school accountability report · pdf fileschool accountability report card school year...

Mission & VisionI. Demographic Information

II. School Safety & Climate for LearningIII. Academic DataIV. School Completion (secondary schools only)V. Class Size

VI. Teacher & Staff InformationVII. Curriculum & Instruction

VIII. Post-Secondary Preparation (secondary schools only)IX. Fiscal & Expenditure Data

Garfield Elementary School

The following information is mandated by the California State Department of Education and is new or revised for the 2002/2003 SARC. For a full discussion andexplanation of the SARC and its requirements, please visit the State’s web site, especially www.cde.ca.gov/ope/sarc/

SFUSD #

420 Filbert Street, San Francisco, CA 94133

415-291-7924 415-291-7916Phone: FAX:

Table of Contents

6041040CA ID #

Click on section titles above to go directly to a section

or scroll through entire document.

School Accountability Report CardSchool Year 2002-2003

Published during 2003/2004

ESSCHTYPE

Printed 3/25/2004

Each and every child will:

• Be a lifelong learner who is physically, emotionally and intellectually competent to serve as an active participant in influencing the direction of our multicultural global community.

• Have a sense of hope and belonging, with a healthy attitude towards his/her personal and civic responsibilities.

• Leave Garfield School prepared to achieve academic, personal and vocational success at all levels of life.

Opportunities for Parental Involvement

I. Demographic Information

Vision Statement

Organized opportunities for parental involvement:

Contact Person Name:

Contact Person Phone Number:

Student Enrollment Data reported are the number of students in each grade level as reported by theCalifornia Basic Educational Data System (CBEDS).

Number of Percent of Students StudentsRacial/Ethnic Category

African-American American Indian or Alaska Native

Asian-American Filipino-American Hispanic or Latino

Pacific Islander White (Not Hispanic)

SFUSD #

415-291-7924

School web site can be accessedthrough the SFUSD home page.

email:

Enrollment:Grades Served:

SAN FRANCISCO UNIFIED SCHOOL DISTRICTSuperintendent:Address:

Phone:Fax:

Web Site:

SARC Contact:

K-5 Dr. Arlene Ackerman555 Franklin St., San Francisco, CA 94102

415-241-6454415-241-6035

Ritu Khanna, DirectorResearch, Planning & Accountability

www.sfusd.edu

[email protected]:

415-291-7916Phone: FAX:

[email protected]

6041040CA ID #

GARFIELD School is the proud winner of the 2003 California State Title I Acheiving School Award. Weare a grades K-5 school with 6 ELD, 4 English Plus (Chinese) and 2 Special Day classes. We provide arigorous academic program that integrates literacy development in all subject areas. Our “Success For All”reading program, instituted in September 1997, has produced phenomenal results in the school’sachievement scores. This program provides 100 minutes of schoolwide leveled reading instruction daily. Inaddition, we provide students with a balanced literacy program emphasizing written and oral communicationthroughout the instructional day. A strong Family Support component and continuous on-site staffdevelopment are key elements that contribute to our success.

Our math program has also shown impressive growth in six consecutive years. Students regularly participatein hands-on science experiments. All classroom computers have Internet access. Computers are used assupplementary tools in our daily instruction to reinforce basic skills and to enhance students’ generalknowledge and interests. Our “Mighty Dragon” program rewards positive character traits and helpscultivate civic-mindedness and personal responsibility among students. This in turn fosters a safe, nurturingenvironment that is highly conducive to learning.

Karen Law

291-7924

Parents are encouraged to become active participants in the Parent Teacher Association, School SiteCouncil, or Advisory Councils as well as various Parent Workshops. In addition, parents can volunteer inthe classrooms, assist on field trips, plan enrichment activities, or supervise playground activities. Parentscontribute to our career awareness program by sharing their work expertise and personal talents andincreasing student appreciation of many diverse cultures.

Student Enrollment by Ethnic Group Data reported are the number and percent ofstudents in each racial/ethnic category as reported by CBEDS.

Student Enrollment by Grade Level

EnrollmentGrade Level EnrollmentGrade Level

2345678

Ungraded Elementary

Ungraded Secondary

Total Enrollment

101112

93438274235

310000 207

8.20.0

2.99.70.03.4

4.3207

School Description

Ms Karen Law, Principal

Notes regarding the source and currency of data: Data included in this SARC are consistent with State Board of Educationguidelines which are available at the California Department of Education website, http://www.cde.ca.gov/ope/sarc/data.htm. Most datapresented in this report were collected from the 2002-03 school year or from the two preceding years. The narrative was collected fromschools in the Fall of 2003. Due to the certification timelines for graduation, dropout, and fiscal information, the data for thesesections of the repot were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.

Garfield School is in a relatively new facility which is attractive, clean and well-maintained. Perched onTelegraph Hill at the foot of Coit Tower, our campus is bordered by Pioneer Park and the Barbary CoastTrail and surrounded by rich vegetation. We enjoy clean air and a panoramic view of the city.

Our school is safe and calm with a highly conducive learning environment. We are very proud of the factthat our students’ academic achievement has consistently improved for seven consecutive years. The key toour success is having a school community that shares a strong common vision and stays focused on ourgoals and aspirations. At Garfield School, we have an open-door policy for all classrooms. Parents arewelcome to visit their children’s classrooms to observe the ongoing instructions and/or serve as classroomaides.

Our caring, competent and hardworking staff relentlessly strive for excellence in and outside theclassrooms. Our teachers work collaboratively as a team, regularly meeting on their personal time to discussstudent achievement. Our parents are supportive and share the school’s high expectation for all students.Many work-study students and community volunteers serve as reading and math tutors for students whoare below grade level.

Principal’s Introduction

Printed 3/25/2004

Vision Statement

SFUSD #

415-291-7924

email:

Phone:Fax:

Web Site:

SARC Contact:

415-241-6454415-241-6035

www.sfusd.edu

[email protected]:

415-291-7916Phone: FAX:

[email protected]

6041040CA ID #

Karen Law

291-7924

2345678

Ungraded Elementary

Ungraded Secondary

Total Enrollment

101112

93438274235

310000 207

8.20.0

2.99.70.03.4

4.3207

School Description

Printed 3/25/2004

Vision Statement

SFUSD #

415-291-7924

email:

Phone:Fax:

Web Site:

SARC Contact:

415-241-6454415-241-6035

www.sfusd.edu

[email protected]:

415-291-7916Phone: FAX:

[email protected]

6041040CA ID #

Karen Law

291-7924

2345678

Ungraded Elementary

Ungraded Secondary

Total Enrollment

101112

93438274235

310000 207

8.20.0

2.99.70.03.4

4.3207

School Description

Printed 3/25/2004

Key elements of School Safety Plan:

School FacilitiesSafety, cleanliness and adequacy of school facilities.

Degree to which school buildings and grounds provide adequate space for teaching andlearning (classroom space, playground space, staff space).

Condition of restrooms, floors, walls, roof, plumbing and electrical systems.

Suitability of the facility as a learning environment including, but not limited to, lighting, heating, cooling and noise negation;the condition of the school’s fire alarm system; and the condition of the school’s technology infrastructure.

Efforts to keep the buildings and grounds clean, free of litter and graffiti, etc.

Efforts to ensure the school facilities are in good repair and safe for students and staff.

Success of these efforts.

School Programs and Practices that Promote a Positive Learning Environment

School Safety PlanDate of Last Review/Update:Date Last Reviewed with Staff:

II. School Safety and Climate for Learning

Suspensions and Expulsions

Suspensions (number) Suspensions (rate) Expulsions (number)

Expulsions (rate)

School District

2001/02 2002/03 200320022

• Insure a safe secure learning environment.• Implement drug, tobacco and violence prevention programs.• Provide student and parent support and education program.• Routine disaster and emergency procedures.

8/20/20039/8/2003

• Success For All schoolwide restructuring program incorporates uniform professional development in best practices to improve teaching, learning behavior management and family support, for at risk students.• Monthly student assemblies to recognize student achievement in reading, writing, spelling and attendance.• Mighty Dragon Program to promote good manners and character.• Differentiated instruction for all students.• Implementation of State and District curriculum and performance standards.• Professional Development for staff to support the needs of all students.• GATE program provides enrichment to talented and high-potential students.

2000/01 2001

Garfield School is widely acclaimed for being clean and orderly. Our school environment is safe and calm.Every classroom is equipped with an emergency preparedness backpack with the necessary tools andsupplies. The principal and custodian check the building daily. Necessary repairs for the building areimmediately reported to the school district.

There is adequate space for all classrooms, a library and a multipurpose room. Yard space is adequate for asmall urban school. The main school yard was resurfaced and painted in summer 2002. The building wasrepainted in summer 2003.

Restrooms are in good condition. The air-conditioning system needs to be replaced. The lobby outside themain office needs a new floor. The kindergarten playground is pending reconstruction.

The Garfield School environment is highly conducive to learning. There is a technology infrastructure. Thelighting is adequate. The fire alarm system is operative but should be upgraded. The heating system is infair condition. The air-conditioning system needs to be replaced. Funding for additional personnel tosupport computer instruction would enhance the technology program.

The entire school community works to keep the grounds clean. Our students are well-behaved and takepride in their learning environment.

There is an on-line request line to the District Building and Grounds. Routine updating of information bythe school secretary keeps the work orders current. Emergency requests are called in.

On site inspections are successful. District meets emergency requests for repair. Routine repair requestsare often backlogged.

The District’s Parent and Student Handbook and the Garfield Parent Handbook serve as the foundation forour discipline plan. Each classroom has rules and consequences for expected behavior. Students arerewarded at monthly assemblies for their academic achievement and positive behavior.

83.52%

10.48%

In order to provide a healthy climate, we have regulations consistent with the Student Behavior handbook.Students are suspended for violations of those regulations. The following programs have been includedin the School Site Plan to achieve the District’s objective to reduce the number of suspensions:

2.99%90

2.94%60

4.17%47

Garfield ES

2/11/2004Printed 3/25/2004

Expulsions (rate)

School District

2001/02 2002/03 200320022

8/20/20039/8/2003

2000/01 2001

83.52%

10.48%

2.99%90

2.94%60

4.17%47

Garfield ES

2/11/2004Printed 3/25/2004

Expulsions (rate)

School District

2001/02 2002/03 200320022

8/20/20039/8/2003

2000/01 2001

83.52%

10.48%

2.99%90

2.94%60

4.17%47

Garfield ES

2/11/2004Printed 3/25/2004

III. Academic DataCalifornia Standardized Testing and Reporting (STAR)

Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 aretested annually in various subject areas. Currently, the STAR program includes California Standards Tests(CST) in English/language arts and mathematics in grades 2-11, science and history/social science in grades9-11, and a norm-referenced test which tests reading, language and mathematics in Grades 2-11, spelling inGrades 2-8, and science in Grades 9-11.

California Standards Tests (CST)The California Standards Tests show how well students are doing in relation to the state content standards.Student scores are reported as performance levels. The five performance levels are Advanced (exceeds statestandards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), andFar Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met statestandards in that content area. Detailed information regarding results for each grade and proficiency level canbe found at the California Department of Education website at http://star.cde.ca.gov or by speaking with theschool principal. Note: To protect student privacy, scores are not shown when the number of students testedis 10 or less.

Academic Performance Index (API)The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academicperformance and progress of individual schools in California. On an interim basis, the state has set 800 as the APIscore that schools should strive to meet.Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 800. Actualgrowth is the number of API points a school gained bewteen its base and growth years. Schools that reach theirannual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide APIrank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program(II/USP), which provides resources to schools to improve their academic achievement. There was no moneyallocated to the II/USP Program in 2002 or 2003.Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for eachnumerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantagedsubgroups.) Growth targets, equal to 80% of the school’s target, are also set for each of the subgroups. Eachsubgroup must meet its target in addition to the schoolwide target being met for the school to be identified ashaving met its target.Percentage Tested: In order to be eligible for awards, elementary and middle schools must test at least 95% oftheir students in grades 2-8 and high schools must test at least 90% of their students in grades 9-11 on STAR.Statewide Rank: Schools receiving an API score are ranked in ten categories of equal size (deciles) from one(lowest) to ten (highest), according to type of school (elementary, middle, or high school).Similar Schools Rank: Schools also receive a ranking that compares that school with 100 other schools withsimilar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten(highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. Detailed information about the API andthe Public Scools Accountability Act (PSAA) can be found at the California Department of Education website athttp://www.cde.ca.gov/psaa/api/ or by speaking with the school principal.

“A” means the school scored at or above the statewide performance target of 800.

API Subgroups - Racial/Ethnic Groups

African AmericanBase API ScoreGrowth TargetAmerican Indian or Alaska Native

API Growth DataFr. 2002to 2003

Fr. 2001to 2002

From 2000to 2001

Base API Score

African AmericanGrowth API ScoreActual Growth American Indian or Alaska NativeGrowth API Score

API Base Data200220012000

Growth TargetAsian-AmericanBase API ScoreGrowth TargetFilipino-American

Actual Growth Asian-AmericanGrowth API ScoreActual Growth Filipino-American

Base API ScoreGrowth TargetHispanic or LatinoBase API ScoreGrowth Target

Growth API ScoreActual Growth Hispanic or Latino Growth API ScoreActual Growth

Pacific IslanderBase API ScoreGrowth TargetWhite (Not Hispanic)Base API Score

Pacific IslanderGrowth API ScoreActual Growth White (Not Hispanic)Growth API Score

Growth Target Actual Growth

API Subgroups - Socioeconomically Disadvantaged

Base API ScoreGrowth Target

Fr. 2001to 2002

From 2000to 2001

Growth API ScoreActual Growth

API Base Data

200220012000

Schoolwide API

Percentage TestedBase API ScoreGrowth TargetStatewide Rank

API Growth DataFrom 2000

to 2001

Similar Schools Rank

Percentage TestedGrowth API ScoreActual Growth

100818

Fr. 2001to 2002

Fr. 2002to 2003

Note: # indicates that no growth target was assigned in that year.

Awards and Interventions Programs

California Fitness TestThe percent of students in grades 5, 7, and 9, as appropriate, who scored in the healthy fitness zone on allsix fitness standards on the California Fitness Test. Detailed information regarding the CaliforniaPhysical Fitness Test may be found at the California Department of Education website athtt;:..www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, asterisks appear in any cellwhenever 10 or fewer students had valid test scores.

School DistrictTotal Male Female FemaleMaleTotal

GradeLevel

StateFemaleMaleTotal

37.5 58.8 13.3 27.236.4

31.540.7

23.032.4

23.827.8

25.229.6

22.326.0

9 34.4 35.8 33.2 24.8 23.3 26.2

Norm Referenced Test (NRT)Reading and mathematics results from the Norm Referenced Test adopted by the State Board of Education(this was the Stanford 9 Test up until 2003, but was changed to the California Achievement Test, Sixth Edition,for 2003) are reported as the percent of tested students scoring at or above the 50th percentile (the nationalaverage). School results are compared to results at the district and state levels. Detailed information regardingresults for each grade level can be found at the California Department of Education website athttp://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, asterisksappear in any cell whenever 10 or fewer students had valid test scores.

Note: # indicates that no growth target was assigned in that year.Local Assessment(Percentage of Students Meeting or Exceeding the District Standard)

Reading Writing

2001 2002 2003

GradeLevel

Mathematics

K2001 2002 2003 2001 2002 2003

School District2000 2001 2002

State2000 2001 2002 2000 2001 2002

PerformanceLevel

Advanced

Proficient

Below Basic

FarBelow Basic

PercentNot Tested

Eligibility for statewide award or intervention programs is based on API growth data from the previousacademic year.

2000 2001 2002

African American(not of Hispanic origin)

All Students

SocioeconomicallyDisadvantagedStudents with

Disabilities

Met Target (Y/N)

White(not of Hispanic origin)

School LEA

Met Target (Y/N)

School LEAAYP Reporting

CategoryAYP Reporting

Category

Disaggregated by Subgroup:

English LanguageLearners

Disaggregated by Race/Ethnicity:

American Indian orAlaska Native

Filipino

Hispanic or Latino

Pacific Islander

PerformanceLevel

Advanced

State2001 2002 2003 2001 2002 2003

Advanced

Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding thestate standard).

CST - All Students

PerformanceLevel

State2001 2002 2003 2001 2002 2003

English/Language Arts 32 36 52 32 35 38 30 32 35

Mathematics 44 72 34 39 31 35

Science 32 28 30 27History/Social Science 32 32 28 28

Proficient or Advanced

Not Tested

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Federal Programs

Recognition forAchievement (Title I)Identified for ProgramImprovement (Title 1)

YesNoNo

20022001 2003

Exited Title 1Program Improvement

NoNoNo

Years Identified forProgram Improvement:

Eligible for Governor’sperformance award

Eligible for II/USP

California Programs

20022001 2003

Applied for II/USPFundingReceived II/USPFunding

YesYesYes

School Programs

Percent of Schools Identifiedfor Program Improvement

Number of Schools Identifiedfor Program Improvement 14011

12.30.09.5

District: Federal Programs20022001 2003

***** *No

******No

NRT - All Students

Reading

Mathematics

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Subject

Data reported are the percent of students scoring at or above the 50th percentile.

NRT - Racial/Ethnic Groups

SubjectAfrican

American

AmericanIndian orAlaskaNative

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

Reading

Mathematics 7 91

NRT - Subgroups

38 53 37 45 46 14 49

77 80 82 79 77 21 86

Male FemaleEnglishLearners

SocioeconomicallyDisadvantaged

Students withDisabilities

MigrantEducation

ServicesYesYes No NoSubject

Reading

Mathematics

The federal No Child Left Behind Act requires that all students perform at or above the proficient level onthe State’s standards based assessment by 2014. In order to achieve this goal and meet annual performanceobjectives, districts and schools must improve each year according to set requirements. Data reported showwhether all groups of students in the school made Adequate Yearly Progress. Detailed information aboutAYP can be found at the California Department of Education website at http://www.cde.ca.gov/ayp/ or byspeaking to the school principal.

Adequate Yearly Progress (AYP)

All Students

Filipino

Hispanic or Latino

Pacific Islander

School District2001 2002 2003 2001 2002 2003Groups

3/25/2004Printed:

***The II/USP Program was not funded for the years 2002 or 2003.

Garfield ES

CST - Racial/Ethnic Groups

PerformanceLevel

7 597 85

AfricanAmerican

AmericanIndian or

AlaskaNative

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

English/Language ArtsMathematicsScienceHistory/Social Science

CST - Subgroups

PerformanceLevel

42 61 44 47 69 14 56

73 71 77 73 69 7 80

MigrantEducation

ServicesYesYes No No

Fr. 2001to 2002

From 2000to 2001

Base API Score

Fr. 2001to 2002

From 2000to 2001

API Base Data

200220012000

Schoolwide API

to 2001

100818

Fr. 2001to 2002

Fr. 2002to 2003

GradeLevel

37.5 58.8 13.3 27.236.4

31.540.7

23.032.4

23.827.8

25.229.6

22.326.0

9 34.4 35.8 33.2 24.8 23.3 26.2

Reading Writing

2001 2002 2003

GradeLevel

Mathematics

K2001 2002 2003 2001 2002 2003

State2000 2001 2002 2000 2001 2002

PerformanceLevel

Advanced

Proficient

Below Basic

FarBelow Basic

PercentNot Tested

2000 2001 2002

All Students

Disabilities

Met Target (Y/N)

School LEA

Met Target (Y/N)

Category

Filipino

Hispanic or Latino

Pacific Islander

PerformanceLevel

Advanced

State2001 2002 2003 2001 2002 2003

Advanced

CST - All Students

PerformanceLevel

State2001 2002 2003 2001 2002 2003

Mathematics 44 72 34 39 31 35

Not Tested

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Federal Programs

YesNoNo

20022001 2003

NoNoNo

Eligible for II/USP

California Programs

20022001 2003

YesYesYes

School Programs

12.30.09.5

***** *No

******No

NRT - All Students

Reading

Mathematics

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Subject

SubjectAfrican

American

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

Reading

Mathematics 7 91

NRT - Subgroups

38 53 37 45 46 14 49

77 80 82 79 77 21 86

MigrantEducation

Reading

Mathematics

All Students

Filipino

Hispanic or Latino

Pacific Islander

3/25/2004Printed:

Garfield ES

PerformanceLevel

7 597 85

AfricanAmerican

AmericanIndian or

AlaskaNative

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

CST - Subgroups

PerformanceLevel

42 61 44 47 69 14 56

73 71 77 73 69 7 80

MigrantEducation

Fr. 2001to 2002

From 2000to 2001

Base API Score

Fr. 2001to 2002

From 2000to 2001

API Base Data

200220012000

Schoolwide API

to 2001

100818

Fr. 2001to 2002

Fr. 2002to 2003

GradeLevel

37.5 58.8 13.3 27.236.4

31.540.7

23.032.4

23.827.8

25.229.6

22.326.0

9 34.4 35.8 33.2 24.8 23.3 26.2

Reading Writing

2001 2002 2003

GradeLevel

Mathematics

K2001 2002 2003 2001 2002 2003

State2000 2001 2002 2000 2001 2002

PerformanceLevel

Advanced

Proficient

Below Basic

FarBelow Basic

PercentNot Tested

2000 2001 2002

All Students

Disabilities

Met Target (Y/N)

School LEA

Met Target (Y/N)

Category

Filipino

Hispanic or Latino

Pacific Islander

PerformanceLevel

Advanced

State2001 2002 2003 2001 2002 2003

Advanced

CST - All Students

PerformanceLevel

State2001 2002 2003 2001 2002 2003

Mathematics 44 72 34 39 31 35

Not Tested

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Federal Programs

YesNoNo

20022001 2003

NoNoNo

Eligible for II/USP

California Programs

20022001 2003

YesYesYes

School Programs

12.30.09.5

***** *No

******No

NRT - All Students

Reading

Mathematics

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Subject

SubjectAfrican

American

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

Reading

Mathematics 7 91

NRT - Subgroups

38 53 37 45 46 14 49

77 80 82 79 77 21 86

MigrantEducation

Reading

Mathematics

All Students

Filipino

Hispanic or Latino

Pacific Islander

3/25/2004Printed:

Garfield ES

PerformanceLevel

7 597 85

AfricanAmerican

AmericanIndian or

AlaskaNative

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

CST - Subgroups

PerformanceLevel

42 61 44 47 69 14 56

73 71 77 73 69 7 80

MigrantEducation

Fr. 2001to 2002

From 2000to 2001

Base API Score

Fr. 2001to 2002

From 2000to 2001

API Base Data

200220012000

Schoolwide API

to 2001

100818

Fr. 2001to 2002

Fr. 2002to 2003

GradeLevel

37.5 58.8 13.3 27.236.4

31.540.7

23.032.4

23.827.8

25.229.6

22.326.0

9 34.4 35.8 33.2 24.8 23.3 26.2

Reading Writing

2001 2002 2003

GradeLevel

Mathematics

K2001 2002 2003 2001 2002 2003

State2000 2001 2002 2000 2001 2002

PerformanceLevel

Advanced

Proficient

Below Basic

FarBelow Basic

PercentNot Tested

2000 2001 2002

All Students

Disabilities

Met Target (Y/N)

School LEA

Met Target (Y/N)

Category

Filipino

Hispanic or Latino

Pacific Islander

PerformanceLevel

Advanced

State2001 2002 2003 2001 2002 2003

Advanced

CST - All Students

PerformanceLevel

State2001 2002 2003 2001 2002 2003

Mathematics 44 72 34 39 31 35

Not Tested

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Federal Programs

YesNoNo

20022001 2003

NoNoNo

Eligible for II/USP

California Programs

20022001 2003

YesYesYes

School Programs

12.30.09.5

***** *No

******No

NRT - All Students

Reading

Mathematics

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Subject

SubjectAfrican

American

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

Reading

Mathematics 7 91

NRT - Subgroups

38 53 37 45 46 14 49

77 80 82 79 77 21 86

MigrantEducation

Reading

Mathematics

All Students

Filipino

Hispanic or Latino

Pacific Islander

3/25/2004Printed:

Garfield ES

PerformanceLevel

7 597 85

AfricanAmerican

AmericanIndian or

AlaskaNative

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

CST - Subgroups

PerformanceLevel

42 61 44 47 69 14 56

73 71 77 73 69 7 80

MigrantEducation

Fr. 2001to 2002

From 2000to 2001

Base API Score

Fr. 2001to 2002

From 2000to 2001

API Base Data

200220012000

Schoolwide API

to 2001

100818

Fr. 2001to 2002

Fr. 2002to 2003

GradeLevel

37.5 58.8 13.3 27.236.4

31.540.7

23.032.4

23.827.8

25.229.6

22.326.0

9 34.4 35.8 33.2 24.8 23.3 26.2

Reading Writing

2001 2002 2003

GradeLevel

Mathematics

K2001 2002 2003 2001 2002 2003

State2000 2001 2002 2000 2001 2002

PerformanceLevel

Advanced

Proficient

Below Basic

FarBelow Basic

PercentNot Tested

2000 2001 2002

All Students

Disabilities

Met Target (Y/N)

School LEA

Met Target (Y/N)

Category

Filipino

Hispanic or Latino

Pacific Islander

PerformanceLevel

Advanced

State2001 2002 2003 2001 2002 2003

Advanced

CST - All Students

PerformanceLevel

State2001 2002 2003 2001 2002 2003

Mathematics 44 72 34 39 31 35

Not Tested

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Federal Programs

YesNoNo

20022001 2003

NoNoNo

Eligible for II/USP

California Programs

20022001 2003

YesYesYes

School Programs

12.30.09.5

***** *No

******No

NRT - All Students

Reading

Mathematics

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Subject

SubjectAfrican

American

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

Reading

Mathematics 7 91

NRT - Subgroups

38 53 37 45 46 14 49

77 80 82 79 77 21 86

MigrantEducation

Reading

Mathematics

All Students

Filipino

Hispanic or Latino

Pacific Islander

3/25/2004Printed:

Garfield ES

PerformanceLevel

7 597 85

AfricanAmerican

AmericanIndian or

AlaskaNative

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

CST - Subgroups

PerformanceLevel

42 61 44 47 69 14 56

73 71 77 73 69 7 80

MigrantEducation

Fr. 2001to 2002

From 2000to 2001

Base API Score

Fr. 2001to 2002

From 2000to 2001

API Base Data

200220012000

Schoolwide API

to 2001

100818

Fr. 2001to 2002

Fr. 2002to 2003

GradeLevel

37.5 58.8 13.3 27.236.4

31.540.7

23.032.4

23.827.8

25.229.6

22.326.0

9 34.4 35.8 33.2 24.8 23.3 26.2

Reading Writing

2001 2002 2003

GradeLevel

Mathematics

K2001 2002 2003 2001 2002 2003

State2000 2001 2002 2000 2001 2002

PerformanceLevel

Advanced

Proficient

Below Basic

FarBelow Basic

PercentNot Tested

2000 2001 2002

All Students

Disabilities

Met Target (Y/N)

School LEA

Met Target (Y/N)

Category

Filipino

Hispanic or Latino

Pacific Islander

PerformanceLevel

Advanced

State2001 2002 2003 2001 2002 2003

Advanced

CST - All Students

PerformanceLevel

State2001 2002 2003 2001 2002 2003

Mathematics 44 72 34 39 31 35

Not Tested

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Federal Programs

YesNoNo

20022001 2003

NoNoNo

Eligible for II/USP

California Programs

20022001 2003

YesYesYes

School Programs

12.30.09.5

******No

NRT - All Students

Reading

Mathematics

State2001 2002 2003 2001 2002 2003

48 55 46 48

79 60 63

Subject

SubjectAfrican

American

AmericanIndian or

AlaskaNative

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

Reading

Mathematics 7 91

NRT - Subgroups

38 53 37 45 46 14 49

77 80 82 79 77 21 86

MigrantEducation

Reading

Mathematics

All Students

Filipino

Hispanic or Latino

Pacific Islander

3/26/2004Printed:

Garfield ES

PerformanceLevel

7 597 85

AfricanAmerican

AmericanIndian or

AlaskaNative

AsianAmerican

FilipinoAmerican

Hispanicor Latino

PacificIslander

White (notHispanic)

CST - Subgroups

PerformanceLevel

42 61 44 47 69 14 56

73 71 77 73 69 7 80

MigrantEducation

Garfield ES

IV. School Completion (Secondary Schools only)562

California High School Exit Exam (CAHSEE)Beginning with the graduating class of 2006, students in California public schools will have to pass theCalifornia High School Exit Exam to receive a high school diploma. The School Accountability ReportCard for that year will report the percentage of students completing grade12 who successfully complete theCAHSEE. These data are not required to be reported until 2006 when they

can be reported for the entire potential graduating class. Whenimplemented, the data will be disaggregataed by special eduationstatus, English language learners, socioeconomic status, gender,and ethnic group.

Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year periodinclude: • grade 9-12 enrollment

• the number of dropouts, and• the one-year dropout rate as reported by CBEDS

The formula for the one-year dropout rate is (Grades 9-12 dropouts divided by Grades 9-12 Enrollment)multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), iscalculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through12, in consecutive years, plus the number of graduates.

2/11/2004Printed 3/25/2004

V. Class Size

Average Class Size and Class Size DistributionData reported are the average class size and the number of classrooms that fall into each category (i.e.,number of students), by grade level, as reported by CBEDS.

Average Teaching Load andTeaching Load DistributionData reported are the average class size and the number of classrooms for each range of students by gradelevel as reported by CBEDS.

Class Size ReductionCalifornia’s K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades1 through 3. Funding is provided to participating school districts to decrease the size of K-3 classes to20 or fewer students per certificated teacher.

Grade2001 2002 2003

Avg 1-20 21-32 33+ Avg 21-321-20 33+ Avg 1-20 21-32 33+K123456

K-33-44-8

16.50 2 19.50 2 17.00 219.5018.0019.0021.5026.00

2111 1

18.5018.0015.6719.5023.00

13.0019.5019.0011.3322.00

Grade LevelPercentage of Pupils Participating

2001 2002 200399.399.399.399.3

99.399.399.399.3

Subject2001 2002 2003

Avg 1-20 21-32 33+ Avg 21-321-20 33+ Avg 1-20 21-32 33+EnglishMathematicsScienceSocial Science

Grades 6 - 12

Garfield ES

2/11/2004Printed 3/25/2004

2/11/2004

VI. Teacher and Staff Information

Teacher Credential InformationPart-time teachers are counted as ‘1’. If a teacher works at two schools, he/she is only counted at oneschool. Data are not available for teachers with a full credential and teaching outside his/her subjectarea.

At Garfield, 100% of our regular education teachers are credentialed to teach in multiple subjectclassrooms. All our bilingual teachers have earned their certificate of competence and/or the appropriatebilingual credential. All our ELD teachers have the CLAD certificates. One Special Education teacherpossesses an emergency credential.

Teacher EvaluationsTeacher evaluation procedures and the criteria on which they are based:

Substitute TeachersImpact upon program of quality or availability of substitute teachers:

Counselors and Other Support StaffData reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% of full time.Two staff persons working 50% of full time also equals one FTE.

Academic CounselorsData reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% of full time.Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollmentas reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the number ofacademic counselors.

Number of Academic Counselors (FTE) Ratio of Pupils per Academic Counselor

FTEStaff Category

CounselorLibrarian

PsychologistSocial Worker

NurseSpeech/Language/Hearing SpecialistResource Specialist (Non-Teaching)

(K-8 school counselors for grades 6-8 only.)

When substitutes are not available, the “Success For All” Facilitator and the principal covered the classes.In some instances, the students are reassigned to other classrooms for part of the day.

At Garfield, we have the following part-time positions: a speech Therapist, an Occupational Therapist, aSchool Psychologist and a Resource Program Specialist. We have a full-time Success For All Facilitator,a half-time reading and math teacher, one paraprofessional tutor for the reading program, onelibrary/media paraprofessional and one Elementary Advisor. Volunteers from the community (includingJunior Achievement, Jewish Coalition for Literacy and other San Francisco Volunteers), our parent bodyand students from the San Francisco Art Institute and other universities assist in and outside theclassrooms. Consultants from Adventures In Music, Performing Arts Workshop, Art Collaborative,Mental Health Services, Family Mosaic and the S.F. Drug Educational Program participate in specialprojects during the year.

San Francisco Unified School District's teacher evaluation system is currently under revision. The District isconducting a pilot in 30 schools of a new evaluation system, based upon the California Standards for theTeaching Profession. This pilot includes teacher self-assessment, professional growth plans and objectives,and guided reflection. There are protocols for pre-observation and post-observation conferences.Administrators are trained in evidence-based observation, focusing on specific areas of teacher practice, aswell as in reflective questioning and coaching strategies. All of this is an effort to make teacher evaluation aprofessional growth-oriented process in the SFUSD. For teachers who are not performing at a satisfactorylevel, the District has a Peer Assistance & Review (PAR) program whereby those teachers receive up to ayear of intensive coaching support to significantly improve practice and remain employed in the SFUSD.

Elementary: District general funds are not available for counseling services at the elementary school level. However,some schools have added support staff funded through special programs, projects, or grant awards.Middle/High: The District staffing ratio for counselors in middle and high schools is based on enrollment and iscomputed as follows:

Middle Students. : Counselors High Students : Counselors0-650 : 1 0-501 : 1 1501-1751 : 3.5

650-901 : 1.5 501-751 : 1.5 1751-2001 : 4over 901 : 2 751-1001 : 2 2001-2251 : 4.5

1001-1251 : 2.5 over 2251 : 51251-1501 : 3

Full Credential(fully credentialed and teaching in subject area)Teaching Outside Subject Area(fully credentialed but teaching outside subject area)Emergency Credential(includes District Internship, University Internship, Pre-Internsand Emergency Permits)

Teachers with Waivers(does not have credential and does not qualify for an Emergency Permit)

20032001Total Number of Teachers 12

Professional Qualifications of TeachersIt is the goal of the district that every teacher hold either a California credential or an Intern credential, andbe highly qualified as defined by the No Child Left Behind legislation. The district has reduced the numberof teachers working without a credential by over 70% since 2001.

2/11/2004

VI. Teacher and Staff Information

Teacher Credential InformationPart-time teachers are counted as ‘1’. If a teacher works at two schools, he/she is only counted at oneschool. Data are not available for teachers with a full credential and teaching outside his/her subjectarea.

At Garfield, 100% of our regular education teachers are credentialed to teach in multiple subjectclassrooms. All our bilingual teachers have earned their certificate of competence and/or the appropriatebilingual credential. All our ELD teachers have the CLAD certificates. One Special Education teacherpossesses an emergency credential.

Teacher EvaluationsTeacher evaluation procedures and the criteria on which they are based:

Substitute TeachersImpact upon program of quality or availability of substitute teachers:

Counselors and Other Support StaffData reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% of full time.Two staff persons working 50% of full time also equals one FTE.

Academic CounselorsData reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% of full time.Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollmentas reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the number ofacademic counselors.

Number of Academic Counselors (FTE) Ratio of Pupils per Academic Counselor

FTEStaff Category

CounselorLibrarian

PsychologistSocial Worker

NurseSpeech/Language/Hearing SpecialistResource Specialist (Non-Teaching)

(K-8 school counselors for grades 6-8 only.)

When substitutes are not available, the “Success For All” Facilitator and the principal covered the classes.In some instances, the students are reassigned to other classrooms for part of the day.

At Garfield, we have the following part-time positions: a speech Therapist, an Occupational Therapist, aSchool Psychologist and a Resource Program Specialist. We have a full-time Success For All Facilitator,a half-time reading and math teacher, one paraprofessional tutor for the reading program, onelibrary/media paraprofessional and one Elementary Advisor. Volunteers from the community (includingJunior Achievement, Jewish Coalition for Literacy and other San Francisco Volunteers), our parent bodyand students from the San Francisco Art Institute and other universities assist in and outside theclassrooms. Consultants from Adventures In Music, Performing Arts Workshop, Art Collaborative,Mental Health Services, Family Mosaic and the S.F. Drug Educational Program participate in specialprojects during the year.

San Francisco Unified School District's teacher evaluation system is currently under revision. The District isconducting a pilot in 30 schools of a new evaluation system, based upon the California Standards for theTeaching Profession. This pilot includes teacher self-assessment, professional growth plans and objectives,and guided reflection. There are protocols for pre-observation and post-observation conferences.Administrators are trained in evidence-based observation, focusing on specific areas of teacher practice, aswell as in reflective questioning and coaching strategies. All of this is an effort to make teacher evaluation aprofessional growth-oriented process in the SFUSD. For teachers who are not performing at a satisfactorylevel, the District has a Peer Assistance & Review (PAR) program whereby those teachers receive up to ayear of intensive coaching support to significantly improve practice and remain employed in the SFUSD.

Elementary: District general funds are not available for counseling services at the elementary school level. However,some schools have added support staff funded through special programs, projects, or grant awards.Middle/High: The District staffing ratio for counselors in middle and high schools is based on enrollment and iscomputed as follows:

Middle Students. : Counselors High Students : Counselors0-650 : 1 0-501 : 1 1501-1751 : 3.5

650-901 : 1.5 501-751 : 1.5 1751-2001 : 4over 901 : 2 751-1001 : 2 2001-2251 : 4.5

1001-1251 : 2.5 over 2251 : 51251-1501 : 3

Full Credential(fully credentialed and teaching in subject area)Teaching Outside Subject Area(fully credentialed but teaching outside subject area)Emergency Credential(includes District Internship, University Internship, Pre-Internsand Emergency Permits)

Teachers with Waivers(does not have credential and does not qualify for an Emergency Permit)

20032001Total Number of Teachers 12

Professional Qualifications of TeachersIt is the goal of the district that every teacher hold either a California credential or an Intern credential, andbe highly qualified as defined by the No Child Left Behind legislation. The district has reduced the numberof teachers working without a credential by over 70% since 2001.

Curriculum improvement programs and opportunities for improvement.

School and district efforts to align the instructional program with the state frameworks and content standards.

VII. Curriculum and Instruction

School Instruction and Leadership

School leadership team at the school site, its role in ensuring the quality of the instructional program and support ofteachers in improving instruction .

How the school staff monitors the progress of underperforming students/student groups.

Supports and interventions that are available to assist special needs students.

Procedures for assessment of the progress of subgroups such as English Learners, Title I students, andnumerically significant API subgroups.

Efforts to ensure equal access to the core curriculum for all students, including students with lower skills, English Learners, andthe placement of individuals with exceptional needs in the least restrictive environment.

Summary of overall achievement by subgroups.

District textbook adoptions meet basic needs. Staff and parents supplement additional learning materials.Effective budgeting insures that classrooms have adequate basic supplies. There are never enoughsupplementary materials!

Number of Staff Development Days: 2000-2001 = ? 20001-2002 = ? 2002-2003 = ?

Professional Development

Condition of textbooks and other instructional materials. Include information on supply, quality, and currency.

School educational technology program.

Additional technology resources.

Indicate whether or not textbooks meet state standards and have been adopted by the State Board of Education (SBE).

Report the ratio of textbooks to pupils.

How the school makes special efforts to help special student populations in their preparation to enter the work force.

How the school measures the success of its efforts to prepare students for the work force.

How the school's instructional programs foster the acquisition and growth of work readiness skills on the part of the school'sstudents.

Quality and Currency of Textbooks and Other Instructional Materials

Degree to Which Students Are Prepared to Enter Workforce

Instructional Minutes (School Year 2000-2001)

Total Number of Minimum DaysNumber of days and reasons

The District provides staff development for the staff as well as our school site. In addition, the SchoolImprovement Program, English Language Learner Advisory Council, and Site Advisory Council as well asthe PTC, and Union Building Committee are forums for curriculum improvement.

Our teachers meet twice a month to participate in professional development to increase their expertise inimplementing the ‘Success For All “ Reading Program. Each faculty meeting also consists of aprofessional segment which covers multidisciplinary topics.

Referrals to the Student Success Team, Family Support Team, adaptations in classroom, and support by apart time RSP teacher and an RSP paraprofessional, IEP’s for students are developed and implemented.

All staff participate in District inservice in the alignment of standards with curriculum. In addition, the staffare given copies of the standards and meet in grade level and cross grade level teams to planimplementation of the standards in their classrooms. Ongoing teacher evaluation focuses onstandards-based instruction. Teachers have identified benchmarks for meeting standards throughout theyear. Teachers’ daily lesson plans are linked to these standards. Student progress is reviewed throughportfolios, various disaggregated test data (SFA assessments, CST, CAT6, CWST, ABC, etc.). Studentwork and progress is reviewed with parents at conferences at least twice a year.

The School Leadership Team and School Site Council monitor the school program and student work. TheLeadership Team consists of the principal, the Success For All Facilitator and 4 teacher volunteers. Wemeet once a month to review the strengths and weaknesses of our school program and brainstorm ideas forcontinuous improvement.

Underperforming students and groups are identified by test data analysis and individual teacher referrals.Student progress is monitored by classroom teachers and the Student Success Team. The SST process isfunctioning. EDY, ELL and GATE students’ programs are described in our site plan. Our Family SupportTeam provides comprehensive support to students and parents in all school adjustment issues.

School site assessment data analysis is based on review of reports of the Brigance (K-1), Assessment ofBasic Comprehension (Grade 1), California Achievement Test, California Writing Standards Test,Mathematics Performance Assessment, and California English Language Arts Standards and WritingStandards. The school receives standardized test data from the District each Fall, containing alldisaggregated group and individual information. Under the leadership of the Principal this information isanalyzed and used in designing and implementing individual student programs.

Classroom teachers ensure that all students have access to the core curriculum. English Language Learnersare placed in classes with certificated ELD or Bilingual teachers. Special Education students are providedwith support to be mainstreamed when appropriate for their development.

TOTAL READ TOTAL MATHGrade 2Grade 3Grade 4Grade 5Garfield’s student achievement continued to show impressive growth across all ethnic groups in SY2003-2004. Our schoolwide reading and math scores are above District and State averages.

On-site professional development includes strategies for literacy development, hands-on science and mathprograms, technology integration, performing arts, and conflict resolution. Staff members attend Districtsponsored science, math, and literacy workshops as well as inservice training on instructing at risk students.Various teachers participate in the following programs: a variety of Literacy Workshops, City Science,Exploratorium, Math Initiative, and other activities relating to the curriculum throughout the year.

Garfield has a technology program that is incorporated into classroom instruction. All classroom computershave Internet access capability.

Library/Media Center. The school library is fully automated. Each classroom teacher has a state of the artcomputer station for data management and lesson preparation. In addition to District adopted assessments,our students take their individual reading assessments 4 times a year on the computer.

1. Number of Computers Used for Instructionally Related Purposes 2. Number of Computers listed above with CD-ROM (must be less than or equal to #1)3. Number of Classrooms with Internet Access 4. Number of Classrooms with Wide Area Network (WAN) Access

District complies with state adoptions regarding textbooks and provides basic textbooks for school.

1 to 1

Garfield fosters the development of positive interpersonal skills as well as proficiency in reading,mathematics, and writing skills which are essential to the acquisition of work readiness skills. Garfieldstudents participate in a schoolwide Junior Achievement Program that promotes career awareness. Guestspeakers from different fields are invited to our classrooms from time to time.

Garfield’s curriculum integrates career awareness programs. Community and business partnerships arenurtured. Student awareness is reflected in their level of enthusiasm, participation and knowledge acquiredin the various programs/workshops offered at school.

Students are given responsibilities and “jobs” at the school level to enable them achieve competency andself esteem in developing independence. Select students work as office helpers, schoolyard/activitiesmonitors and bus monitors. Field trip opportunities and community volunteer activities expand theirpreparation for entering the workforce outside of the school site.

Any additional minimum days at this school and reasons:

In all San Francisco Unified District schools: • 10 minimum days make time for parent/teacher conferences during Fall and Spring Parent Conference Weeks • 3 minimum days per year make time for teachers to take part in professional development during Professional Development Institutes

Some schools “bank” additional instructional time to be used for professional development.Banked minutes at this school:

51,66051,66051,66051,66055,08055,080

Grade Level State Instructional Minutes1 through 8 Requirement Offered by

K12345678

36,00050,40050,40050,40054,00054,00054,00054,00054,000

State Requirement for High School: 64,800

Garfield ES

9101112

Instructional Minutes offered:

Professional development is a part of every school site plan and a major component of instructional supportdepartments. The district's professional development program provides opportunities for teachers toimplement the district's core curriculum for all students, update subject area expertise, use data to planinstructional improvement strategies, and acquire new instructional strategies. Leadership development acrosscontent areas is facilitated centrally, and for educators and parents each school has three full days forprofessional development during the academic year. Additionally, in 2001/2002 there were five weeks of centrally coordinated Professional DevelopmentInstitutes. These week-long, afterschool/Saturday institutes offered professional development in standards,best practices, assessment and diversity.

2/11/2004Printed 3/25/2004

1 to 1

51,66051,66051,66051,66055,08055,080

K12345678

36,00050,40050,40050,40054,00054,00054,00054,00054,000

Garfield ES

9101112

2/11/2004Printed 3/25/2004

1 to 1

51,66051,66051,66051,66055,08055,080

K12345678

36,00050,40050,40050,40054,00054,00054,00054,00054,000

Garfield ES

9101112

2/11/2004Printed 3/25/2004

Number of Staff Development Days: 2000-2001 = 3 20001-2002 = 3 2002-2003 = 3

1 to 1

51,66051,66051,66051,66055,08055,080

K12345678

36,00050,40050,40050,40054,00054,00054,00054,00054,000

Garfield ES

9101112

Professional development is a part of every school site plan and a major component of instructional supportdepartments. The district's professional development program provides opportunities for teachers toimplement the district's core curriculum for all students, update subject area expertise, use data to planinstructional improvement strategies, and acquire new instructional strategies. Leadership development acrosscontent areas is facilitated centrally, and for educators and parents each school has three full days forprofessional development during the academic year. Additionally, in 2002/2003 there were four weeks of centrally coordinated Professional DevelopmentInstitutes. These week-long, afterschool/Saturday institutes offered professional development in standards,best practices, assessment and diversity. A week-long institute in August offered professional development toall new teachers.

2/11/2004Printed 3/26/2004

1 to 1

51,66051,66051,66051,66055,08055,080

K12345678

36,00050,40050,40050,40054,00054,00054,00054,00054,000

Garfield ES

9101112

2/11/2004Printed 3/25/2004

Number of Staff Development Days: 2000-2001 = 3 20001-2002 = 3 2002-2003 = 3

1 to 1

51,66051,66051,66051,66055,08055,080

K12345678

36,00050,40050,40050,40054,00054,00054,00054,00054,000

Garfield ES

9101112

Professional development is a part of every school site plan and a major component of instructional supportdepartments. The district's professional development program provides opportunities for teachers toimplement the district's core curriculum for all students, update subject area expertise, use data to planinstructional improvement strategies, and acquire new instructional strategies. Leadership development acrosscontent areas is facilitated centrally, and for educators and parents each school has three full days forprofessional development during the academic year. Additionally, in 2002/2003 there were four weeks of centrally coordinated Professional DevelopmentInstitutes. These week-long, afterschool/Saturday institutes offered professional development in standards,best practices, assessment and diversity. A week-long institute in August offered professional development toall new teachers.

2/11/2004Printed 10/13/2004

1 to 1

51,66051,66051,66051,66055,08055,080

K12345678

36,00050,40050,40050,40054,00054,00054,00054,00054,000

Garfield ES

9101112

2/11/2004Printed 3/25/2004

VIII. Post Secondary Preparation (secondary schools only)

The Advanced Placement (AP) and International Baccalaureat (IB) programs give students an opportunity totake college-level courses and exams while still in high school. The table below shows the number of classesoffered and the enrollment in various AP and IB classes. the data for fine and performing arts includes APArt and AP Music, and the data for social Science includes IB Humanities.

Advanced Placement/International Baccalaureate Courses Offered

Percentage of Pupils Enrolled in Courses Required for University of California (UC)and California State University (CSU) Admission (Grades 9-12)The percentage of pupils enrolled in courses required for UC and/or CSU admission is calculated bydividing the total number of pupils in courses required for UC and/or UC admission (duplicated count) bythe total number of pupils in all courses (also a duplicated count) for the most recent year.

Percentage of Graduates Who Have Passed Courses Required for University ofCalifornia (UC) and California State University (CSU) AdmissionThe percentage of graduates is the number of graduates who have passed course requirements for UCand/or CSU admission divided by the school’s California Basic Educational Data System (CBEDS) totalgraduates for the most recent year.

2/11/2004Printed 3/25/2004

Expenditures (Fiscal Year 2001-2002)

Types of Services Funded

IX. Fiscal and Expenditure Data

District

Total DollarsDollars per Student

State Average for Districtsin Same Category

State Averagefor all Districts

Dollars per Student(ADA)

$407,572,743 $7,313 $6,770 $6,719

Average Salaries (Fiscal Year 2001-2002)

$40,310 $35,980$57,384 $57,139

$212,760 $171,096$86,104$84,418$78,053

$100,810

$70,407 $73,953

State Average forDistricts in

Same CategorySFUSD

4.83 5.2035.94 43.28

Beginning Teacher SalaryMid-Range Teacher SalaryHighest Teacher SalaryAverage Principal Salary (Elementary)Average Principal Salary (Middle)Average Principal Salary (Secondary)Superintendent SalaryPercentage of Budget for Teachers’ SalariesPercentage of Budget for Administrative Payrolls

Beginning Teacher Support & Assessment (BTSA)Conflict Resolution ProgramHealthy StartIntern ProgramMathLand & Beyond

SLAP Grant, Foreign Language Assistance Program (Federal Grant)

Clarendon ES

2/11/2004Printed 10/12/2004

Expenditures (Fiscal Year 2000-2001)

Types of Services Funded

IX. Fiscal and Expenditure Data

District

Total DollarsDollars per Student

State Average for Districtsin Same Category

State Averagefor all Districts

Dollars per Student(ADA)

$407,572,743 $7,313 $6,770 $6,719

Average Salaries (Fiscal Year 2000-2001)

$40,310 $35,980$57,384 $57,139

$212,760 $171,096$86,104$84,418$78,053

$100,810

$70,407 $73,953

State Average forDistricts in

Same CategorySFUSD

4.83 5.2035.94 43.28

Beginning Teacher SalaryMid-Range Teacher SalaryHighest Teacher SalaryAverage Principal Salary (Elementary)Average Principal Salary (Middle)Average Principal Salary (Secondary)Superintendent SalaryPercentage of Budget for Teachers’ SalariesPercentage of Budget for Administrative Payrolls

Junior AchievementSuccess for All

ABC, Read To Me - take-home reading books for kindergarten

Adventure In Music

After-school violin and piano classes

2/11/2004Printed 3/25/2004

school accountability report · pdf fileschool accountability report card school year...

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