleischman, The Litt le House in the Big Woods by Laura Ingalls W ilder, Benand Me by Robert Lawson, Hatchet by Gary Paulsen,

Grade 5: McGraw Hill: California Treasures Student Edit ion; Core Literature: Ben and Me by Robert Lawson,Hatchet by Gary Paulse, Sign of the Beaver by Elizabeth Speare, In the Year of the Boar and Jackie Robinson byBetty Bao Lord, From the Mixed Up Files of Basil E. Frankweiler by E.L. Konigsburg, The Cay by Theodore Taylor,Shiloh by Phyllis Reynolds Naylor

Grade 6: Holt, Rinehart and Winston: Literature & Language Arts Introductory Course,CA Edit ion Textbook; HoltHandbook California; Core Anthology Titles: All Summer in a Day, The Bracelet, The All-American Slurp, Baucis andPhilemon, The Gold Cadillac, The Fox and the Crow, Eleven, The Sneethes, Ode to Mi Gato, The Dog of Pompeii,Zlateh the Goat; Core Novel Tit les: The Adventures of Ulysses by Bernard Evslin, The Golden Goblet by EloiseMcGraw, Marcoo of the W inter Caves by Ann Turnbull, Mrs. Frisby and the Rats of NIMH by Robert C. O'Brien, ThePhantom Toll Booth by Norton Juster, Tuck Everlast ing by Natalie Babbitt , The Lightning Thief

Grade 7: Holt, Rinehart and Winston: Literature & Language Arts First Course,CA Edit ion Textbook; CoreAnthology Titles: Rikki-t ikki-tavi, Mother and Daughter, The Smallest Dragonboy, The Highwayman, After twentyYears by O. Henry, An Unforgettable Journey, Elizabeth 1, Barrio Boy (exerpt), Song of the Trees, Fish Cheeks, SirGawain and the Loathly Lady; Core Novel Tit les: Catherine, Called Birdy by Karen Cushman, The King's Shadow byElizabeth Alder, Midw ife's Apprent ice by Karen Cushman, Where the Red Fern Grows by W ilson Rawls; Mart ianChronicles by Ray Bradbury, Proud Taste for Scarlet and Miniver by Elaine Konigsburg, The Hobbit by J.R.R. Tolkien

Grade 8: Holt, Rinehart and Winston: Literature & Language Arts Second Course,CA Edit ion Textbook; CoreAnthology Titles: Flowers for Algernon, Harriet Tubman: Conductor on the Underground Railroad (excerpt), TooSoon a Woman, Mrs, Fowers from I Know Why the Caged Bird Sings, There W ill Come Soft Rains,The Diary of AnneFrank, In Response to Execut ive Order 9066, The Tell-Tale Heart, Paul Revere's Ride, The Cremation of Sam McGee,

Yes 0.0


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Casey at the Bat; Core Novel Tit les: The Adventures of Tom Sawyer by Mark Twain, Farewell to Manzanar(w/Connect ions) by Jeanne Wakatsuki Houston, The Glory Field by Dean Myers, Johnny Tremain by Esther Forbes,Night by Elie W iesel, The Outsiders by S.E. Hinton, The House of Scorpion

MathematicsKindergarten: McGraw Hill: Everyday Math Student Materials Init ial Set, Everyday Math: My First Math Book(Common Core)

Grade 1: McGraw Hill: Everyday Math Student Materials Init ial Set, Everyday Math My Reference Book (CommonCore)

Grade 2: McGraw Hill: Everyday Math Student Materials Init ial Set, Everyday Math My Reference Book (C0mm0nCore)



Grade 5: McGraw Hill: Everyday Math Student Materials Init ial Set; Everyday Math My Reference Book (CommonCore)

Grade 6: Holt, Rinehart and Winston: Holt Mathematics Course 1: Numbers to Algebra CA Edit ion

Holt Rinehart and Winston:Holt Mathematics Course 2: Pre-Algebra CA Edit ion

Pearson/Prentice Hall: Algebra Readiness, California Edit ion; Algebra1: Concepts, Skills, and Problem SolvingCalifornia Edit ion

McDougall Littel: Geometry

Yes 0.0

ScienceKindergarten: FOSS Science Kits- Wood and Paper; Animals Two by Two; Trees

Grade 1: FOSS Science Kits - Solids and Liquids; Air and Weather; Plants and Animals

Grade 2: FOSS Science Kits - Balance and Motion; Insects and Plants; Pebbles, Sand and Silt

Grade 3: FOSS Science Kits- Matter and Energy; Structures of Life; Sun, Moon, and Stars

Grade 4: FOSS Science Kits- Magnet ism and Electricity; Environments; Solid Earth

Grade 5: FOSS Science Kits - Living Systems; Mixtures and Solut ions, W ater Planet

Grade 6: Pearson/Prentice Hall: Focus on Earth Science, CA Edit ion

Grade 7: Pearson/Prentice Hall: Focus on Life Science CA Edit ion

Grade 8: Pearson/Prentice Hall: Focus on Physical Science CA Edit ion, Physical Science: Concepts in Act ion w ithEarth and Science

Yes 0.0

History-SocialScience Kindergarten: Pearson/Scott Foresman: Read Aloud Program 1-11

Grade 1: Pearson/Scott Foresman: Read Aloud Program 1-16

Grade 2: Pearson/Scott Foresman: Read Aloud Program 1-13

Grade 3: Pearson/Scott Foresman: Our Communit ies, CA Edit ion

Grade 4: Pearson/Scott Foresman: Our California

Grade 5: Pearson/Scott Foresman: Our Nat ion

Grade 6: Glencoe Publishing Co.: World History,Discovering Our Past: AncientCivilizat ions CA SocialStudies

Grade 7: Glencoe Publishing Co.: World History, Discovering our Past: Medievaland EarlyModernTimes – CaliforniaEdit ion

Grade 8: Glencoe Publishing Co.: United States History, Discovering Our Past: American Journey to World War 1

Center for Civic Education: We the People, the Cit izen and Const itut ion

Yes 0.0

Foreign LanguageHolt, Rinehart and Winston: Spanish: Expresate!: Spanish 1

0.0

HealthGrades K-3: Health Wave

Grades 4-5: Healthy You!

Yes 0.0

Visual andPerforming Arts MUSIC: McGraw Hill: Share the Music

0.0


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ART: Portfolio: A State of the Art by Barrett Kendall

Middle School: Glencoe/McGraw-Hill: Introducing Art

ScienceLaboratoryEquipment(grades 9-12)

N/A0.0


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School Facility Good Repair Status - Most Recent Year

Overall Facility Rate - Most Recent Year

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

Each fall, all schools in the Conejo Valley Unified School District are inspected by a team which consists of all or many of the follow ing personnel; Site Administrator,Director of Maintenance & Operat ions, Director of Planning & New Construct ion, and the Assistant Superintendent. A facilit ies evaluat ion is completeddocumenting the condit ion of the school in a variety of areas, including the cleanliness of restrooms, condit ion of roofs, paving and walkways, HVAC systems,landscape maintenance, etc. Any condit ion observed, that represents a threat to the health and safety of students and staff, is annotated for immediatecorrect ion. Items noted which could improve the ut ility, appearance or safety of the school are recorded and evaluated for potent ial placement on the District ’sannual Major Projects List . The projects included on the final Major Projects List are based upon a priority assessment of all ident ified District school needs, and thefunds available to address those needs. The final list is approved by the Board of Educat ion in the Spring, w ith the majority of projects completed the follow ingSummer. Each year the District part icipates in the State’s Deferred Maintenance Program, and these funds have been a major source of support for the annualMajor Projects List in recent years. The District revises and submits a Five-Year Deferred Maintenance Plan to the Office of Public School Construct ion (OPSC). TheDistrict has not been required to make its normal contribut ion to the Deferred Maintenance Fund since the 2008-09 school year, and the State’s annualcontribut ion has been allowed to be used for other “educat ional purposes”, w ith this flexibility cont inuing through the current year. Deferred MaintenanceProgram projects w ill be priorit ized and funded w ith carryover funds from previous budgets, or as augmented by future funding. The District provides 2.75 full-t ime custodians at Sycamore Canyon School, and they follow District-defined cleaning standards and schedules to ensure that the school provides our studentsand staff w ith clean, healthy and attract ive learning environments.

Sycamore Canyon School was opened in 2002. It serves students from Kindergarten through 8th Grade. Sited on 14.5 acres of land, the school has 40classrooms, a mult ipurpose room, a gymnasium, a library and an administrat ion building. A new food service pavilion was added in 2009 to serve the middle schoolport ion of the campus. The current capacity at Sycamore Canyon School is 1210 students. The school was inspected by the District Site Inspect ion Team onSeptember 30, 2014.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the Pupil Achievement State Priority (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Test ing and Report ing Program);The Academic Performance Index; andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.

California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for AllCalifornia Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All

Students in Science – Three-Year ComparisonStudents in Science – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grades 5, 8, and 10) 95 93 95 81 83 82 60 59 60

California Assessment of Student Performance and Progress Results by Student Group in Science (School YearCalifornia Assessment of Student Performance and Progress Results by Student Group in Science (School Year

2013-14)2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 82

All Students at the School 95

Male 95

Female 95


American Indian or Alaska Nat ive

Asian 99

Filipino

Hispanic or Lat ino 100


White 94

Two or More Races

Socioeconomically Disadvantaged 91

English Learners

Students w ith Disabilit ies 68

Students Receiving Migrant Educat ion Services


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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 stat ist icalaccuracy or to protect student privacy.

Note: STAR Program was last administered in 2012–13. Percentages are not calculated when the number of students tested is ten or less, either because the number ofstudents in this category is too small for stat ist ical accuracy or to protect student privacy.

Note: For 2014 and subsequent years, the statew ide and similar schools ranks w ill no longer be produced.

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 targetinformation. “C” means the school had significant demographic changes and there is no Growth or target information.

Standardized Testing and Reporting Results for All Students - Three-Year ComparisonStandardized Testing and Reporting Results for All Students - Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 88% 90% 90% 76% 77% 77% 54% 56% 55%

Mathematics 85% 86% 89% 66% 66% 66% 49% 50% 50%

History-Social Science 91% 92% 86% 72% 71% 75% 48% 49% 49%

Academic Performance Index Ranks – Three-Year ComparisonAcademic Performance Index Ranks – Three-Year Comparison

API Rank 2011 2012 2013

Statew ide 10 10 10

Similar Schools 5 5 7

Academic Performance Index Growth by Student Group – Three-Year ComparisonAcademic Performance Index Growth by Student Group – Three-Year Comparison

Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013

All Students at the School 1 10 0


American Indian or Alaska Nat ive

Asian -4 -5 5

Filipino

Hispanic or Lat ino


White 3 11 -2

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilit ies

Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission


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UC/CSU Course Measure Percent

2013-14 Students Enrolled in Courses Required for UC/CSU Admission 6.0

2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the Other Pupil Outcomes State Priority (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion.

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2013-14)California Physical Fitness Test Results (School Year 2013-14)

Grade level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

5 11.6% 23.8% 59.1%

7 17.5% 30.1% 41.0%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the Parental Involvement State Priority (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the Pupil Engagement State Priority (Priority 5):

High school dropout rates; andHigh school graduat ion rates.

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Research shows, and we have seen, that parent involvement increases student achievement. Students develop healthier posit ive att itudes toward school,complete their homework, and progress academically when there is a strong home-school partnership. Visit our website at www.sycamorecanyonschool.org.

Sycamore Canyon School has forged strong and meaningful relat ionships w ith parents and our local community. Through t imely communicat ion and act ivepart icipat ion, we recognize and welcome the creat ive talents, resources, and efforts of our ent ire school community in providing an outstanding educat ion for allstudents. Volunteers contribute thousands of hours in our classrooms, learning labs, office, and library/media centers. Our Parent Teacher Student Associat ion(PTSA) and School Site Council (SSC) work w ith teachers and staff to support our students. Contact Doug Hedin, Principal; Mrs. JR Washburn, PTSA President, orMs. Krist i Konish, Assistant Principal, or Carey Bart low, Dean of Students at 805-498-1573 and please join us!


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State Priority: School Climate

The SARC provides the follow ing information relevant to the School Climate State Priority (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety.

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Suspensions 1.40 1.30 0.70 3.60 3.00 3.10 5.70 5.10 4.40

Expulsions 0.00 0.00 0.00 0.20 0.10 0.00 0.10 0.10 0.10

Suspensions

2011-12 2012-13 2013-140

1

2

3

4

5

6School Suspensions

District Suspensions

State Suspensions

Expulsions

2011-12 2012-13 2013-140.00

0.05

0.10

0.15

0.20

0.25School Expulsions

District Expulsions

State Expulsions

School Safety Plan - Most Recent YearSchool Safety Plan - Most Recent Year

Approved, site specific, District Disaster Preparedness Plans and School Safety Plans covering all district and school site facilit ies are reviewed w ith staff andupdated at the beginning of each school year. Safety plans address: a) child neglect and abuse report ing; b) disaster procedures; c) policies and proceduresregarding dangerous students and bullying/harassment d) sexual harassment & nondiscriminat ion policies; e) dress code; f) safe ingress/egress; g) school rulesrelated to discipline and safe schools. District policies and administrat ive regulat ions are reviewed and updated on a regular basis to remain current and consistentw ith new law.

A well-planned communicat ion equipment system consist ing of intra-district two-way radios and walkie-talkies is located at all sites in preparat ion for possibleemergency use. Moreover, through recent major technology upgrades at each school site, new alarm systems and telephones in every classroom are available foremergency use.

The District ’s Human Resources department provides training on an ongoing basis to cert ificated and classified staff. Each year, new employees are offered CPRand First Aid Training through organizat ions such as the American Red Cross and American Lung Associat ion. Through a generous donat ion, the District has alsoinstalled Automated External Defibrillators.

The District also has partnered w ith the City of Thousand Oaks, the Conejo Recreat ion and Park District and the Ventura County Sheriff's Department forcoordinat ing response and resource allocat ions in major emergencies. Addit ionally, w ith the generous support of the City of Thousand Oaks each comprehensivehigh school enjoys the services of a Student Resource Officer (TOPD).


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

* DW (determinat ion waiver) indicates that the PI status of the school was carried over from the prior year in accordance w ith the flexibility granted through the federalwaiver process.

Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall N/A N/A

Met Part icipat ion Rate - English-Language Arts N/A N/A

Met Part icipat ion Rate - Mathematics N/A N/A

Met Percent Proficient - English-Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Graduat ion Rate N/A N/A

Federal Intervention Program (School Year 2014-15)Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2010-2011

Year in Program Improvement * Year 3

Number of Schools Current ly in Program Improvement N/A 4

Percent of Schools Current ly in Program Improvement N/A 100.0%


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* Number of classes indicates how many classes fall into each size category (a range of total students per class).

* 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 isreported by subject area rather than grade level.

Average Class Size and Class Size Distribution (Elementary)Average Class Size and Class Size Distribution (Elementary)

2011-12 2012-13 2013-14

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 20.3 7 0 0 36.0 1 2 23.0 2 1 2

1 21.1 8 0 0 22.0 7 23.0 5

2 20.9 8 0 0 23.0 7 22.0 7

3 20.2 9 0 0 23.0 7 21.0 2 6

4 30.3 0 6 0 33.0 1 4 32.0 3 2

5 34.4 0 0 5 27.0 1 6 30.0 6

6 7.0 2 0 0 23.0 14 28 6 24.0 14 26 6

Other

Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2011-12 2012-13 2013-14

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 27.5 3 4 4 27.0 3 6 4 25.0 4 10 1

Mathematics 22.3 8 3 3 23.0 9 5 1 23.0 7 7 1

Science 30.7 0 6 4 34.0 2 8 34.0 2 8

Social Science 29.2 3 4 5 34.0 1 4 7 34.0 3 8


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Note: Cells w ith N/A values do not require data.

* One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.

Note: Cells w ith N/A values do not require data.

Academic Counselors and Other Support Staff (School Year 2013-14)Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 0.6 516.0

Counselor (Social/Behavioral or Career Development) 0.1 N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) 1.3 N/A

Psychologist 1.0 N/A

Social Worker N/A

Nurse 0.2 N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) 3.3 N/A

Other 7.5 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $5,054 $485 $4,569 $66,571

District N/A N/A $4,805 $69,918

Percent Difference – School Site andDistrict

N/A N/A -5.00% -5.00%

State N/A N/A $4,690 $69,360

Percent Difference – School Site and State N/A N/A -3.00% -4.00%


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2013-14)Types of Services Funded (Fiscal Year 2013-14)

The per pupil expenditures include funds spent for all educat ional services including transportat ion, food services, health services, instruct ional materials andmaintenance. Funding was allocated from district general funds, designated one-t ime allocat ions for special needs, and special categorical funds from state andfederal resources. The main programs funded from Categorical and Specialized Funds were: School Enhancement Program (SEP) – (High Schools); EconomicImpact Aid (EIA) - (All schools); Tobacco Use Prevent ion Educat ion Program (TUPE) - (Middle and High schools); School Improvement Program (All Schools);School Safety Program (Middle and High Schools); Gifted and Talented Educat ion (All schools); T it le I Services including PI transportat ion (school choice) andSupplemental Educat ional Services (Four elementary schools); T it le IIA - (All schools); and T it le III - English Language Learners (All schools).

Teacher and Administrative Salaries (Fiscal Year 2012-13)Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $40,699 $41,318

Mid-Range Teacher Salary $66,218 $65,615

Highest Teacher Salary $83,846 $84,981

Average Principal Salary (Elementary) $108,076 $107,624

Average Principal Salary (Middle) $110,939 $112,817

Average Principal Salary (High) $116,222 $121,455

Superintendent Salary $183,002 $206,292

Percent of Budget for Teacher Salaries 43.0% 40.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

90000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

Professional Development – Most Recent Three YearsProfessional Development – Most Recent Three Years

The Conejo Valley Unified School District is committed to providing professional development act ivit ies for all teachers and administrators. Both groups cont inue toenhance the skills necessary to deliver effect ive instruct ion through the implementat ion of Common Core Standards and beyond. A robust professionaldevelopment effort includes opportunit ies in researched-based instruct ional strategies, technological competencies and Professional Learning Communit ies. The


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http://www.cde.ca.gov/ds/fd/cs/


development effort includes opportunit ies in researched-based instruct ional strategies, technological competencies and Professional Learning Communit ies. Thedistrict also provides an induct ion program (Beginning Teacher Support and Assessment - BTSA) for first year and second year teachers, as well as a variety ofprofessional development act ivit ies that are grade level or content specific.

Professional development strategies such as workshops, inst itutes and academies, as well as job-embedded act ivit ies are related to College and Career Readiness,Smarter Balanced Assessments and other proficiencies required to meet the needs of all students.

The Ventura County Superintendent of Schools Office offers a professional development series that is specifically designed for district and site administrators.Administrators attend workshops in Common Core Standards, Response to Intervent ion, performance assessment, literacy intervent ion technology, supervision,evaluat ion, and leadership.

In addit ion to professional development act ivit ies offered to the district 's teachers and administrators, classified employees receive training that is specific to theirassignments.

The District is committed to providing professional development act ivit ies to every educator to improve the instruct ional process and enhance studentachievement. The District provides two full days of staff development for all teachers. Teachers part icipate in addit ional full day and part ial day staff developmentact ivit ies related to curriculum, assessment, report cards, and serving special populat ions.


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