HUENEME ELEMENTARY SCHOOL DISTRICT 205 North Ventura Road

Port Hueneme, California 93041

Regular Meeting

AGENDA OUTLINE CALL TO ORDER: CLOSED SESSION: PUBLIC SESSION: LOCATION:

(805) 488-3588

Monday, January 27, 2014 2013-2014 School Year

5:30 P.M. 5:35 P.M. (approximate) 6:30 P.M. (approximate) Port Hueneme City Hall 250 N. Ventura Road Port Hueneme, CA 93041

Visitors are welcomed at meetings of the Governing Board and we encourage suggestions and comments. Persons who desire to address the Board may do so during “Communications.” Pursuant to Education Code 35145.5, the Board cannot enter into a formal discussion or make a decision on any matter not on the agenda. However, they may take action to refer any subject to a later meeting or ask the Superintendent to follow up. Please arrive no later than 6:30 P.M. so that you do not miss an opportunity to speak to the board and/or hear open session discussions. Speakers may complete an oral communications form (on the small table as you enter the room) and give it to the recording secretary. The presiding board member will call each speaker to the podium. Pursuant to Government Code 54954.1, persons with a disability who need reasonable accommodations to participate may request assistance in advance of the meeting. Contact the Superintendent’s secretary at the District Office, 205 North Ventura Road, Port Hueneme, California 93041 / Telephone: 805-488-3588, Ext. 100 / Confidential Fax: 805-986-8755

Documents for regular meetings customarily are available no later than the Thursday preceding a regularly scheduled Monday meeting. Meeting documents are also posted in the Board area of the District website. 1.

CALL TO ORDER AND FLAG SALUTE – 5:30 P.M. At this time, any person may address the Governing Board regarding an agenda topic listed under Closed Session.

2.

ADOPTION OF THE REGULAR AGENDA (MINUS CONSENT AGENDA) Pursuant to Government Code Section 54954.2, items may be added to the agenda if (1) an “emergency situation” exists as defined by Government Code 54956.5 (majority vote required); (2) the need to take action arose after posting of the agenda (two-thirds vote of the Board or a unanimous vote of those present if less than the full Board); or (3) an item from a posted meeting that occurred not more than five calendar days prior to the current meeting must be continued at this meeting in order for action to be taken. BOARD OF TRUSTEES

Scott E. Swenson, President  Donna L. Branstrom, Clerk  Darlene A. Bruno  Rafael (Ralph) Ramos  Vianey Lopez

It is recommended that the Governing Board adopt the agenda, as submitted, or consider any request from an individual board member to revise the proposed agenda before adoption. 3.

Motion:

3.2 3.3 3.4

5.

Vote:

CLOSED SESSION The Governing Board will convene into a Closed Session discussion on the topics listed below. 3.1

4.

Second:

STUDENT MATTERS (Pursuant to Education Code 35146, 48912 and 48918) • Pending Voluntary Expulsion Case #13-14-03 COLLECTIVE BARGAINING: LABOR NEGOTIATIONS (Pursuant to Government Code 54957.6) • Deborah DeSmeth, Assistant Superintendent-Human Resources PUBLIC EMPLOYEE DISCIPLINE/DISMISSAL/RELEASE (Pursuant to Government Code 54957)

CONFERENCE WITH LEGAL COUNSEL: ANTICIPATED LITIGATION (Significant exposure to litigation pursuant to subdivision (b) of Government Code Section 54956.9) • One potential case

REGULAR SESSION The presiding member will resume the regular session and make the following announcements: 4.1 4.2

Report on actions taken during closed session Announcement that this meeting will be audio-recorded

APPROVAL OF MINUTES

It is recommended that the Governing Board approve the minutes of a regular meeting on December 9, 2013, as presented.

6.

Motion:

PRESENTATIONS 6.1

7.

6.2

Second:

Vote:

Ms. Aracely Preciado, a community organizer and interpreter affiliated with Central Coast Alliance United for a Sustainable Economy (CAUSE), Alliance for Sustainable and Equitable Regional Transportation (ASERT), and Ventura County Bus Riders Union (VCBRU) will give a report on community forums regarding the Local Control Funding Formula (LCFF)

Dr. Christine Walker, Assistant Superintendent of Business Services, will do a presentation related to the Governor’s Budget Proposal for 2014-15

COMMUNICATIONS At regularly-scheduled Board meetings, Education Code, Section 35145.5 permits the taking of testimony on matters not on the agenda that a member of the public may wish to bring before the Board. However, no action may be taken by the Board on such matters at the same meeting at which the testimony is taken. Education Code 54954.3 requires that every agenda for a regular

Agenda Outline, Page 2 of 5 January 27, 2014

Regular Meeting of the Governing Board Hueneme Elementary School District

meeting provide an opportunity for the public to directly address the governing board on any item of interest to the public before the governing board’s consideration of the item. 7.1

8.

7.2

Oral Communications (1) General Speakers (2) Hueneme Education Association (3) California School Employees Association Chapter 273 Written Communications

ADOPTION OF THE CONSENT AGENDA All matters on the Consent Agenda are considered by the Board to be routine and will be acted upon in a single motion. There will be no discussion of these items prior to the time the Board votes on the motion unless members of the Board, staff, or the public request that specific items be discussed and/or removed from the Consent Agenda. Consideration to remove an item or transfer it from the Consent Agenda to the Action Agenda:

Item(s) Removed/Transferred:

Except for any item(s) removed upon majority agreement, it is recommended that the Governing Board use a single motion and vote regarding the following items on the Consent Agenda: Motion:

8.1 8.2 8.3

9.

8.4

Second:

Approval of the January 2014 Personnel Report Williams Quarterly Report Ratification of December 2013 Financial Reports: (1) Expenditures (Commercial Payments, Payroll) (2) Purchase Orders and Checks (3) Miscellaneous Income Report Gifts to the District

Vote:

STUDENT MATTER 9.1

Submission of the Report of the Administrative Panel for Voluntary Expulsion Case 13-14-03 (Hicklin)

It is recommended that the Governing Board take action on Expulsion Case 13-14-03 to: (1)

(2)

accept the recommendations as delineated in the proposed expulsion order and immediately implement the terms of the stipulated expulsion; or deny the recommendations as delineated in the proposed expulsion order and direct that an administrative hearing be scheduled.

Motion:

Agenda Outline, Page 3 of 5 January 27, 2014

Second:

Vote:

Regular Meeting of the Governing Board Hueneme Elementary School District

10.

ANNUAL ACCOUNTABILITY REPORTS 10.1

10.2

11.

It is recommended that the Governing Board approve the annual School Accountability Report Cards (SARCs), as presented, for the district’s nine elementary schools and two junior high schools, and authorize that they be made available to the public by February 1, 2014. Motion:

Second:

It is recommended that the Governing Board approve the 2013-2014 School Plans for Student Achievement.

BUSINESS SERVICES

Second:

11.1

Bond Insurer Credit Rating Change (Walker)

11.2

Ratification of Change Orders – Wifi Upgrade (Walker)

Vote:

Information only

It is recommended that the Governing Board ratify change orders 90-001 to 90-005, 80-001 to 80-005, and 50-001 to the wifi upgrade project, as submitted.

Motion:

Second:

Vote:

Authorization to Publish Calls for Bids for Summer 2014 Facilities Projects (Walker)

It is recommended that the Governing Board authorize administrative staff to publish calls for bids for summer 2014 facilities projects.

Motion:

POLICIES 12.1

Vote:

Approval of 2013-2014 School Plans for Student Achievement (Villanueva) Motion:

11.3

12.

Approval of Annual School Accountability Report Cards (SARCs)

Second:

Vote:

Second Reading and Consideration to Approve Revisions to the District Policy Manual (Dannenberg) It is recommended that the Governing Board complete a second reading of proposed revisions to the district policy manual and approve the revisions to comply with new laws and legal regulations and to reflect current district operations. Motion:

Agenda Outline, Page 4 of 5 January 27, 2014

Second:

Vote:

Regular Meeting of the Governing Board Hueneme Elementary School District

12.2

Acceptance and First Reading of a Proposed Change to the District Policy Manual (Dannenberg)

It is recommended that the Governing Board and administrative staff:

(1) (2)

13.

Motion:

MONTHLY ACTIVITY REPORTS 13.1

13.2

Vote:

Superintendent’s Comments

(1)

(3) 13.3

Second:

Trustee Reports

(2)

14.

accept for a first reading proposed revisions to Board Bylaw 9324, Board Minutes and Recordings; and provide input for additional modifications that may be needed before a second reading at the next regular meeting when it will also be recommended that the board approve the revisions.

(4)

Request for the Governing Board to schedule a meeting for the Superintendent’s mid-year evaluation

Request for the Governing Board to schedule a special meeting/reception to recognize fifty-two (52) students who achieved a perfect score of 600 on 20122013 California Standardized Tests in Math and English Language Arts Request for the Governing Board to schedule a special meeting for a report on English Language Arts and the Local Control Accountability Plan (LCAP)

Monthly Report

Next Meeting: • Regular Meeting at 5:30 P.M. on Monday, February 24, 2014 in Port Hueneme City Hall at 250 North Ventura Road

ADJOURNMENT

DISTRICT FRAUD HOTLINE Acts of fraud upon the Hueneme Elementary School District are expensive. In addition, the actions of perpetrators of fraud often create a hostile and/or fearful environment for others. Anyone who witnesses a fraudulent act against the District is encouraged to report it, using the District’s Fraud Hotline. Reports may be called in to (805) 253-3191. All reports will be investigated. The reporter’s identity will be kept confidential and, in fact, any person who reports a fraudulent act may choose to remain anonymous. (Ref: Board Policy and Administrative Regulation 3400, rev. 08/13)

Agenda Outline, Page 5 of 5 January 27, 2014

Regular Meeting of the Governing Board Hueneme Elementary School District

Item 5 Approval of the Minutes of the December 9, 2013 Regular Meeting

This document was distributed and posted as a separate of the meeting packet.

HUENEME ELEMENTARY SCHOOL DISTRICT BOARD AGENDA ITEM:

RATIFICATION OF EXPENDITURE REPORT FOR DECEMBER 2013

BOARD MEETING DATE:

January 27, 2014

FROM: Superintendent

Christine Walker, Assistant Superintendent, Business Services

STAFF COMMENT RECOMMENDATION It is recommended that the Governing Board ratify the attached Expenditure Report for December 2013, as follows: (1) (2)

Payroll Commercial Payments

PAYROLL SUMMARY - December 2013 ISSUE DATE 12/3/2013 12/5/2013 12/7/2013 12/10/2013 12/11/2013 12/12/2013 12/14/2013 12/17/2013 12/18/2013 12/20/2013 12/21/2013 12/30/2013 Total

010 130 GROSS FRINGE TOTAL FUND FUND EARNINGS BENEFITS PAYROLL General Cafeteria $1,047.49 $119.85 $1,167.34 $1,167.34 $2,434.22 $292.07 $2,726.29 $2,726.29 $3,085.09 $366.90 $3,451.99 $2,739.35 $712.64 $185,009.72 $21,184.19 $206,193.91 $192,340.33 $13,853.58 $2,056.36 $224.33 $2,280.69 $2,280.69 $2,024.55 $221.34 $2,245.89 $2,245.89 $1,240.36 $135.61 $1,375.97 $1,375.97 $25.44 $2.78 $28.22 $28.22 $130,603.36 $29,610.00 $160,213.36 $138,260.65 $21,952.71 $1,000.00 $109.32 $1,109.32 $1,109.32 $1,601.92 $174.34 $1,776.26 $1,776.26 $3,664,739.82 $1,167,154.41 $4,831,894.23 $4,663,539.89 $168,354.34 $3,994,868.33 $1,219,595.14 $5,214,463.47 $5,009,590.20 $204,873.27

COMMERCIAL PAYMENT REGISTER DECEMBER 2013 Unrestricted

Cafeteria

Measure I

Measure T

Dev. Fees

Bond Int.

ASB/USB

ISSUE

CHECK

TOTAL

010

130

214

215

250

510

951-952-953

Sales

DATE

NUMBERS

AMOUNT

FUND

FUND

FUND

FUND

FUND

FUND

FUND

Taxes

December 3, 2013

5002016864-5002016895

$

79,723.03

$

76,198.28

December 5, 2013

5002016896-5002016918

$

32,337.44

$

15,301.29

$

4,390.49

December 6, 2013

5002016919-5002016949

$

51,667.78

$

50,796.43

$

107.99

December 9, 2013

5002016950-5002016964

$

94,132.54

$

93,883.51

December 10, 2013

5002016965-5002016983

$

55,638.03

$

44,197.88

$

8,461.60

$

10,902.90

$

3,524.75

$

1,742.76

$

30.54

$

763.36

$

11.10

$

249.03

$

1.29

$

2,978.55

$

238.28

13.04

December 11, 2013

5002016984-5002017018

$

26,904.07

$

26,561.13

$

64.20

5002017019-5002017034

$

13,136.80

$

12,995.91

$

117.67

$

23.22

$

23.10

December 13, 2013

5002017035-5002017063

$

137,777.37

$

22,451.62

$

114,533.25

$

792.50

$

12.36

December 16, 2013

5002017064-5002017094

$

42,907.78

$

32,173.32

$

222.39

$

45.80

December 17, 2013

5002017095-5002017115

$

41,193.82

$

19,938.36

$

1,449.96

$

69.21

December 18, 2013

5002017116-5002017140

$

94,980.78

$

48,079.87

$

46,900.91

$

156.03

December 19, 2013

5002017141-5002017169

$

144,318.44

$

141,221.05

$

2,113.64

December 20, 2013

5002017170-5002017183

$

14,046.53

$

14,046.53

December 23, 2013

5002017184-5002017185

$

131,000.08

$

131,000.08

December 27, 2013

5002017186-5002017208

$

63,128.09

$

50,052.39

$

186.85

December 30, 2013

5002017209-5002017231

$

73,554.87

$

73,554.87

$ 1,096,447.45

$

852,452.52

H:\Board Items\Commercial Register 12-13

342.94

$

December 12, 2013

TOTAL PAYMENTS

$

Accrued

$ 10,512.07 $

$

176,812.40

$ $

-

$

19,805.50

12,108.85 42,817.25

$

10,855.01

$

-

$

983.75

$

289.53

$

780.00

$

90.40

$

13,510.27

$

36.36

$

1,081.24

HUENEME ELEMENTARY SCHOOL DISTRICT BOARD AGENDA ITEM:

RATIFICATION OF PURCHASE ORDERS AND CHECKS FOR DECEMBER 2013

BOARD MEETING DATE:

January 27, 2014

FROM:

Christine Walker, Assistant Superintendent, Business Services Jerry Dannenberg, Superintendent STAFF COMMENT

RECOMMENDATION It is recommended that the Governing Board ratify purchase orders and checks generated in December 2013. BACKGROUND The monthly purchase order listing is a summary of all purchase orders issued in one calendar month. It is provided to the Governing Board for ratification of district purchases. The purchase order numbering system is described below: 1. 2.

B14-0000……..“B” series purchase orders are for “blanket” orders issued to vendors used on a monthly basis. H14-0000……..“H” series purchase orders are for “Hueneme Elementary School District” regularly issued orders.

For the period of December 1-31, 2013, purchase orders totaled $437,161.00. The attached report reflects December 2013 totals by site: 00/01 02 03 04 05 08 09 10 12 14 16

District wide Educational Services Pupil Support Services Migrant Education Educational Media Center Food Service Summer School Bard Beach Blackstock E.O. Green

18 18N 20 22 24 26 28 30 34 99 FOT

Hathaway Neighborhood for Learning Haycox Hueneme Larsen Parkview Sunkist Williams Print Shop After School Program Facilities, Operations and Transportation

RATIFICATION OF PURCHASE ORDERS AND CHECKS FOR DECEMBER 2013 January 27, 2014 Page 2 of 3 The December purchase order listing includes the following: H14-01261 Phylmar Group Inc ($2,559.86) Purchase Order for site historical data gathering.

H14-01273 Reliance Communications ($12,237.00) Purchase Order for the annual message system. H14-01294 SchoolWorks, Inc ($5,500.00) Purchase order for level 1 developer fee study. H14-01288 SG Consulting Inc ($4,900.00) Purchase order for Grammar Gallery license renewal. H14-01352 CDW-G ($12,860.82) Purchase order for 32 chromebooks and a netbook storage cart. H14-01270 Families in School ($4,446.96) Purchase order for backpack sets for infants, toddlers and preschoolers. H14-01374 Turf Star Inc ($66,732.70) Purchase order for replacement riding lawnmower. B14-00147 Advantage on Call ($14,293.16) Purchase order for speech and language pathologist services. These numerical listings provide an internal system of checks and balances in the Business Office. Reimbursement/direct pay orders are listed in the second part of the attached reports. Checks issued between December 1 and December 31 totaled $1,096,447.45. The December Check report includes: Castle Air Inc ($14,973.97) This check paid for HVAC repairs and service at several sites. Continuing Development Inc ($33,511.38) This check paid for preschool services at three sites. Nexus IS Inc ($9,527.90) This checks paid for partial payment of WiFi upgrade.

RATIFICATION OF PURCHASE ORDERS AND CHECKS FOR DECEMBER 2013 January 27, 2014 Page 3 of 3 Renaissance Learning Inc ($11,950.86) This check paid for Products and Services for STAR Reading and/or Math Enterprise Real Time Subscription Realignment for Bard, Beach, Blackstock, Green, Haycox, Hueneme, Larsen, Sunkist, Williams . Barnes & Noble Inc ($10,732.80) This check paid for books at E.O. Green’s library. Document Tracking Services ($4,500.00) This check paid for the licensing agreement regarding SARCs. VCOE ($67,437.09) This check paid for the annual support system for Escape finance/personnel/and payroll. SYSCO ($74,970.81) This check paid for the November purchases of food for the cafeterias. CDW-G ($10,512.07) This check paid for 410 Ipads with covers. Tools4ever ($1019,805.50) This check paid for information data syncing and security. A-Z Bus Sales ($117,920.00) This check paid for the purchase of two buses. AVID Center ($10,770.00) This check paid for membership and professional services. CDW-G ($12,708.85 and $22,945.71) This check paid Cisco switching equipment for the district office and Williams School as well as 27 thinkpads and 30 headphones.

Board Report by Site with Fund/Object

ReqPay311a Includes 12/01/2013 - 12/31/2013 PO Number

Vendor Name

Site

Description

Fund Object

H14-01328

CDW-G (Vernon Hills)

00

technology/supplies

010-4300

565.33

H14-01343

CDW-G (Vernon Hills)

00

technology/supplies

010-4300

75.76

H14-01344

App Dynamic ehf

00

technology/supplies

010-5800

107.73

H14-01381

Apple Inc

00

technology/supplies

010-4400

1,447.92

H14-01405

CDW-G (Vernon Hills)

00

technology/supplies

010-4300

540.00

H14-01406

CDW-G (Vernon Hills)

00

technology/supplies

010-4300

396.36

Totals for

Site Id # 00

Account Amount

$3,133.10

B14-00150

Lundgren Management

01

Construction Mgmt Service

215-5800

1,731.10

B14-00151

Verizon California

01

FIOS Internet

010-5903

4,000.00

B14-00153

DS Waters of America

01

District

010-4300

1,000.00

B14-00154

Medical Billing Technologies I nc

01

MAA Administration Services

010-5800

9,600.00

H14-01260

Document Tracking Service

01

District/Professional Services

010-5800

4,500.00

H14-01261

The Phylmar Group Inc.

01

District/Professional Services

010-5800

2,559.86

H14-01272

Garcia,Hernandez,Sawhney & Ber mudez

01

Professional Services

010-5800

10,235.80

H14-01273

Reliance Communications

01

District/Service

010-5800

12,237.00

H14-01278

Southwest School & Office

01

Stores

010-9320

1,722.30

H14-01279

Empire Cleaning Supply

01

Stores

010-9320

2,544.48

H14-01280

Sinclair Sanitary Supply Inc

01

stores

010-9320

969.30

H14-01281

Champion Chemical Co

01

stores

010-9320

1,652.40

H14-01282

Southwest School & Office

01

stores

010-9320

2,304.72

H14-01283

Office Depot School Division

01

Stores

010-9320

2,799.36

H14-01286

Dell Computer Corp

01

Common Core/Computer

010-4400

1,370.59

H14-01292

Hoffman, Vance & Worthington

01

Impact Aid Section 8002 Consultant

010-5800

600.00

H14-01293

Bowie,Arneson,Wiles & Giannone

01

Legal Fees/Admin

010-5800

565.60

The preceding Purchase Orders have been issued in accordance with the District's Purchasing Policy and authorization of the Board of Trustees. It is recommended that the preceding Purchase Page 1 of 11 Orders be approved and that payment be authorized upon delivery and acceptance of the items ordered. Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 602 - Hueneme Elementary School District 8:32AM

Board Report by Site with Fund/Object

ReqPay311a Includes 12/01/2013 - 12/31/2013 PO Number

Vendor Name

Site

Description

Fund Object

Account Amount

H14-01294

SchoolWorks, Inc

01

District/Service

010-5800

5,500.00

H14-01295

School Services of California

01

Agreement for Special Services

010-5800

3,300.00

H14-01301

Tri County Office Furniture

01

District/HR/Supplies

010-4300

366.40

H14-01302

Superior Sanitary Supplies

01

Distict/Supplies

010-4300

73.52

H14-01303

Medical Billing Technologies I nc

01

District/Service

010-5800

1,650.00

H14-01309

Staples Advantage

01

District/Supplies

010-4300

473.05

H14-01310

CDW-G (Vernon Hills)

01

District/Service

250-5800

570.00

H14-01341

Extreme Clean, Inc.

01

stores

010-9320

3,170.28

H14-01342

Central Drug System

01

Professional Services

010-5800

144.50

H14-01356

VCOE-0727 Curriculum Instr.

01

Title I Staff Development

010-5200

245.00

H14-01367

CASBO

01

Memberships

010-5300

700.00

H14-01376

American Express

01

District/Board/Conf/Supplies

010-4300

1,252.20

010-5200

215.12

H14-01390

Suzan Smith

01

District/Reimb

010-5800

290.00

H14-01394

Platinum Plus for Business

01

District/Supplies/Conf

010-4300

4,434.08

010-5200

1,065.00

010-5211

175.00

010-5800

150.00

130-4300

26.47

130-4700

139.90

130-5200

523.74

H14-01399

Dell Computer Corp

01

Superintendent/Noncapequip

010-4400

720.44

H14-01401

AVID Center

01

AVID Membership

010-5300

6,770.00

010-5800

4,000.00

The preceding Purchase Orders have been issued in accordance with the District's Purchasing Policy and authorization of the Board of Trustees. It is recommended that the preceding Purchase Page 2 of 11 Orders be approved and that payment be authorized upon delivery and acceptance of the items ordered. Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 602 - Hueneme Elementary School District 8:32AM

Board Report by Site with Fund/Object

ReqPay311a Includes 12/01/2013 - 12/31/2013 PO Number

Vendor Name

Site

Description

Fund Object

Account Amount

H14-01402

Shaw HR Consulting

01

District/Professional Services

010-5800

2,355.00

H14-01417

Tax Deferred Services

01

Tax Shelters 12/31/2013

010-9533

130,721.90

Totals for

Site Id # 01

$229,424.11

H14-01288

SG Consulting Inc

02

Ed. Services/LCFF/Renewal Licence

010-5800

4,900.00

H14-01353

Staples Advantage

02

Ed. Projects/LCFF/Supplies

010-4300

84.50

010-4400

777.59

H14-01354

John Norman DBA Norcom

02

Ed. Projects/Printer Supplies/LCFF

010-5600

286.40

H14-01377

Educational Data Systems

02

Ed. Services/LCFF/CELDT

010-5800

533.87

H14-01379

City of Ventura Community Serv Interpretive Outreach Progra

02

Ed. Services/LCFF/English Learners/ Field Trip

010-5800

215.00

Totals for

Site Id # 02

$6,797.36

H14-01307

Office Depot School Division

03

PSS/Supplies

010-4300

600.46

H14-01308

Western Psychological Services

03

PSS/Protocols

010-4300

2,036.34

H14-01404

Staples Advantage

03

PSS/Supplies

010-4300

1,774.60

H14-01413

Crisis Prevention Institute

03

PSS

010-4300

576.43

Totals for

Site Id # 03

$4,987.83

H14-01266

HMH School Customer Service El ementary (K-6)

05

EMC/Common Core

010-4300

7,608.87

H14-01336

Time For Kids

05

EMC/Common Core

010-4300

113.75

H14-01337

Time For Kids

05

EMC/Common Core

010-4300

113.75

H14-01338

Barnes & Noble Inc #2054 Acco unt #6121495

05

EMC/Common Core

010-4300

2,884.13

Totals for

Site Id # 05

$10,720.50

H14-01331

Jacqueline DeGante DBA DeGante 's Work Uniforms

08

Foodservice/Supplies

130-4300

150.00

H14-01384

Castle Air Inc

08

Foodservice/Repairs

130-5600

510.72

The preceding Purchase Orders have been issued in accordance with the District's Purchasing Policy and authorization of the Board of Trustees. It is recommended that the preceding Purchase Page 3 of 11 Orders be approved and that payment be authorized upon delivery and acceptance of the items ordered. Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 602 - Hueneme Elementary School District 8:32AM

Board Report by Site with Fund/Object

ReqPay311a Includes 12/01/2013 - 12/31/2013 PO Number

Vendor Name

Site

Description

Fund Object

H14-01385

California Dept. Of Education

08

Foodservice/Food Inventory

130-9321

559.00

H14-01386

Staples Advantage

08

Food Service/Green/Supplies

130-4300

389.88

H14-01387

Staples Advantage

08

Food Service/Supplies

130-4300

215.34

H14-01388

SYSCO

08

Food Service/Equipment

130-4300

1,110.27

H14-01389

SYSCO

08

Food Service/Equipment

130-4300

190.67

Totals for

Site Id # 08

Account Amount

$3,125.88

H14-01264

Footworks Youth Ballet Attn: O utreach

10

Bard/USB/Field Trip

953-5800

132.00

H14-01265

Durham School Services

10

Bard/USB/Transportation

953-5812

385.55

H14-01345

Dell Computer Corp

10

Bard/LCFF/Supplies

010-4300

460.07

H14-01348

John Norman DBA Norcom

10

Bard/Title1/Supplies

010-4300

84.24

H14-01392

Office Depot School Division

10

Bard/GF/Supplies

010-4300

47.10

H14-01400

CDW-G (Vernon Hills)

10

Bard/LCFF/Supplies

010-4300

2,527.20

Totals for

Site Id # 10

$3,636.16

H14-01317

Entourage Yearbook

12

Beach/GF/Instr Supplies

010-4300

1,769.85

H14-01318

Stamp Fulfillment Services Per sonalized Envelope Program

12

Beach/GF/Communication

010-5900

11.55

H14-01329

Antoinette Stein

12

Beach/GF/Instr Services

010-5800

480.00

H14-01330

Bureau of Lectures & Concert A rtists

12

Beach/GF/Contracted Services

010-5800

830.00

Totals for

Site Id # 12

$3,091.40

H14-01269

izadesign

14

Blackstock/ASB/Suppy

951-5800

846.45

H14-01284

Office Depot School Division

14

Blackstock/LFCC/Supplies

010-4300

172.34

H14-01291

Lewis & Lewis Enterprises

14

Blackstock/LCFF/Supplies

010-4300

959.05

H14-01296

Staples Cust # 232520098

14

Blackstock/LCFF/Supplies

010-4300

251.41

H14-01299

Accurate Label Design Inc

14

Blackstock/LCFF/Supplies

010-4300

84.47

The preceding Purchase Orders have been issued in accordance with the District's Purchasing Policy and authorization of the Board of Trustees. It is recommended that the preceding Purchase Page 4 of 11 Orders be approved and that payment be authorized upon delivery and acceptance of the items ordered. Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 602 - Hueneme Elementary School District 8:32AM

Board Report by Site with Fund/Object

ReqPay311a Includes 12/01/2013 - 12/31/2013 PO Number

Vendor Name

Site

Description

Fund Object

H14-01347

Dell Computer Corp

14

Blackstock/LCFF/Supplies

010-4400

988.51

H14-01351

Amerimacs

14

Blackstock/LCFF/Supplies

010-4300

374.76

H14-01352

CDW-G (Vernon Hills)

14

Blackstock/LCFF/Supplies

010-4300

10,835.82

010-4400

2,025.00

Account Amount

H14-01355

Office Depot School Division

14

Blackstock/LCFF/Supplies

010-4300

40.06

H14-01359

CDW-G (Vernon Hills)

14

Blackstock/LFCC/Supplies

010-4300

69.12

010-4400

3,862.08

Totals for H14-01371

Staples Advantage

16

Green/GF/Supplies

Totals for

Site Id # 14 010-4300

Site Id # 16

$20,509.07 1,330.84

$1,330.84

H14-01259

VCOE

18

Hathaway/Title I/Conference

010-5200

40.00

H14-01289

Dell Computer Corp

18

Hathaway/LCFF/toner

010-4300

203.12

H14-01297

ProComputing

18

Hathaway/LCFF/Equipment

010-4300

150.12

H14-01298

Dell Computer Corp

18

Hathaway/LCFF/Toner

010-4300

683.25

H14-01349

Dell Computer Corp

18

Hathaway/LCFF/Equipment

010-4300

40.49

010-4400

1,353.35

H14-01350

Dell Computer Corp

18

Hathaway/LCFF/Equipment

010-4400

904.74

H14-01364

Dell Computer Corp

18

Hathaway/LCFF/Printer

010-4300

252.23

Totals for

Site Id # 18

$3,627.30

H14-01270

Families in School

18N

NFL/supplies

010-4300

4,446.96

H14-01271

Accurate Label Design Inc

18N

NFL/supplies

010-5800

331.55

H14-01368

Southwest School & Office

18N

NFL/Supplies

010-4300

27.95

H14-01369

Lakeshore Store #038

18N

NFL/Supplies

010-4300

489.54

Totals for H14-00969

US Postal Service Stamp Fulfil lment Services

20

Haycox/Title1/supplies

Site Id # 18N 010-5900

$5,296.00 265.15

The preceding Purchase Orders have been issued in accordance with the District's Purchasing Policy and authorization of the Board of Trustees. It is recommended that the preceding Purchase Page 5 of 11 Orders be approved and that payment be authorized upon delivery and acceptance of the items ordered. Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 602 - Hueneme Elementary School District 8:32AM

Board Report by Site with Fund/Object

ReqPay311a Includes 12/01/2013 - 12/31/2013 PO Number

Vendor Name

Site

Description

Fund Object

Account Amount

H14-01263

Amerimacs

20

Haycox/LCFF/instructional

010-4300

1,421.28

H14-01274

TJM Promotions Inc.

20

Haycox/USB/Supply

953-5800

842.40

H14-01300

Southwest School & Office

20

Haycox/Cap Facilities

250-4300

863.98

H14-01395

VCOE

20

Haycox/LCFF/conference

010-5200

40.00

H14-01396

Office Depot School Division

20

Haycox/lcff/instructional

010-4300

176.99

Totals for B14-00137

Ricoh USA , Inc.

22

Hueneme/GF/Overages

Totals for

Site Id # 20 010-5600

Site Id # 22

$3,609.80 800.00

$800.00

B14-00138

Ricoh USA , Inc.

24

Larsen/GF/Overages

010-5600

900.00

H14-00932

Nystrom

24

Larsen/LCFF

010-4300

451.94

H14-00979

Brodart Co Book Service Order Dept

24

Larsen/GF

010-4400

606.06

H14-01285

CDW-G (Vernon Hills)

24

Larsen/LCFF

010-4300

1,240.60

H14-01290

Southwest School & Office

24

Larsen/LCFF/supplies

010-4300

1,191.99

H14-01398

Dell Computer Corp

24

Larsen/LCFF/printer & toner

010-4300

982.69

Totals for

Site Id # 24

$5,373.28

H14-01375

Hensons Music Store

26

Parkview/USB/Supply

953-4300

222.39

H14-01378

Starfall Education

26

Parkview/LCFF/Membership Dues

010-5300

270.00

Totals for

Site Id # 26

$492.39

H14-01315

Dale Bernardo

28

Sunkist/USB/Supply

953-5800

23.22

H14-01346

Dell Computer Corp

28

Sunkist/LCFF/Supplies

010-4400

892.12

H14-01357

Classroom Direct

28

Sunkist/LCFF/Supplies

010-4300

82.57

H14-01358

Imagestuff.Com

28

Sunkist/LCFF/Supplies

010-5800

138.51

H14-01360

Dell Computer Corp

28

Sunkist/LCFF/Supplies

010-4300

381.12

H14-01361

Staples Credit Plan Dept. 32-0 000040049

28

Sunkist/General/Supplies

010-4300

38.93

The preceding Purchase Orders have been issued in accordance with the District's Purchasing Policy and authorization of the Board of Trustees. It is recommended that the preceding Purchase Page 6 of 11 Orders be approved and that payment be authorized upon delivery and acceptance of the items ordered. Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 602 - Hueneme Elementary School District 8:32AM

Board Report by Site with Fund/Object

ReqPay311a Includes 12/01/2013 - 12/31/2013 PO Number H14-01362

H14-01380

Vendor Name

Site

Description

Fund Object

Account Amount

Tri County Office Furniture

28

Sunkist/General/Supplies

010-4400

1,490.40

010-5800

125.00

010-4400

2,978.15

CDW-G (Vernon Hills)

28

Sunkist/LCFF/Supplies

Totals for

Site Id # 28

$6,150.02

H14-01267

American Food Company

30

Williams/USB/Supply

953-4300

93.50

H14-01287

Dell Computer Corp

30

Williams/LCFF/Supplies

010-4300

569.38

H14-01397

MindWing Concepts, Inc.

30

Williams/Title1/Books

010-4200

264.00

Totals for

Site Id # 30

$926.88

H14-01262

CDW-G (Vernon Hills)

99

D.O./SES/SUPPLIES

010-4400

5,380.78

H14-01268

Oriental Trading Co Inc

99

BLACKSTOCK/ASES/SUPPLIE S

010-4300

104.25

H14-01275

Discount School Supply

99

WILLIAMS/ASES/SUPPLIES

010-4300

176.49

H14-01276

Office Depot School Division

99

WILLIAMS/ASES/SUPPLIES

010-4300

143.81

H14-01277

Triarco Arts & Crafts Inc

99

WILLIAMS/ASES/SUPPLIES

010-4300

31.14

H14-01372

Oriental Trading Co Inc

99

PARKVIEW/ASES/SUPPLIES

010-4300

120.99

H14-01407

Developmental Studies Center

99

DO/ASES/SUPPLIES

010-4300

1,267.00

H14-01408

Oriental Trading Co Inc

99

LARSEN/ASES/SUPPLIES

010-4300

47.58

H14-01409

Lakeshore Store #038

99

LARSEN/ASES/SUPPLIES

010-4300

117.57

H14-01411

Developmental Studies Center

99

LARSEN/ASES/SUPPLIES

010-4300

416.40

H14-01412

Staples Advantage

99

DO/ASES/SUPPLIES

010-4300

72.51

Totals for

Site Id # 99

$7,878.52

B14-00152

Johnstone Supply of Ventura

FOT

FOT/SUPPLIES

010-4303

2,293.53

H14-01304

Aero Environmental Service

FOT

FOT/SERVICE/MICROBIAL EVALUATION

010-5800

2,588.15

H14-01305

All Phase Electric

FOT

FOT SUPPLIES/ELECTRICAL

010-4302

1,571.02

H14-01306

Ewing

FOT

FOT/SUPPLIES/(G)

010-4300

1,124.50

The preceding Purchase Orders have been issued in accordance with the District's Purchasing Policy and authorization of the Board of Trustees. It is recommended that the preceding Purchase Page 7 of 11 Orders be approved and that payment be authorized upon delivery and acceptance of the items ordered. Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 602 - Hueneme Elementary School District 8:32AM

Board Report by Site with Fund/Object

ReqPay311a Includes 12/01/2013 - 12/31/2013 PO Number H14-01311

Vendor Name

Site

Description

Grainger Industrial Supply

FOT

FOT/SUPPLIES/HVAC & ELECTRICAL

Fund Object

Account Amount

010-4302

132.73

010-4303

989.78

H14-01312

Kenz Muffler Service

FOT

FOT/SUPPLIES/B18

010-4300

492.29

H14-01313

Nason's Lock & Safe Inc

FOT

FOT/SUPPLIES/LOCK & KEY

010-4307

230.91

H14-01314

Oxnard Auto Supply

FOT

FOT/SUPPLIES/VEHS & BUSES

010-4300

14.57

010-4306

68.11

H14-01316

Mansfield Gas Equip Systems

FOT

FOT/SERVICE/FUELMAKER

010-5600

487.88

H14-01319

Chris Kim DBA K & S Lawnmower

FOT

FOT/(G)

010-4300

745.60

010-5600

177.01

H14-01320

Securitas Security Service USA

FOT

FOT/SERVICE/SECURITY

010-5800

6,925.00

H14-01321

Hillyard / Los Angeles

FOT

FOT/SUPPLIES/CUSTODIAL

010-4300

373.11

H14-01322

Dept of Industrial Relations

FOT

FOT/SERVICE/WHEELCHAIR LIFTS

010-5800

125.00

H14-01323

Paradise Chevrolet

FOT

FOT/SUPPLIES/V80

010-4306

39.29

H14-01324

Superior Sanitary Supplies

FOT

FOT/SUPPLIES/CUSTODIAL

010-4300

128.76

H14-01325

Sal Loera Transport

FOT

FOT/SUPPLIES/(G)

010-4300

1,255.00

H14-01326

Zee Medical Service

FOT

FOT/SUPPLIES/FIRST AID

010-4300

53.30

H14-01327

McCarty & Sons Towing

FOT

FOT/SERVICE/B16

010-5600

99.00

H14-01332

Traffic Technologies

FOT

FOT/SUPPLIES/BLACKSTOCK

010-4300

307.47

H14-01333

Harbor Plumbing Supply Company

FOT

FOT/SUPPLIES/PLUMBING

010-4301

181.09

H14-01334

Keenes Hardware

FOT

FOT/SUPPLIES/GENERAL

010-4300

260.86

H14-01335

Oxnard Pipe & Supply

FOT

FOT/SUPPLIES/PLUMBING

010-4301

1,470.20

H14-01339

A-Z Bus Sales

FOT

FOT/SUPPLIES/BUSES

010-4300

1,512.62

H14-01340

Dolphin Construction Inc.

FOT

FOT/SERVICE/GREEN

010-5600

2,067.23

The preceding Purchase Orders have been issued in accordance with the District's Purchasing Policy and authorization of the Board of Trustees. It is recommended that the preceding Purchase Page 8 of 11 Orders be approved and that payment be authorized upon delivery and acceptance of the items ordered. Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 602 - Hueneme Elementary School District 8:32AM

Board Report by Site with Fund/Object

ReqPay311a Includes 12/01/2013 - 12/31/2013 PO Number H14-01363

Vendor Name

Site

Description

O'Reilly Automotive Stores

FOT

FOT/SUPPLIES/VEHS & BUSES

Fund Object

Account Amount

010-4300

29.80

010-4306

334.08

H14-01365

Russell Sigler, Inc.

FOT

FOT/SUPPLIES/HVAC

010-4303

3,065.50

H14-01366

Waxie Sanitary Supply

FOT

FOT/SUPPLIES/CUSTODIAL

010-4300

2,096.68

010-4400

2,915.07

H14-01370

Castle Air Inc

FOT

FOT/SERVICE/HVAC

010-5603

5,579.51

H14-01373

Port Hueneme Marine Supply Co

FOT

FOT/SUPPLIES/GENERAL

010-4300

561.78

H14-01374

Turf Star Inc

FOT

FOT/Noncapeuip

010-6500

66,732.70

H14-01382

Dugmore & Duncan of California

FOT

FOT/SUPPLIES/LOCK & KEY

010-4307

1,739.51

H14-01383

A-Z Bus Sales

FOT

FOT/SUPPLIES/BUSES

010-4300

345.44

H14-01391

Champion Chemical Co

FOT

FOT/SUPPLIES/CUSTODIAL

010-4300

378.00

H14-01393

Dell Computer Corp

FOT

FOT/SUPPLIES/ADMIN OFFICE

010-4300

334.92

H14-01403

Prime Masonry Materials

FOT

FOT/SUPPLIES/(G)

010-4300

376.14

H14-01410

US Air Conditioning

FOT

FOT/SUPPLIES/HVAC

010-4303

536.98

H14-01414

Port Hueneme Marine Supply Co

FOT

FOT/SUPPLIES/GENERAL

010-4300

2,434.53

H14-01415

Zee Medical Service

FOT

FOT/SUPPLIES/FIRST AID

010-4300

34.34

H14-01416

Zee Medical Service

FOT

FOT/SUPPLIES/FIRST AID

010-4300

1,268.46

H14-01418

Gold Coast Tire

FOT

FOT/SERVICE/V61,V80

010-5600

399.29

H14-01419

Grainger Industrial Supply

FOT

FOT/SUPPLIES/HVAC

010-4303

134.02

H14-01420

Nason's Lock & Safe Inc

FOT

FOT/SUPPLIES/LOCK & KEY

010-4307

216.76

H14-01421

Paradise Chevrolet

FOT

FOT/SUPPLIES/VEHS

010-4300

517.50

H14-01422

US Air Conditioning

FOT

FOT/SUPPLIES/HVAC

010-4303

221.74

H14-01423

Oxnard Auto Supply

FOT

FOT/SUPPLIES/VEHS & BUSES

010-4300

75.84

The preceding Purchase Orders have been issued in accordance with the District's Purchasing Policy and authorization of the Board of Trustees. It is recommended that the preceding Purchase Page 9 of 11 Orders be approved and that payment be authorized upon delivery and acceptance of the items ordered. Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 602 - Hueneme Elementary School District 8:32AM

Board Report by Site with Fund/Object

ReqPay311a Includes 12/01/2013 - 12/31/2013 PO Number H14-01424

Vendor Name

Site

Description

Fund Object

Quill Corporation

FOT

FOT/SUPPLIES

010-4300

207.96

Site Id # FOT

Totals for Total Number of POs

Account Amount

176

$116,250.56 Total

437,161.00

Fund Summary Fund

Description

PO Count

Amount

010

General Fund

159

427,634.42

130

Cafeteria Fund

8

3,815.99

215

Measure T Building Fund

1

1,731.10

250

Capital Facilities Fund

2

1,433.98

951

Blackstock ASB Fund

1

846.45

953

Unorganized Student Body/Eleme

6

1,699.06

Total

437,161.00

The preceding Purchase Orders have been issued in accordance with the District's Purchasing Policy and authorization of the Board of Trustees. It is recommended that the preceding Purchase Page 10 of 11 Orders be approved and that payment be authorized upon delivery and acceptance of the items ordered. Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 602 - Hueneme Elementary School District 8:32AM

Board Report by Site with Fund/Object

ReqPay311a Includes 12/01/2013 - 12/31/2013

PO Changes New PO Amount

Fund/ Object

Description

Change Amount

H14-01128

267.75

010-4300

General Fund/Materials and Supplies

42.28

H14-01132

81.28

010-4300

General Fund/Materials and Supplies

15.30

H14-01136

94.92

010-4300

General Fund/Materials and Supplies

10.43

H14-01164

1,300.00

010-5800

General Fund/Professnl/Consult Serv & Opera Total PO Changes

360.00 428.01

The preceding Purchase Orders have been issued in accordance with the District's Purchasing Policy and authorization of the Board of Trustees. It is recommended that the preceding Purchase Page 11 of 11 Orders be approved and that payment be authorized upon delivery and acceptance of the items ordered. Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 602 - Hueneme Elementary School District 8:32AM

Board Report

ReqPay12a Checks Dated 12/01/2013 through 12/31/2013 Check Number

Check Date

5002016864

12/03/2013

Fund Object

Pay to the Order of Raven Aipa

Expensed Amount

010-4300

Check Amount 271.52

010-5603

14,123.97

010-5800

850.00

5002016865

12/03/2013

Castle Air Inc

5002016866

12/03/2013

City of Ventura Community ServInterpretive Outreach Programs

953-5800

1,070.00

5002016867

12/03/2013

Tom Cochran

953-4300

385.75

5002016868

12/03/2013

City Of Oxnard/Treasurer Recycling

010-5501

128.44

5002016869

12/03/2013

Dept of Industrial Relations DOSH Elevator Permits

010-5800

125.00

5002016870

12/03/2013

Chris Kim

Del Norte Regional

DBA K & S Lawnmower

010-4300

1,580.86

010-5600

294.85

14,973.97

1,875.71

5002016871

12/03/2013

Mobile Mini Inc

010-5699

315.49

5002016872

12/03/2013

Nick Rail Music Inc

010-4300

133.22

5002016873

12/03/2013

Pacificom

010-5602

291.57

5002016874

12/03/2013

Kathrine Riley

010-4300

42.87

5002016875

12/03/2013

Santa Barbara Zoo

953-5800

720.00

5002016876

12/03/2013

Sandra Schiffner

010-4300

5002016877

12/03/2013

Silvas Oil Company Inc

010-4300

3,959.12

010-4306

1,425.56

75.37 5,384.68

5002016878

12/03/2013

Staples Advantage

010-4300

11.95

5002016879

12/03/2013

Summit Electric

010-5602

6,200.00

5002016880

12/03/2013

Maria Natalia Torres

010-4300

29.12

5002016881

12/03/2013

Gloria Valdez

010-4300

46.26

5002016882

12/03/2013

VCOE

010-5200

5,000.00

5002016883

12/03/2013

Continuing Development Inc Officer

5002016884

12/03/2013

Channel Isl Beach Community Services District

010-5502

911.92

5002016885

12/03/2013

City Impact Inc

010-5800

4,452.87

5002016886

12/03/2013

Laura Hernandez

953-5800

665.00

5002016887

12/03/2013

Fausto Jauregui

010-4300

204.09

5002016888

12/03/2013

JW Pepper & Son Inc

010-4300

1,105.28

5002016889

12/03/2013

Tracy Lipsett

010-4300

Chief Financial

Even Start

010-5100

16,620.14

010-5800

16,891.24

010-5800 Unpaid Sales Tax

33,511.38

399.77 120.00 13.04-

506.73

5002016890

12/03/2013

Medical Billing Technologies Inc

010-5800

284.97

5002016891

12/03/2013

Felicitas Perez

010-4300

50.12

5002016892

12/03/2013

Naomi Perez

010-4300

168.44

5002016893

12/03/2013

Nuri Quintino

953-5800

684.00

5002016894

12/03/2013

Kathrine Riley

010-4300

51.74

5002016895

12/03/2013

Julie Sanchez

010-4300

45.57

5002016896

12/05/2013

Nora Loza

010-4300

9.34

5002016897

12/05/2013

Raquel Perez

010-4300

7.95

5002016898

12/05/2013

Darlene Bruno

010-5216

175.00

5002016899

12/05/2013

Quality Products

010-4300 Unpaid Sales Tax

The preceding Checks have been issued in accordance with the District's Policy and authorization of the Board of Trustees. It is recommended that the preceding Checks be approved.

602 - Hueneme Elementary School District

208.73 14.68-

194.05 Page 1 of 10

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:34AM

Board Report

ReqPay12a Checks Dated 12/01/2013 through 12/31/2013 Check Number

Check Date

5002016900

12/05/2013

Developmental Studies Center

010-4100

365.40

5002016901

12/05/2013

Discount School Supply

010-4300

93.82

5002016902

12/05/2013

Federal Express

010-5900

59.24

5002016903

12/05/2013

Footworks Youth Ballet

953-5800

132.00

5002016904

12/05/2013

Fry's Electronics

010-4300

34.52

5002016905

12/05/2013

Jive Communications Inc

010-5903

543.16

5002016906

12/05/2013

Lundgren Management

215-5800

1,375.00

5002016907

12/05/2013

Mobile Mini Inc

010-5699

158.86

5002016908

12/05/2013

Nexus IS, Inc.

215-6200

9,527.90

5002016909

12/05/2013

Oriental Trading Co Inc

5002016910

12/05/2013

Puritan Bakery

130-9321

5002016911

12/05/2013

Renaissance Learning Inc

010-4100

11,800.86

010-5800

150.00

Fund Object

Pay to the Order of

Attn: Outreach

010-4300 Unpaid Sales Tax

Expensed Amount

Check Amount

129.55 8.56-

120.99 4,390.49 11,950.86

5002016912

12/05/2013

Ricoh USA, Inc

010-5600

910.45

5002016913

12/05/2013

The SPARK Programs-Institutes

010-4300

149.02

5002016914

12/05/2013

US Postal Service Services

010-5900

265.15

5002016915

12/05/2013

Staples Advantage

5002016916

12/05/2013

T-Graphics West

5002016917

12/05/2013

Trend Enterprises Inc

010-4300

65.02

5002016918

12/05/2013

Ventura County Star

010-5800

12.95

5002016919

12/06/2013

Raven Aipa

010-4300

17.28

5002016920

12/06/2013

American Food Company

953-4300

93.50

5002016921

12/06/2013

Amerimacs

010-4300

178.20

5002016922

12/06/2013

Barnes & Noble Inc

010-4200

10,732.80

5002016923

12/06/2013

Thomas Beneke

010-4300

71.76

5002016924

12/06/2013

David Castellano

010-4300

42.98

5002016925

12/06/2013

Cenergistic

010-5810

7,800.00

5002016926

12/06/2013

City Of Oxnard (Utilities)

010-5502

184.15

5002016927

12/06/2013

City Of Pt Hueneme

010-5502

11,264.54

5002016928

12/06/2013

CMH Centers for Family Health

010-5898

462.00

5002016929

12/06/2013

Harris Water Conditioning DBA Culligan of Ventura County

010-5699

30.00

5002016930

12/06/2013

Document Tracking Service

010-5800

4,500.00

5002016931

12/06/2013

Veronica Hernandez

010-4300

12.96

5002016932

12/06/2013

Jive Communications Inc

010-5903

543.16

5002016933

12/06/2013

Don Johnston

010-4300

321.90

5002016934

12/06/2013

JT'S Rubbish and Recycle

010-5501

7,864.00

5002016935

12/06/2013

Tracy Lipsett

953-4300

406.48

5002016936

12/06/2013

Office Depot

010-4300

498.09

5002016937

12/06/2013

Julianne Pena

953-4300

263.38

5002016938

12/06/2013

Quill Corporation

010-4300

92.51

5002016939

12/06/2013

Renaissance Learning Inc

010-4300

631.17

5002016940

12/06/2013

Ricoh USA, Inc

010-5600

5002016941

12/06/2013

Kathrine Riley

010-4300

Stamp Fulfillment

010-4300 952-5800 Unpaid Sales Tax

Dept 41160

The preceding Checks have been issued in accordance with the District's Policy and authorization of the Board of Trustees. It is recommended that the preceding Checks be approved.

602 - Hueneme Elementary School District

185.51 1,618.06 7.30-

1,610.76

373.10 131.73

Page 2 of 10

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:34AM

Board Report

ReqPay12a Checks Dated 12/01/2013 through 12/31/2013 Check Number

Check Date

5002016942

12/06/2013

Dea Rivera

5002016943

12/06/2013

Southwest School &

5002016944

12/06/2013

5002016945

12/06/2013

5002016946 5002016947

Expensed Amount

Check Amount

Unpaid Sales Tax

8.86-

122.87

010-4300 Unpaid Sales Tax

39.07

Fund Object

Pay to the Order of

Office Supply

2.24-

36.83

010-4300

187.41

Staples Advantage

130-4300

107.99

Karen Stevens

010-4300

57.88

12/06/2013

The Phylmar Group Inc.

010-5800

2,559.86

12/06/2013

Tri County Office Furniture

010-4300

345.64

010-4400

1,749.60

2,095.24

5002016948

12/06/2013

USA Mobility Wireless Inc

010-5900

10.34

5002016949

12/06/2013

Gloria Valdez

010-4300

105.40

5002016950

12/09/2013

Arrowhead Mountain Springs

010-4300

186.30

5002016951

12/09/2013

Avaya Inc

010-5905

111.89

5002016952

12/09/2013

City of Oxnard

5002016953

12/09/2013

Janet Gaimari-Johnston

Attn: Sylvia Paniagua

010-5800 953-4300 Unpaid Sales Tax

& Bermudez

170.00 249.48 .45-

010-5800

249.03

5002016954

12/09/2013

Garcia,Hernandez,Sawhney

5002016955

12/09/2013

David Ragsdale

010-5200

1,274.73

5002016956

12/09/2013

Reliance Communications

010-5800

12,237.00

5002016957

12/09/2013

Wendy Reyes

010-4300

25.16

5002016958

12/09/2013

Ricoh USA, Inc

010-5600

1,950.53

5002016959

12/09/2013

Kathrine Riley

010-4300

61.78

5002016960

12/09/2013

Sandra Schiffner

5002016961

12/09/2013

Gloria Valdez

010-4300

52.31

5002016962

12/09/2013

Claudia Vargas

010-5200

32.77

5002016963

12/09/2013

VCOE

010-5800

67,437.09

5002016964

12/09/2013

Ventura County Star

010-5800

55.44

5002016965

12/10/2013

Bowie,Arneson,Wiles & Giannone

010-5800

565.60

5002016966

12/10/2013

City Of Pt Hueneme

010-5502

11,788.82

5002016967

12/10/2013

CustomInk

010-4300 Unpaid Sales Tax

951-5800 Unpaid Sales Tax

10,235.80

53.55 .84-

52.71

2,769.71 205.16-

010-4300

40.49

010-4400

1,330.10

2,564.55

5002016968

12/10/2013

Dell Marketing LP

5002016969

12/10/2013

Federal Express

010-5900

79.59

5002016970

12/10/2013

Hoffman, Vance & Worthington

010-5800

600.00

5002016971

12/10/2013

Lakeshore

010-4300

26.58

5002016972

12/10/2013

Medical Billing Technologies Inc

010-5800

3,705.82

5002016973

12/10/2013

Mobile Mini Inc

010-5699

5002016974

12/10/2013

Reynaldo Romero

5002016975

12/10/2013

Ricoh USA, Inc

5002016976

12/10/2013

Sams Club

5002016977

12/10/2013

Santa Barbara County SELPA Slater

5002016978

12/10/2013

So Ca Gas Company

5002016979

12/10/2013

Sparkletts

953-5800 Unpaid Sales Tax

33.12-

414.00 153.36

010-4300

7.82

010-5200

90.00

010-4300

554.36

010-4300

234.35

010-5502

229.63

The preceding Checks have been issued in accordance with the District's Policy and authorization of the Board of Trustees. It is recommended that the preceding Checks be approved.

602 - Hueneme Elementary School District

219.45 447.12

010-5600 Attn: Margaret

1,370.59

463.98 Page 3 of 10

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:34AM

Board Report

ReqPay12a Checks Dated 12/01/2013 through 12/31/2013 Check Number

Check Date

5002016980

12/10/2013

State Of California (DOJ) Acctg Office

5002016981

12/10/2013

5002016982 5002016983

Fund Object

Pay to the Order of

Expensed Amount

Check Amount

010-5800

384.00

SYSCO

130-4400

8,461.60

12/10/2013

Verizon California

010-5903

468.96

12/10/2013

Verizon California

010-5903

23,718.95

5002016984

12/11/2013

Avaya Inc

010-5905

200.96

5002016985

12/11/2013

Baudville

5002016986

12/11/2013

California Wood Recycling Products

5002016987

12/11/2013

5002016988 5002016989

Dept of Justice

010-4300 Unpaid Sales Tax

237.99 16.74-

221.25

010-5501

138.06

Jerry Dannenberg

010-5211

361.25

12/11/2013

Winnie Dean

010-4300

183.59

12/11/2013

Dell Marketing LP

250-4300

342.94

5002016990

12/11/2013

Discount School Supply

010-4300

35.58

5002016991

12/11/2013

Empire Cleaning Supply

010-9320

8,533.20

5002016992

12/11/2013

Cathryn Evans

010-4300

104.64

5002016993

12/11/2013

Farmer Brothers

010-4300

5002016994

12/11/2013

Fitness Finders

5002016995

12/11/2013

Maria Granado

dba Agromin Hort.

010-4300 Unpaid Sales Tax

56.49 23.44 1.14-

010-4300 010-4300 Unpaid Sales Tax

22.30 55.80

766.85

5002016996

12/11/2013

GreatMats

5002016997

12/11/2013

Rita Henry

010-4300

100.00

5002016998

12/11/2013

Denise Hicklin

010-4300

7.55

5002016999

12/11/2013

Martha Hunter

010-4300

49.00

5002017000

12/11/2013

David Jimenez

010-5200

5002017001

12/11/2013

Sydnee Johnsonbaugh

010-4300

38.24-

728.61

18.65 20.41

010-5200

10.00

010-5300

210.00

240.41

5002017002

12/11/2013

Kelly Paper Store

010-9320

6,270.75

5002017003

12/11/2013

Brian Medel

010-5200

1,213.96

5002017004

12/11/2013

Francisco Montanez

010-4300

60.00

5002017005

12/11/2013

Office Depot

010-4300

111.93

5002017006

12/11/2013

Oriental Trading Co Inc

5002017007

12/11/2013

Esther Orozco

010-5200

48.82

5002017008

12/11/2013

Lena Osman

010-4300

100.00

5002017009

12/11/2013

Rossana Padilla

010-4300

147.00

5002017010

12/11/2013

Sue Parsons

010-4300

214.06

5002017011

12/11/2013

Mary Porter

010-4300

100.00

5002017012

12/11/2013

Quill Corporation

010-9320

1,083.46

5002017013

12/11/2013

Houghton Mifflin Company

010-4300

424.12

5002017014

12/11/2013

Rotary Club of Oxnard Sunrise

010-5300

5002017015

12/11/2013

Silvas Oil Company Inc

010-4300

1,929.97

010-4306

275.69

5002017016

12/11/2013

So Ca Gas Company

5002017017

12/11/2013

Southwest School &

5002017018

12/11/2013

Christine Walker

010-4300 Unpaid Sales Tax

8.08-

Office Supply

2,205.66 102.08

010-9320 010-4300

114.98

72.00

010-5507

The preceding Checks have been issued in accordance with the District's Policy and authorization of the Board of Trustees. It is recommended that the preceding Checks be approved.

602 - Hueneme Elementary School District

123.06

2,819.21 69.69 Page 4 of 10

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:34AM

Board Report

ReqPay12a Checks Dated 12/01/2013 through 12/31/2013 Check Number

Check Date

5002017018

12/11/2013

5002017019 5002017020

Fund Object

Pay to the Order of

Expensed Amount

Check Amount

346.07

415.76

Christine Walker

010-5200

12/12/2013

Aero Environmental Service

010-5800

12/12/2013

All Phase Electric

010-4302

5002017021

12/12/2013

Aswell Trophy

010-4300

21.60

010-5800

49.68

5002017022

12/12/2013

Dale Bernardo

953-5800

23.22

5002017023

12/12/2013

Bureau of Lectures & Concert Artists

010-5800

830.00

5002017024

12/12/2013

Jacqueline DeGante Work Uniforms

130-4300

117.67

5002017025

12/12/2013

Dell Marketing LP

010-4300

683.25

5002017026

12/12/2013

Dept of Industrial Relations DOSH Elevator Permits

010-5800

125.00

5002017027

12/12/2013

Developmental Studies Center

010-4100

1,844.40

010-4200

1,136.80

5002017028

12/12/2013

Entourage Yearbook

010-4300

1,769.85

5002017029

12/12/2013

Ewing

010-4300

1,124.50

5002017030

12/12/2013

Diane Keelan

010-4100 Unpaid Sales Tax

216.00

5002017031

12/12/2013

Monica Sides

010-4300 Unpaid Sales Tax

465.21

5002017032

12/12/2013

US Postal Service Services

5002017033

12/12/2013

Antoinette Stein

5002017034

12/12/2013

US Air Conditioning

5002017035

12/13/2013

The Berry Man Inc

130-9321

28,964.74

5002017036

12/13/2013

CDW-G (Chicago)

010-4400

1,205.26

5002017037

12/13/2013

Dell Marketing LP

010-4300

5002017038

12/13/2013

Grainger

010-4302

132.73

010-4303

989.78

DBA DeGante's

Stamp Fulfillment

2,588.15 1,571.02

16.006.64-

71.28

2,981.20

200.00 458.57

010-5900

11.55

010-5800

480.00

010-4303 Unpaid Sales Tax

102.00 .46-

101.54

615.51 1,122.51

5002017039

12/13/2013

Harbor Plumbing Supply Company

010-4301

181.09

5002017040

12/13/2013

Hillyard / Los Angeles

010-4300

373.11

5002017041

12/13/2013

Home Depot Credit Services

010-4300

5002017042

12/13/2013

Laurie Jackson

5002017043

12/13/2013

Johnstone Supply of Ventura

010-4303

5002017044

12/13/2013

Chris Kim

010-4300

770.44

010-5600

341.82

5002017045

12/13/2013

Keenes Hardware

010-4300

5002017046

12/13/2013

Kenz Muffler Service

010-4300

492.29

5002017047

12/13/2013

La Tolteca

130-9321

1,427.73

5002017048

12/13/2013

Tracy Lipsett

953-4300

92.71

5002017049

12/13/2013

Mansfield Gas Equip Systems

010-5600

487.88

5002017050

12/13/2013

McCarty & Sons Towing

010-5600

99.00

5002017051

12/13/2013

Nason's Lock & Safe Inc

010-4307

230.91

5002017052

12/13/2013

Oxnard Auto Supply

010-4300

14.57

010-4306

68.11

5002017053

12/13/2013

952-4300 Unpaid Sales Tax DBA K & S Lawnmower

P & R Paper Supply Inc.

130-9329

The preceding Checks have been issued in accordance with the District's Policy and authorization of the Board of Trustees. It is recommended that the preceding Checks be approved.

602 - Hueneme Elementary School District

2,676.22 700.84 1.05-

699.79 212.33 1,112.26 260.86

82.68 9,169.97 Page 5 of 10

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:34AM

Board Report

ReqPay12a Checks Dated 12/01/2013 through 12/31/2013 Check Number

Check Date

5002017054

12/13/2013

5002017055 5002017056

Fund Object

Pay to the Order of

Expensed Amount

Check Amount

Paradise Chevrolet

010-4306

12/13/2013

Sal Loera Transport

010-4300

12/13/2013

Sandra Schiffner

5002017057

12/13/2013

Securitas Security Services USA Inc

010-5800

6,925.00

5002017058

12/13/2013

Sharon L. McClain

010-5800

1,944.60

5002017059

12/13/2013

So Ca Gas Company

010-5507

2,077.08

5002017060

12/13/2013

Superior Sanitary Supplies

010-4300

128.76

5002017061

12/13/2013

SYSCO

130-9321

74,970.81

5002017062

12/13/2013

Traffic Technologies

010-4300

307.47

5002017063

12/13/2013

Zee Medical Service

010-4300

53.30

5002017064

12/16/2013

A-Z Bus Sales

5002017065

12/16/2013

American Express

010-4100 Unpaid Sales Tax

010-4300 Unpaid Sales Tax

39.29 1,255.00 580.52 11.31-

569.21

1,512.62 4.69-

010-4300

1,252.20

010-5200

215.12

1,507.93 1,467.32

5002017066

12/16/2013

Donna Branstrom

010-9537

230.60

5002017067

12/16/2013

Darlene Bruno

010-9537

598.72

5002017068

12/16/2013

CASBO

010-5300

700.00

5002017069

12/16/2013

Castle Air Inc

010-5603

5002017070

12/16/2013

CDW-G (Chicago)

010-4300

326.22

010-4400

602.63

250-4300

10,512.07

Attn: Accounts Receivable

5,579.51

010-5800

11,440.92

5002017071

12/16/2013

Central Drug System

5002017072

12/16/2013

City Impact Inc

5002017073

12/16/2013

City Of Oxnard (Utilities)

010-5502

3,310.38

5002017074

12/16/2013

Dolphin Construction Inc.

010-5600

2,067.23

5002017075

12/16/2013

Fry's Electronics

010-4300

5002017076

12/16/2013

HalloweenCostumes.com

5002017077

12/16/2013

Hensons Music Store

953-4300

5002017078

12/16/2013

Lakeshore

010-4300

5002017079

12/16/2013

Lewis & Lewis Enterprises

5002017080

12/16/2013

Vianey Lopez

010-9537

149.68

5002017081

12/16/2013

Nick Rail Music Inc

010-4300

190.93

5002017082

12/16/2013

John Norman DBA Norcom

010-5600

5002017083

12/16/2013

Novel Units Inc

Even Start

144.50

010-5100

418.99

010-5800

775.01

010-4300 Unpaid Sales Tax

010-4300 Unpaid Sales Tax

010-4300 Unpaid Sales Tax

1,194.00

267.77 489.90 35.92-

453.98 222.39 135.18

959.05 4.39-

954.66

286.40 19.74 .80-

18.94

5002017084

12/16/2013

Oxnard Pipe & Supply

010-4301

1,470.20

5002017085

12/16/2013

NCS Pearson, Inc.

010-4300

195.08

5002017086

12/16/2013

Ralph Ramos

010-9537

598.72

5002017087

12/16/2013

Ricoh USA, Inc

010-5600

3,717.86

5002017088

12/16/2013

Russell Sigler, Inc.

010-4303

3,065.50

5002017089

12/16/2013

Sparkletts

010-4300

182.89

5002017090

12/16/2013

Superior Sanitary Supplies

010-4300

73.52

5002017091

12/16/2013

Scott Swenson

010-9537

449.04

The preceding Checks have been issued in accordance with the District's Policy and authorization of the Board of Trustees. It is recommended that the preceding Checks be approved.

602 - Hueneme Elementary School District

Page 6 of 10

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:34AM

Board Report

ReqPay12a Checks Dated 12/01/2013 through 12/31/2013 Check Number

Check Date

5002017092

12/16/2013

United Parcel Service

010-5900

5002017093

12/16/2013

Verizon Business

010-5903

174.39

5002017094

12/16/2013

Wells Fargo Financial Leasing

010-5600

1,971.54

5002017095

12/17/2013

Darlene Bruno

010-5216

140.00

5002017096

12/17/2013

David Castellano

010-4300

145.80

5002017097

12/17/2013

Castle Air Inc

010-5800

550.00

5002017098

12/17/2013

City of Ventura Community ServInterpretive Outreach Programs

010-5800

215.00

5002017099

12/17/2013

Jacqueline Curiel

010-5800

94.92

5002017100

12/17/2013

Melissa Diaz

952-4300

57.46

5002017101

12/17/2013

Connie Echevarria

010-4300

60.00

Fund Object

Pay to the Order of

Expensed Amount

Check Amount 88.00

5002017102

12/17/2013

Rodney Allen Spicer

DBAGold Coast K9

010-5800

400.00

5002017103

12/17/2013

John Hancock Life Insurance CoAttn: Billing & Income

010-3901

2,634.50

5002017104

12/17/2013

Anna Magallanes

953-5800

636.50

5002017105

12/17/2013

Mixteco/Indigena Community Project

5002017106

12/17/2013

O'Reilly Automotive Stores

Organizing

010-5100

5,169.78

010-5800

978.10

010-4300

29.80

010-4306

334.08

6,147.88 363.88

5002017107

12/17/2013

Oxnard School District

010-5800

5002017108

12/17/2013

Felicitas Perez

010-4300

92.45

5002017109

12/17/2013

Port Hueneme Marine Supply Co

010-4300

561.78

5002017110

12/17/2013

Edgar Reyes

952-5800

756.00

5002017111

12/17/2013

Jaime Richardson

010-4300 010-4300 Unpaid Sales Tax

1,016.53

13.45 2,527.71

5002017112

12/17/2013

Sandra Schiffner

5002017113

12/17/2013

Tools4ever

215-6400

5002017114

12/17/2013

Waxie Sanitary Supply

010-4300

2,096.68

010-4400

2,915.07

69.21-

5002017115

12/17/2013

Melissa Zuniga

5002017116

12/18/2013

A-Z Bus Sales

010-4300 Unpaid Sales Tax

345.44

5002017117

12/18/2013

Accurate Label Design Inc

010-5800 Unpaid Sales Tax

331.55

010-4300 Unpaid Sales Tax

129.11

5002017118

12/18/2013

Alliance Publishing & Mktg.

5002017119

12/18/2013

Avaya Inc

5002017120

12/18/2013

Continuing Development Inc Officer

5002017121

12/18/2013

5002017122 5002017123

2,458.50 19,805.50

010-4300

5,011.75 31.92

2.0423.606.88-

343.40 307.95 122.23

010-5905

718.40

010-5100

26,275.72

Cintas Document Management

010-5800

81.29

12/18/2013

City Of Oxnard (Utilities)

010-5502

2,798.32

12/18/2013

Dell Marketing LP

010-4300

1,024.44

5002017124

12/18/2013

Driftwood Dairy Inc.

130-9321

5002017125

12/18/2013

Dugmore & Duncan Of California

5002017126

12/18/2013

Federal Express

010-5900

22.69

5002017127

12/18/2013

Fry's Electronics

010-4300

86.28

Chief Financial

010-4307 Unpaid Sales Tax

The preceding Checks have been issued in accordance with the District's Policy and authorization of the Board of Trustees. It is recommended that the preceding Checks be approved.

602 - Hueneme Elementary School District

46,900.91 1,739.51 7.83-

1,731.68

Page 7 of 10

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:34AM

Board Report

ReqPay12a Checks Dated 12/01/2013 through 12/31/2013 Check Number

Check Date

5002017128

12/18/2013

Fund Object

Pay to the Order of Jose Gamez

Expensed Amount

010-4300 010-4300 Unpaid Sales Tax

Check Amount 45.69

1,582.00

5002017129

12/18/2013

Jones School Supply Co Inc

5002017130

12/18/2013

Kelly Paper Store

010-4300

672.38

5002017131

12/18/2013

Mobile Mini Inc

010-5699

92.84

5002017132

12/18/2013

Office Depot

010-4300

172.34

5002017133

12/18/2013

Renaissance Learning Inc

010-4300

125.02

5002017134

12/18/2013

Ricoh USA, Inc

010-5600

947.55

5002017135

12/18/2013

Rochester 100 Inc

5002017136

12/18/2013

So Ca Gas Company

010-5507

3,213.51

5002017137

12/18/2013

Solution Tree

010-5800

5,200.00

5002017138

12/18/2013

Staples Advantage

010-4300

473.05

5002017139

12/18/2013

VCOE

010-5200

60.00

5002017140

12/18/2013

Western Psychological Services

010-4300

2,036.34

5002017141

12/19/2013

A-Z Bus Sales

010-6500

117,920.00

5002017142

12/19/2013

Amerimacs

010-4300

374.76

5002017143

12/19/2013

Aswell Trophy

010-5800

108.00

5002017144

12/19/2013

Donna Branstrom

010-5213

278.55

5002017145

12/19/2013

California Dept. Of Education Cashier's Office

130-9321

559.00

5002017146

12/19/2013

Carl Jason Dael Aspuria

951-5800

200.00

5002017147

12/19/2013

Casa Pacifica

010-5800

1,188.00

5002017148

12/19/2013

Eric Castaniero

010-5900

27.60

5002017149

12/19/2013

Castle Air Inc

130-5600

510.72

5002017150

12/19/2013

CDW-G (Chicago)

010-4300

1,609.09

5002017151

12/19/2013

Champion Chemical Co

010-4300

378.00

5002017152

12/19/2013

CRS Inc

010-5800

718.13

5002017153

12/19/2013

Dell Marketing LP

010-4300

1,391.13

5002017154

12/19/2013

IZA Design Inc

5002017155

12/19/2013

Kelly Paper Store

010-4300

760.06

5002017156

12/19/2013

McGraw-Hill Companies Inc

010-4100

2,291.14

5002017157

12/19/2013

Medical Billing Technologies Inc

010-5800

485.46

5002017158

12/19/2013

Felicitas Perez

010-4300

5002017159

12/19/2013

Business Card

010-4300

4,434.08

010-5200

1,065.00

010-5211

175.00

010-5800

150.00

130-4300

26.47

130-4700

139.90

010-4300 Unpaid Sales Tax

951-5800 Unpaid Sales Tax

130-5200 Unpaid Sales Tax

112.00-

1,470.00

62.43 3.68-

58.75

846.45 62.70-

783.75

54.37

523.74 226.83-

6,287.36

5002017160

12/19/2013

Quill Corporation

010-4300

1,255.10

5002017161

12/19/2013

Ricoh Business Systems Inc

010-4300

764.45

5002017162

12/19/2013

Cristina Rodriguez

010-4300

35.06

5002017163

12/19/2013

Leticia Salgado

010-4300

12.56

5002017164

12/19/2013

SG Consulting Inc

010-5800

4,900.00

The preceding Checks have been issued in accordance with the District's Policy and authorization of the Board of Trustees. It is recommended that the preceding Checks be approved.

602 - Hueneme Elementary School District

Page 8 of 10

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:34AM

ReqPay12a

Board Report

Checks Dated 12/01/2013 through 12/31/2013 Check Number

Check Date

5002017165

12/19/2013

Suzan Smith

010-5800

290.00

5002017166

12/19/2013

So Ca Gas Company

010-5507

515.89

5002017167

12/19/2013

Elizabeth Stafford

010-4300

25.77

5002017168

12/19/2013

SYSCO

130-4300

353.81

5002017169

12/19/2013

Gloria Valdez

010-4300

240.68

5002017170

12/20/2013

Sally Franco

010-9537

1,169.04

5002017171

12/20/2013

Linda Gonzales

010-9537

1,007.82

5002017172

12/20/2013

Donna Jimenez

010-9537

1,007.82

5002017173

12/20/2013

Edward Jones

010-9537

1,361.91

5002017174

12/20/2013

John Klopfstein

010-9537

1,361.82

5002017175

12/20/2013

Adrian Laveaga

010-9537

1,007.82

5002017176

12/20/2013

Kathy McWhirt

010-9537

1,007.82

5002017177

12/20/2013

Claudine Medina

010-9537

1,007.82

5002017178

12/20/2013

Rosanne Y Mesa

010-9537

526.26

5002017179

12/20/2013

Patrick Newton

010-9537

721.85

5002017180

12/20/2013

Ronald C Rescigno

010-9537

1,715.82

5002017181

12/20/2013

Wilma Rogers

010-9537

1,142.91

5002017182

12/20/2013

Evie Sancineto

010-9537

149.91

5002017183

12/20/2013

Julianne Speakman

010-9537

857.91

5002017184

12/23/2013

Tax Deferred Services

010-9533

130,721.90

5002017185

12/23/2013

Scott Swenson

010-5217

278.18

5002017186

12/27/2013

Advantage On Call LLc

010-5800

7,820.00

5002017187

12/27/2013

Karin Aldridge

Pay to the Order of

Fund Object

010-4300 Unpaid Sales Tax

Expensed Amount

193.80 1.36-

5002017188

12/27/2013

Assistance League School

010-5800

5002017189

12/27/2013

AVID Center

010-5300

6,770.00

010-5800

4,000.00

010-4300 Unpaid Sales Tax

Check Amount

192.44 10,850.00 10,770.00

28.72

5002017190

12/27/2013

Denise Bernd

5002017191

12/27/2013

CDW-G (Chicago)

010-4300

620.30

5002017192

12/27/2013

City Of Oxnard (Utilities)

010-5502

4,466.73

5002017193

12/27/2013

Dell Marketing LP

010-4300

1,455.75

5002017194

12/27/2013

Marisol Guillen

010-4300

24.00

5002017195

12/27/2013

David Jimenez

010-5200

5.37

5002017196

12/27/2013

Tracy Lipsett

010-4300

396.63

5002017197

12/27/2013

Medical Billing Technologies Inc

010-5800

2,400.00

5002017198

12/27/2013

Old Fashion Candy Co Inc

010-4300

5002017199

12/27/2013

Port Hueneme Marine Supply Co

010-4300

2,434.53

5002017200

12/27/2013

Puritan Bakery

130-9321

186.85

5002017201

12/27/2013

Ricoh USA, Inc

010-5600

2,864.14

5002017202

12/27/2013

Sandra Schiffner

010-4300

145.80

5002017203

12/27/2013

Shaw HR Consulting

010-5800

2,355.00

5002017204

12/27/2013

Sprint

010-5909

5002017205

12/27/2013

TJM Promotions Inc.

953-5800

5002017206

12/27/2013

Verizon California

Unpaid Sales Tax

Unpaid Sales Tax 010-5800

The preceding Checks have been issued in accordance with the District's Policy and authorization of the Board of Trustees. It is recommended that the preceding Checks be approved.

602 - Hueneme Elementary School District

1.76-

26.96

1,725.20 15.20-

1,710.00

868.90 842.40 62.40-

780.00 380.10

Page 9 of 10

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:34AM

Board Report

ReqPay12a Checks Dated 12/01/2013 through 12/31/2013 Check Number

Check Date

Expensed Amount

5002017207

12/27/2013

Debbie Ward

5002017208

12/27/2013

CDW-G (Chicago)

5002017209

12/30/2013

Accurate Label Design Inc

5002017210

12/30/2013

Avaya Inc

010-5905

208.05

5002017211

12/30/2013

Bay Alarm

010-5800

480.00

5002017212

12/30/2013

Casa Pacifica

010-5800

5002017213

12/30/2013

CDW-G (Chicago)

010-4300

1,818.40

010-4400

21,127.31

Fund Object

Pay to the Order of

010-4300 Unpaid Sales Tax

Check Amount

275.42 9.68-

215-6400

265.74 12,108.85

010-4300 Unpaid Sales Tax

84.47 5.52-

78.95

2,971.50 22,945.71

5002017214

12/30/2013

Dempsey Road Mutual Water Co

010-5502

1,820.00

5002017215

12/30/2013

Federal Express

010-5900

34.23

5002017216

12/30/2013

Follett Library Resources

010-4200

570.06

5002017217

12/30/2013

HM Receivables Co LLC

010-4100

3,059.54

5002017218

12/30/2013

Lakeshore

010-4300

489.54

5002017219

12/30/2013

MCI Comm Service

010-5903

31.04

5002017220

12/30/2013

Nick Rail Music Inc

010-5600

211.19

5002017221

12/30/2013

Office Depot

010-4300

40.06

5002017222

12/30/2013

Oriental Trading Co Inc

5002017223

12/30/2013

Prime Masonry Materials

5002017224

12/30/2013

Pro-Ed

010-4300 Unpaid Sales Tax

104.25 6.76-

010-4300

97.49 376.14

010-4300 Unpaid Sales Tax

355.18 24.08-

331.10

5002017225

12/30/2013

Ricoh USA, Inc

010-5600

386.64

5002017226

12/30/2013

So Ca Edison Co

010-5506

37,353.45

5002017227

12/30/2013

Southwest School &

010-4300

27.95

5002017228

12/30/2013

Time For Kids

010-4300

227.50

5002017229

12/30/2013

Tri County Office Furniture

010-4300

366.40

5002017230

12/30/2013

Wells Fargo Financial Leasing

010-5600

145.53

5002017231

12/30/2013

Zee Medical Service

010-4300

1,302.80

Office Supply

Total Number of Checks

1,096,447.45

368

Fund Summary Fund

Description

010 130 215 250 951 952 953

General Fund Cafeteria Fund Measure T Building Fund Capital Facilities Fund Blackstock ASB Fund Green ASB Fund Unorganized Student Body/Eleme

Check Count

Expensed Amount

327 14 4 2 3 4 16

853,161.58 176,812.40 42,817.25 10,855.01 3,816.16 3,132.36 6,933.93

368

Less Unpaid Sales Tax Liability

1,097,528.69 1,081.24-

Net (Check Amount)

1,096,447.45

Total Number of Checks

The preceding Checks have been issued in accordance with the District's Policy and authorization of the Board of Trustees. It is recommended that the preceding Checks be approved.

602 - Hueneme Elementary School District

Page 10 of 10

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:34AM

HUENEME ELEMENTARY SCHOOL DISTRICT BOARD AGENDA ITEM:

REPORT OF MISCELLANEOUS INCOME FOR DECEMBER 2013

BOARD MEETING DATE:

January 27, 2014

FROM:

Christine Walker, Asst. Superintendent Business Services Jerry Dannenberg, Superintendent STAFF COMMENT

RECOMMENDATION For information only BACKGROUND The monthly miscellaneous income report is a summary of funds received in the district office and transmitted to the Ventura County Office of Education for deposit into the various funds of the district at the County Treasury. The December report reflects the receipt of $894,498.14 as follows: Fund 010 130 215 250 95X

Description General Fund Cafeteria Fund Measure T Bond Fund Developer Fee Fund Student Funds Totals

December $373,711.41 505,742.48 0.00 0.00 15,044.25 $894,498.14

During the month of December, the district received $1,148.82 from VCOE for cost containment reimbursement which is the reimbursement from safety credits for ergonomics purchases. The final payments from 2012-2013 for the migrant programs were received which totaled $154,623.79. The health care deposits from the State of California during this month came in at $18,841.70. The district also received $165,754.00 from the County Office of Education for the Estimated Allocation of Out of Home Care Costs. The Cafeteria Fund State meal reimbursement for October totaled $38,623.22 and the October Federal meal reimbursement totaled $465,030.30. The balance of the income reported is primarily from: (1) District retirees paying the cost of insurance through the voluntary self-pay program; (2) medical excess cost payments from retirees participating in the District retiree medical insurance program; and (3) payments received for employees out on workers’ compensation.

Receipt Detail

AR06a COUNTY - County Account Receipt Date

Customer Reference #

DP14-0000683 Posted GIRL SCOUTS OF CA CENTRAL COAS 523 Check ( 011131) 010- 8650- 0000- 0- 0000- 0000- 000- 000- 0000- 0

12/04/13

161

DP14-0000684 Posted (713338) Marsha Brumana ( 022204) 010- 9537- -

523 -

Check -

12/04/13

-

DP14-0000685 Posted (711605) Rosie Garcia ( 022204) 010- 9537- -

-

523 -

Check -

12/04/13

-

DP14-0000686 Posted (710670) Shizue Maleport ( 022204) 010- 9537- -

523 -

Check -

12/04/13

-

DP14-0000687 Posted (711130) Claudine Medina ( 022204) 010- 9537- -

523 -

Check -

12/04/13

-

DP14-0000688 Posted (700877) Evangeline Urias ( 022204) 010- 9537- -

523 -

Check -

12/04/13

-

DP14-0000689 Posted (710570) Hilda Valenzuela ( 022204) 010- 9537- -

523 -

Check -

12/04/13

-

DP14-0000690 Posted (005500) Patricia Villanueva ( 022204) 010- 9537- -

-

523 -

Check -

DP14-0000691 Posted (003951) Mary Alice Waldo ( 022204) 010- 9537- -

-

523 -

DP14-0000692 Posted (711620) Martha Weaver ( 022204) 010- 9537- -

-

-

DP14-0000693 Posted (000029) Cynthia Wunsch ( 022204) 010- 9537- DP14-0000694 Posted (000029) Cynthia Wunsch ( 022204) 010- 9537- -

Receipt Id

Receipt Status

Batch Id

Customer

Receipt Type

Invoice #

Loc

Receipt Amount

Deposit Id

Comment

CR9369

FACILITY USE

CR9369

INSURANCE

108.67

15.00

15.00 1506

AR14-00272 108.67 AR14-00391

01

CR9369

INSURANCE

118.00

AR14-00403

01

CR9369

INSURANCE

102.00

AR14-00606

01

CR9369

INSURANCE

403.97

AR14-00434

01

CR9369

INSURANCE

119.00

003157870 AR14-00524 583.66

CR9369

INSURANCE

583.66

12/04/13

62110-22698 AR14-00238 1,184.00

CR9369

INSURANCE

1,184.00

Check -

12/04/13

6451

AR14-00242

CR9369

INSURANCE

431.00

523 -

Check -

12/04/13

AR14-00258

CR9369

INSURANCE

59.00

523 -

Check -

12/04/13

AR14-00491

CR9369

INSURANCE

236.00

-

523 -

Check -

12/04/13

AR14-00613

CR9369

INSURANCE

118.00

-

DP14-0000695 Posted (701405) Ventura County Schools 523 Check ( 027050) 010- 1100- 0000- 0- 1110- 1000- 260- 100- 0000- 0

12/04/13

AR14-00753

CR9369

W/C - M.HEREDIA

914.33

DP14-0000696 Posted (701405) Ventura County Schools 523 Check ( 041845) 130- 2200- 5310- 0- 0000- 3700- 280- 560- 0000- 0

12/04/13

AR14-00754

CR9369

W/C - C.SALCEDO

153.96

DP14-0000697 Posted (701405) Ventura County Schools 523 Check ( 011136) 010- 8699- 0000- 0- 0000- 0000- 000- 000- 0000- 0

12/04/13

5097802607 AR14-00758 1,148.82

CR9369

COST CONTAINMENT REIMB.

DP14-0000708 Posted (002897) Lynn Arnold ( 022204) 010- 9537- -

12/18/13

3928

CR9397

INSURANCE

-

-

525 -

Check -

7042 118.00 288 102.00 2958 403.97 9718 119.00

431.00 262 59.00 2423 236.00 2423 118.00 178447 914.33 178396 153.96

AR14-00451

01

1,148.82 116.65

116.65

* On Hold Selection

Sorted by Receipt Id, Filtered by (Org = 602, Starting Receipt Date = 12/1/2013, Ending Receipt Date = 12/31/2013, User Created = N, Receipt Status = P, On Hold = Y, Invoices = Y, Accounts? = Y, Recap = O, Sort/Group = )

602 - Hueneme Elementary School District

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:44AM

Page 1 of 11

Receipt Detail

AR06a COUNTY - County Account Receipt Id

Receipt Status

Batch Id

Customer

Receipt Type

Receipt Date

Customer Reference #

Invoice #

1980

AR14-00019

DP14-0000709 Posted (711575) Barbara Bauman ( 022204) 010- 9537- -

525 -

Check -

12/18/13

-

DP14-0000710 Posted (711602) Ken Bohn ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

DP14-0000711 Posted (710085) Ladell Bohn ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

DP14-0000712 Posted (713338) Marsha Brumana ( 022204) 010- 9537- -

525 -

Check -

12/18/13

-

DP14-0000713 Posted (712518) Susan Burres ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

DP14-0000714 Posted (000033) Jamileh Dickmann ( 022204) 010- 9537- -

525 -

Check -

12/18/13

-

DP14-0000715 Posted (711579) Andy Dominguez ( 022204) 010- 9537- -

525 -

Check -

12/18/13

-

DP14-0000716 Posted (000004) Juanita Flores ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

DP14-0000717 Posted (710706) Sally Franco ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

DP14-0000718 Posted (711604) Richard Froyen ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

0054610950 AR14-00217 118.00

DP14-0000719 Posted (004488) Gloria Froyen ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

0054610949 AR14-00084 118.00

DP14-0000720 Posted (710412) Linda Gonzales ( 022204) 010- 9537- -

525 -

Check -

12/18/13

1334

-

DP14-0000721 Posted (710376) Kimberly Henderson ( 022204) 010- 9537- -

525 -

Check -

12/18/13

-

DP14-0000722 Posted (701736) Karin Jamgochian ( 022204) 010- 9537- -

525 -

Check -

12/18/13

-

DP14-0000723 Posted (710414) Donna Jimenez ( 022204) 010- 9537- -

525 -

Check -

12/18/13

-

DP14-0000724 Posted (710525) Frances Hruska ( 022204) 010- 9537- -

525 -

Check -

12/18/13

-

Loc

Deposit Id

Comment

Receipt Amount

CR9397

INSURANCE

1,125.00

1,125.00 6070

AR14-00037

01

CR9397

INSURANCE

118.00

AR14-00041

01

CR9397

INSURANCE

1,184.00

CR9397

INSURANCE

281.00

CR9397

INSURANCE

118.00

CR9397

INSURANCE

538.10

CR9397

INSURANCE

564.00

AR14-00387

CR9397

INSURANCE

48.00

AR14-00497

CR9397

INSURANCE

377.10

01

CR9397

INSURANCE

118.00

01

CR9397

INSURANCE

118.00

AR14-00280

CR9397

INSURANCE

403.95

AR14-00641

CR9397

INSURANCE

403.97

AR14-00644

CR9397

INSURANCE

204.00

118.00 6069 1,184.00 1512

AR14-00272 281.00

7163

AR14-00276

01

118.00 4661

AR14-00331 538.10

2345

AR14-00064

01

564.00 5106 48.00 502 377.10

403.95 2313 403.97 552 204.00 15612

AR14-00503

01

CR9397

INSURANCE

403.97

AR14-00597

01

CR9397

INSURANCE

51.00

403.97 0566 51.00

* On Hold Selection

Sorted by Receipt Id, Filtered by (Org = 602, Starting Receipt Date = 12/1/2013, Ending Receipt Date = 12/31/2013, User Created = N, Receipt Status = P, On Hold = Y, Invoices = Y, Accounts? = Y, Recap = O, Sort/Group = )

602 - Hueneme Elementary School District

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:44AM

Page 2 of 11

Receipt Detail

AR06a COUNTY - County Account Receipt Id

Receipt Status

Batch Id

Customer

Receipt Type

Receipt Date

Customer Reference #

Invoice #

Loc

Deposit Id

Comment

4057

AR14-00312

01

CR9397

INSURANCE

157.64

CR9397

INSURANCE

497.33

DP14-0000725 Posted (005585) Patricia Humphries ( 022204) 010- 9537- -

525 -

Check -

12/18/13

-

DP14-0000726 Posted (710673) Ana Leanos ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

DP14-0000727 Posted (005463) Carlo Logan ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

DP14-0000728 Posted (711613) Sharon Meyer ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

DP14-0000729 Posted (703358) Donna Montgomery ( 022204) 010- 9537- -

525 -

Check -

12/18/13

-

DP14-0000730 Posted (710694) Cliff Morgan ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

DP14-0000731 Posted (710593) Linda Morris ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

DP14-0000732 Posted (004899) Patrick Newton ( 022204) 010- 9537- -

-

-

525 -

Check -

DP14-0000733 Posted (702637) Lynne Porter ( 022204) 010- 9537- -

-

-

525 -

DP14-0000734 Posted (712929) Lorenzo Ramirez ( 022204) 010- 9537- -

-

DP14-0000735 Posted (711524) Dennis Recker ( 022204) 010- 9537- -

-

DP14-0000736 Posted (003674) Linda Rosario ( 022204) 010- 9537- -

Receipt Amount

157.64 204

AR14-00709 497.33

6987

AR14-00536

01

CR9397

INSURANCE

116.65

AR14-00150

01

CR9397

INSURANCE

59.00

CR9397

INSURANCE

118.00

CR9397

INSURANCE

163.00

AR14-00521

CR9397

INSURANCE

613.57

12/18/13

0053241732 AR14-00624 403.97

CR9397

INSURANCE

403.97

Check -

12/18/13

7708

CR9397

INSURANCE

118.00

525 -

Check -

12/18/13

CR9397

INSURANCE

222.00

525 -

Check -

12/18/13

CR9397

INSURANCE

118.00

-

Check -

289563073 AR14-00586 77.76

CR9397

INSURANCE

77.76

-

525 -

12/18/13

-

DP14-0000737 Posted (702406) Ruben Rosario ( 022204) 010- 9537- -

Check -

289563073 AR14-00177 20.12

CR9397

INSURANCE

20.12

-

525 -

12/18/13

-

DP14-0000738 Posted (003674) Linda Rosario ( 022204) 010- 9537- -

Check -

289392326 AR14-00586 175.65

CR9397

INSURANCE

175.65

-

525 -

12/18/13

-

DP14-0000739 Posted (004375) Melinda Sharp ( 022204) 010- 9537- -

Check -

10026

-

525 -

12/18/13

-

DP14-0000740 Posted (711597) Vi Shoemaker ( 022204) 010- 9537- -

-

525 -

Check -

12/18/13

-

116.65 6898 59.00 1440

AR14-00154 118.00

19460

AR14-00158

01

163.00 7932 613.57

AR14-00169

01

118.00 3375

AR14-00600 222.00

2421

AR14-00427

01

118.00

01

AR14-00189

01

CR9397

INSURANCE

1,066.00

0053537184 AR14-00072 507.00

01

CR9397

INSURANCE

507.00

1,066.00

* On Hold Selection

Sorted by Receipt Id, Filtered by (Org = 602, Starting Receipt Date = 12/1/2013, Ending Receipt Date = 12/31/2013, User Created = N, Receipt Status = P, On Hold = Y, Invoices = Y, Accounts? = Y, Recap = O, Sort/Group = )

602 - Hueneme Elementary School District

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:44AM

Page 3 of 11

Receipt Detail

AR06a COUNTY - County Account Receipt Id

Receipt Status

Batch Id

Customer

Receipt Type

Receipt Date

Customer Reference #

Invoice #

Loc

Deposit Id

Comment

Receipt Amount

DP14-0000741 Posted (710606) Bernabe Simon ( 022204) 010- 9537- -

525 -

Check -

12/18/13

7424305546 AR14-00290 159.00

01

CR9397

INSURANCE

159.00

-

DP14-0000742 Posted (701220) Elaine B. Simonds ( 022204) 010- 9537- -

525 -

Check -

12/18/13

1618

AR14-00197

01

CR9397

INSURANCE

59.00

-

DP14-0000743 Posted (702574) Barbara Smalley ( 022204) 010- 9537- -

525 -

Check -

12/18/13

AR14-00205

01

CR9397

INSURANCE

621.00

-

DP14-0000744 Posted (703034) Julianne Speakman ( 022204) 010- 9537- -

525 -

Check -

12/18/13

AR14-00342

CR9397

INSURANCE

357.91

-

DP14-0000745 Posted (005500) Patricia Villanueva ( 022204) 010- 9537- -

525 -

Check -

12/18/13

62110-33249 AR14-00238 1,184.00

CR9397

INSURANCE

1,184.00

-

DP14-0000746 Posted (701931) Delfina Zermeno ( 022204) 010- 9537- -

525 -

Check -

12/18/13

7353

CR9397

INSURANCE

623.00

-

DP14-0000747 Posted CDW GOVERNMENT 525 Check ( 019921) 010- 4300- 7811- 0- 8100- 5000- 000- 730- 0300- 0

12/18/13

0000224141 165.21

CR9397

REFUND FOR CANCELLED ORDER 165.21

DP14-0000748 Posted (701405) Ventura County Schools 525 Check ( 041775) 130- 2200- 5310- 0- 0000- 3700- 140- 560- 0000- 0

12/18/13

179078

AR14-00764

CR9397

W/C - M.RIZK

625.60

DP14-0000749 Posted (701405) Ventura County Schools 525 Check ( 007267) 010- 2200- 0000- 0- 0000- 8220- 000- 530- 0000- 0

12/18/13

AR14-00765

CR9397

W/C - I. ROCHA-LOPEZ

229.03

DP14-0000750 Posted (701405) Ventura County Schools 525 Check ( 041775) 130- 2200- 5310- 0- 0000- 3700- 140- 560- 0000- 0

12/18/13

AR14-00766

CR9397

W/C - M.MURILLO

683.80

DP14-0000751 Posted (711330) Bard Elementary School 525 Cash ( 009710) 010- 4300- 0000- 0- 1110- 1000- 100- 110- 9000- 0

12/18/13

CR9397

INCOME RECEIVED

DP14-0000752 Posted (711331) Beach Elementary School 525 Check ( 011142) 010- 8699- 0000- 0- 0000- 0000- 120- 000- 9000- 0

12/18/13

CR9397

DONATION - PTA

480.00

DP14-0000753 Posted (711331) Beach Elementary School 525 Check ( 011142) 010- 8699- 0000- 0- 0000- 0000- 120- 000- 9000- 0

12/18/13

CR9397

DONATION - PTA

1,769.85

DP14-0000754 Posted (711331) Beach Elementary School 525 Check ( 009711) 010- 4300- 0000- 0- 1110- 1000- 120- 110- 9000- 0

12/18/13

CR9397

INCOME RECEIVED

10.34

DP14-0000755 Posted (712362) Continuing Development, Inc525 Check ( 011131) 010- 8650- 0000- 0- 0000- 0000- 000- 000- 0000- 0

12/18/13

CR9397

FAC. USE DEC 2013

300.00

DP14-0000756 Posted (701578) MJP Computers 525 Check ( 010626) 010- 5800- 0000- 0- 0000- 7700- 000- 100- 0000- 0

12/18/13

CR9397

REFUND FOR LICENSES

798.00

59.00 1802 621.00 7803 357.91

AR14-00527 623.00

625.60 179411 229.03 179322 683.80 25.00

25.00 2296 480.00 2295 1,769.85 1393 10.34 201692

AR14-00302

01

300.00 21688

AR14-00761 798.00

* On Hold Selection

Sorted by Receipt Id, Filtered by (Org = 602, Starting Receipt Date = 12/1/2013, Ending Receipt Date = 12/31/2013, User Created = N, Receipt Status = P, On Hold = Y, Invoices = Y, Accounts? = Y, Recap = O, Sort/Group = )

602 - Hueneme Elementary School District

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:44AM

Page 4 of 11

Receipt Detail

AR06a COUNTY - County Account Receipt Type

Receipt Date

Customer Reference #

Deposit Id

Comment

Receipt Amount

Check -

12/18/13

5071856203 AR14-00768 2,401.09

CR9397

MIG ED JUNE 2013

2,401.09

DP14-0000758 Posted (701575) VCOE 525 Check ( 042142) 010- 8290- 3060- 0- 0000- 0000- 000- 000- SRRS- 0 ( 012695) 010- 9200- 3060- 0-

12/18/13

5071856201

AR13-01122

CR9397

MIG ED EVEN JUNE 2013 (3060) 17,392.07

DP14-0000759 Posted (701575) VCOE 525 Check ( 024289) 010- 8290- 3060- 0- 0000- 0000- 000- 000- 0000- 0 ( 012695) 010- 9200- 3060- 0-

12/18/13

AR13-01120

CR9397

MIG ED REG JUNE 2013

DP14-0000760 Posted (711667) CSU Channel Islands 525 Check ( 011136) 010- 8699- 0000- 0- 0000- 0000- 000- 000- 0000- 0

12/18/13

AR14-00722

CR9397

FALL STIPENDS

DP14-0000761 Posted ( 041711) 130( 041712) 130( 041713) 130( 041714) 130( 041715) 130( 041716) 130( 041717) 130( 041718) 130( 041719) 130( 041720) 130( 041721) 130-

(701503) State Of California 8520- 5310- 0- 0000- 00008520- 5310- 0- 0000- 00008520- 5310- 0- 0000- 00008520- 5310- 0- 0000- 00008520- 5310- 0- 0000- 00008520- 5310- 0- 0000- 00008520- 5310- 0- 0000- 00008520- 5310- 0- 0000- 00008520- 5310- 0- 0000- 00008520- 5310- 0- 0000- 00008520- 5310- 0- 0000- 0000-

100120140160180200220240260280300-

526 Check 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0

12/04/13

69-389829 AR14-00750 2,089.46 336.80 5,868.96 5,056.93 3,383.85 7,432.84 1,340.07 5,053.59 2,824.80 3,454.28 1,781.64

CR9369

STATE MEAL REIMB OCT 2013

DP14-0000762 Posted ( 041700) 130( 041701) 130( 041702) 130( 041703) 130( 041704) 130( 041705) 130( 041706) 130( 041707) 130( 041708) 130( 041709) 130( 041710) 130-

(701503) State Of California 8220- 5310- 0- 0000- 00008220- 5310- 0- 0000- 00008220- 5310- 0- 0000- 00008220- 5310- 0- 0000- 00008220- 5310- 0- 0000- 00008220- 5310- 0- 0000- 00008220- 5310- 0- 0000- 00008220- 5310- 0- 0000- 00008220- 5310- 0- 0000- 00008220- 5310- 0- 0000- 00008220- 5310- 0- 0000- 0000-

100120140160180200220240260280300-

526 Check 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0

12/04/13

69-389150 AR14-00751 28,075.96 4,730.67 68,321.52 60,406.79 39,292.65 83,039.98 18,296.44 57,129.88 36,771.15 44,143.31 24,821.95

CR9369

FED MEAL REIMB OCT 2013

DP14-0000763 Posted (701503) State Of California 526 Check ( 011099) 010- 8290- 5640- 0- 0000- 0000- 000- 000- 0000- 0

12/04/13

36-626923 AR14-00767 1,899.80

CR9369

HEALTH CARE DEP

Receipt Id

Receipt Status

Batch Id

Customer

DP14-0000757 Posted (701575) VCOE ( 013948) 010- 9200- 3061- 0-

-

-

-

525 -

Invoice #

Loc

.00 17,392.07 5071856202

134,830.63

.00 134,830.63 195958

450.00

450.00 38,623.22

465,030.30

1,899.80

* On Hold Selection

Sorted by Receipt Id, Filtered by (Org = 602, Starting Receipt Date = 12/1/2013, Ending Receipt Date = 12/31/2013, User Created = N, Receipt Status = P, On Hold = Y, Invoices = Y, Accounts? = Y, Recap = O, Sort/Group = )

602 - Hueneme Elementary School District

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:44AM

Page 5 of 11

Receipt Detail

AR06a COUNTY - County Account Receipt Date

Customer Reference #

Deposit Id

Comment

Receipt Amount

DP14-0000764 Posted (701503) State Of California 526 Check ( 011099) 010- 8290- 5640- 0- 0000- 0000- 000- 000- 0000- 0

12/04/13

36-641138 AR14-00769 1,720.41

CR9369

HEALTH CARE DEP

1,720.41

DP14-0000765 Posted (711905) Mandalay Shores Comm Assoc 527 Check ( 011131) 010- 8650- 0000- 0- 0000- 0000- 000- 000- 0000- 0

12/20/13

1565

CR9397

FAC. USE APP

15.00

DP14-0000766 Posted LAURA TAYLOR 527 Check ( 011131) 010- 8650- 0000- 0- 0000- 0000- 000- 000- 0000- 0

12/20/13

CR9397

FAC. USE APP

15.00

DP14-0000767 Posted (000043) County of Ventura 527 Check ( 011131) 010- 8650- 0000- 0- 0000- 0000- 000- 000- 0000- 0

12/20/13

1001447127 AR14-00733 135.00

CR9397

FAC. USE

135.00

DP14-0000768 Posted (711099) Guadalupe Aguirre ( 022204) 010- 9537- -

-

527 -

Check -

12/20/13

0056414540 AR14-00015 623.00

CR9397

INSURANCE

623.00

DP14-0000769 Posted (711582) Kathleen Fuller ( 022204) 010- 9537- -

-

-

527 -

Check -

12/20/13

7740

DP14-0000770 Posted (711582) Kathleen Fuller ( 022204) 010- 9537- -

-

-

527 -

Check -

12/20/13

DP14-0000771 Posted (710412) Linda Gonzales ( 022204) 010- 9537- -

527 -

Check -

12/20/13

-

DP14-0000772 Posted (713339) Dennis Held ( 022204) 010- 9537- -

-

527 -

Check -

12/20/13

-

DP14-0000773 Posted (711586) Fred Huante ( 022204) 010- 9537- -

-

-

527 -

Check -

DP14-0000774 Posted (711586) Fred Huante ( 022204) 010- 9537- -

-

-

527 -

DP14-0000775 Posted (700983) Susan Knupp ( 022204) 010- 9537- -

-

-

DP14-0000776 Posted (700983) Susan Knupp ( 022204) 010- 9537- -

-

DP14-0000777 Posted (700983) Susan Knupp ( 022204) 010- 9537- DP14-0000778 Posted (700289) Maria Lopez ( 022204) 010- 9537- -

Receipt Id

Receipt Status

Batch Id

Customer

Receipt Type

Invoice #

Loc

15.00 3165 15.00

AR14-00088

01

CR9397

INSURANCE

456.00

AR14-00089

01

CR9397

INSURANCE

1,869.00

CR9397

INSURANCE

118.02

456.00 7737 1,869.00 1340

AR14-00280 118.02

2117

AR14-00105

00

CR9397

INSURANCE

431.00

12/20/13

21548701348 AR14-00500 66.00

01

CR9397

INSURANCE

66.00

Check -

12/20/13

21548701337 AR14-00500 1,000.00

01

CR9397

INSURANCE

1,000.00

527 -

Check -

12/20/13

0000995177 AR14-00124 3.00

01

CR9397

INSURANCE

3.00

527 -

Check -

12/20/13

0000995177 AR14-00125 1.00

01

CR9397

INSURANCE

1.00

-

Check -

0000995114 AR14-00125 118.00

01

CR9397

INSURANCE

118.00

-

527 -

12/20/13

-

Check -

1766

CR9397

INSURANCE

117.67

-

527 -

12/20/13

-

DP14-0000779 Posted (713344) Rebecca Lopez ( 022204) 010- 9537- -

527 -

Check -

12/20/13

CR9397

INSURANCE

59.00

-

431.00

AR14-00506 117.67

4051

AR14-00250

00

59.00

* On Hold Selection

Sorted by Receipt Id, Filtered by (Org = 602, Starting Receipt Date = 12/1/2013, Ending Receipt Date = 12/31/2013, User Created = N, Receipt Status = P, On Hold = Y, Invoices = Y, Accounts? = Y, Recap = O, Sort/Group = )

602 - Hueneme Elementary School District

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:44AM

Page 6 of 11

Receipt Detail

AR06a COUNTY - County Account Receipt Id

Receipt Status

Batch Id

Customer

DP14-0000780 Posted (703123) Rosanne Mesa ( 022204) 010- 9537- -

Receipt Type

Receipt Date

Customer Reference #

Invoice #

Loc

Receipt Amount

Deposit Id

Comment

CR9397

INSURANCE

484.23

CR9397

INSURANCE

403.97

CR9397

INSURANCE

117.00

CR9397

INSURANCE

572.00

CR9397

INSURANCE

218.65

-

527 -

Check -

12/20/13

-

290089907 AR14-00518 484.23

DP14-0000781 Posted (711130) Claudine Medina ( 022204) 010- 9537- -

527 -

Check -

12/20/13

2976

-

DP14-0000782 Posted (703358) Donna Montgomery ( 022204) 010- 9537- -

527 -

Check -

12/20/13

-

DP14-0000783 Posted (712635) Sally Nava ( 022204) 010- 9537- -

-

527 -

Check -

12/20/13

-

DP14-0000784 Posted (001509) David Rodriguez ( 022204) 010- 9537- -

527 -

Check -

12/20/13

-

DP14-0000785 Posted (710796) Diane Thackeray ( 022204) 010- 9537- -

527 -

Check -

12/20/13

1204004667 AR14-00327 57.65

01

CR9397

INSURANCE

57.65

-

DP14-0000786 Posted (700877) Evangeline Urias ( 022204) 010- 9537- -

527 -

Check -

12/20/13

9742

01

CR9397

INSURANCE

118.00

-

DP14-0000787 Posted (710570) Hilda Valenzuela ( 022204) 010- 9537- -

527 -

Check -

12/20/13

003158106 AR14-00524 399.00

CR9397

INSURANCE

399.00

-

DP14-0000788 Posted (711809) Linda Velthoen ( 022204) 010- 9537- -

Check -

005186857 AR14-00234 564.00

01

CR9397

INSURANCE

564.00

-

527 -

12/20/13

-

DP14-0000789 Posted (002603) Delores Walker ( 022204) 010- 9537- -

Check -

1203883328 AR14-00349 1,184.00

01

CR9397

INSURANCE

1,184.00

-

527 -

12/20/13

-

DP14-0000790 Posted (701405) Ventura County Schools 527 Check ( 041775) 130- 2200- 5310- 0- 0000- 3700- 140- 560- 0000- 0

12/20/13

179660

AR14-00774

CR9397

W/C M.RIZK

625.60

DP14-0000791 Posted (701405) Ventura County Schools 527 Check ( 007267) 010- 2200- 0000- 0- 0000- 8220- 000- 530- 0000- 0

12/20/13

AR14-00775

CR9397

W/C I. ROCHA-LOPEZ

DP14-0000792 Posted (713146) EOC of San Luis Obispo County 527 Check ( 011131) 010- 8650- 0000- 0- 0000- 0000- 000- 000- 0000- 0

12/20/13

AR14-00776

CR9397

FAC. USE

DP14-0000793 Posted (701575) VCOE 527 Check ( 011155) 010- 8792- 6500- 0- 5001- 0000- 000- 000- 0000- 0

12/20/13

5071856512 AR14-00777 165,754.00

CR9397

OUT OF HOME CARE FUNDS

DP14-0000794 Posted (711331) Beach Elementary School 527 Check ( 011142) 010- 8699- 0000- 0- 0000- 0000- 120- 000- 9000- 0

12/20/13

2297

CR9397

DONATION - PTA

DP14-0000795 Posted (711333) E O Green Jr High School 527 Check ( 011144) 010- 8699- 0000- 0- 0000- 0000- 160- 000- 9000- 0

12/20/13

CR9397

DONATION - EDISON

AR14-00606

01

403.97 1446

AR14-00154 117.00

1701

AR14-00411

01

572.00 5539

AR14-00583 218.65

AR14-00434 118.00

625.60 179702

17.75

17.75 500019

1.00

1.00 01

165,754.00 830.00

830.00 169946

90.00

90.00

* On Hold Selection

Sorted by Receipt Id, Filtered by (Org = 602, Starting Receipt Date = 12/1/2013, Ending Receipt Date = 12/31/2013, User Created = N, Receipt Status = P, On Hold = Y, Invoices = Y, Accounts? = Y, Recap = O, Sort/Group = )

602 - Hueneme Elementary School District

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:44AM

Page 7 of 11

Receipt Detail

AR06a COUNTY - County Account Receipt Id

Receipt Status

Batch Id

Customer

Receipt Type

Receipt Date

DP14-0000796 Posted (711333) E O Green Jr High School 527 Cash ( 009714) 010- 4300- 0000- 0- 1110- 1000- 160- 110- 9000- 0

12/20/13

(711334) Hathaway Elementary School527 Check DP14-0000797 Posted ( 011145) 010- 8699- 0000- 0- 0000- 0000- 180- 000- 9000- 0

12/20/13

(711338) Parkview Elementary School527 Cash DP14-0000798 Posted ( 009724) 010- 4300- 0000- 0- 1110- 1000- 260- 110- 9000- 0

12/20/13

DP14-0000799 Posted (711338) Parkview Elementary School527 Cash ( 009724) 010- 4300- 0000- 0- 1110- 1000- 260- 110- 9000- 0

12/20/13

DP14-0000800 Posted (711338) Parkview Elementary School527 Check ( 011150) 010- 8699- 0000- 0- 0000- 0000- 260- 000- 9000- 0

12/20/13

Customer Reference #

Invoice #

Comment

CR9397

INCOME RECEIVED

CR9397

DONATION - LIFETOUCH

CR9397

INCOME RECEIVED

15.83

CR9397

INCOME RECEIVED

15.21

CR9397

DONATION - LIFETOUCH

AR14-00778

CR9397

ASB TSFR - NOV 2013

1,925.45

AR14-00779

CR9397

ASB TSFR - NOV 2013

3,490.53

2669429

50.00 404.00

404.00 15.83 15.21 2669602

DP14-0000803 Posted ( 020449) 952( 020478) 952( 020480) 952( 020490) 952( 020494) 952( 023440) 952( 026613) 952( 026807) 952( 025355) 952( 038649) 952( 020487) 952-

92.9245.00.00 823.45 .00 1,100.00 260.00 .00 1,445.00 .00 .00

528 Electronic Funds Xfer 12/20/13 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0 000- 0000- 0

522.00

522.00 21.5587.00 1,860.00

160160160160160160160160160160160-

Receipt Amount

Deposit Id

50.00

DP14-0000802 Posted (711762) Blackstock Jr High ASB 528 Electronic Funds 12/20/13 Xfer ( 021072) 951- 4300- 0960- 0- 0000- 0000- 140- 000- 0000- 0 ( 021094) 951- 8639- 0960- 0- 0000- 0000- 140- 000- 0000- 0 ( 021095) 951- 8639- 0961- 0- 0000- 0000- 140- 000- 0000- 0 (711763) E.O. Green ASB 4300- 0960- 0- 0000- 00008639- 0960- 0- 0000- 00008639- 0961- 0- 0000- 00008639- 0966- 0- 0000- 00008639- 0968- 0- 0000- 00008639- 0969- 0- 0000- 00008639- 0975- 0- 0000- 00008639- 0977- 0- 0000- 00008639- 0979- 0- 0000- 00008639- 0980- 0- 0000- 00008699- 0964- 0- 0000- 0000-

Loc

* On Hold Selection

Sorted by Receipt Id, Filtered by (Org = 602, Starting Receipt Date = 12/1/2013, Ending Receipt Date = 12/31/2013, User Created = N, Receipt Status = P, On Hold = Y, Invoices = Y, Accounts? = Y, Recap = O, Sort/Group = )

602 - Hueneme Elementary School District

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:44AM

Page 8 of 11

Receipt Detail

AR06a COUNTY - County Account Receipt Id

Receipt Status

DP14-0000804 Posted ( 011141) 010( 029017) 010( 020029) 953( 020048) 953( 037730) 953( 020049) 953( 020050) 953( 020051) 953( 020505) 953( 020052) 953( 020053) 953( 020054) 953( 020047) 953( 020040) 953( 038651) 953( 020042) 953( 020632) 953( 020045) 953( 020046) 953-

Customer

Batch Id

Receipt Type

Receipt Date

Customer Reference #

12/20/13 (711764) Hueneme School District USB 528 Electronic Funds Xfer 8699- 0000- 0- 0000- 0000- 100- 000- 9000- 0 8699- 0000- 0- 0000- 0000- 100- 000- 9970- 0 4300- 0000- 0- 0000- 0000- 000- 000- 0000- 0 8639- 0910- 0- 0000- 0000- 100- 000- 0000- 0 8639- 0912- 0- 0000- 0000- 120- 000- 0000- 0 8639- 0918- 0- 0000- 0000- 180- 000- 0000- 0 8639- 0920- 0- 0000- 0000- 200- 000- 0000- 0 8639- 0922- 0- 0000- 0000- 220- 000- 0000- 0 8639- 0924- 0- 0000- 0000- 240- 000- 0000- 0 8639- 0926- 0- 0000- 0000- 260- 000- 0000- 0 8639- 0928- 0- 0000- 0000- 280- 000- 0000- 0 8639- 0930- 0- 0000- 0000- 300- 000- 0000- 0 8699- 0000- 0- 0000- 0000- 000- 000- 0000- 0 8699- 0910- 0- 0000- 0000- 100- 000- 0000- 0 8699- 0912- 0- 0000- 0000- 120- 000- 0000- 0 8699- 0920- 0- 0000- 0000- 200- 000- 0000- 0 8699- 0924- 0- 0000- 0000- 240- 000- 0000- 0 8699- 0928- 0- 0000- 0000- 280- 000- 0000- 0 8699- 0930- 0- 0000- 0000- 300- 000- 0000- 0

Deposit Id

Comment

Receipt Amount

AR14-00780

CR9397

USB TSFR - NOV 2013

9,628.27

Invoice #

Loc

.00 .00 158.89992.00 1,795.00 689.95 934.25 .00 691.00 2,889.35 724.00 937.00 .00 .00 .00 .00 .00 134.61 .00

DP14-0000805 Posted (701503) State Of California 529 Check ( 011099) 010- 8290- 5640- 0- 0000- 0000- 000- 000- 0000- 0

12/11/13

36-655206 AR14-00781 11,985.09

CR9386

HEALTH CARE DEPOSIT

DP14-0000806 Posted (711338) Parkview Elementary School530 Check ( 011136) 010- 8699- 0000- 0- 0000- 0000- 000- 000- 0000- 0

12/20/13

1500520959 21.72

CR9397

RESTITUTION

DP14-0000842 Posted (701503) State Of California 532 Check ( 011099) 010- 8290- 5640- 0- 0000- 0000- 000- 000- 0000- 0

12/18/13

36-668238 AR14-00785 3,236.40

CR9397

HEALTH CARE DEP

Total for Hueneme Elementary School District

11,985.09 21.72 3,236.40 894,498.14

Fund-Object Recap

* On Hold Selection

Sorted by Receipt Id, Filtered by (Org = 602, Starting Receipt Date = 12/1/2013, Ending Receipt Date = 12/31/2013, User Created = N, Receipt Status = P, On Hold = Y, Invoices = Y, Accounts? = Y, Recap = O, Sort/Group = )

602 - Hueneme Elementary School District

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:44AM

Page 9 of 11

Receipt Detail

AR06a COUNTY - County Account Receipt Id

Receipt Status

Customer

Batch Id

Receipt Type

Receipt Date

Customer Reference #

Invoice #

Loc

Deposit Id

Comment

Receipt Amount

Fund-Object Recap 010-1100

Teachers' Salaries

914.33

010-2200

Classified Support Salaries

246.78

010-4300

Materials and Supplies

281.59

010-5800

Professnl/Consult Serv & Opera

010-8290

All Other Federal Revenue

010-8650

Leases and Rentals

010-8699

All Other Local Revenue

010-8792

Transfers of Apportionments Fr

165,754.00

010-9200

Accounts Receivable

154,623.79

010-9537

Retiree Benefits Liability

798.00 18,841.70 481.00 5,716.39

26,053.83 Fund 010 - General Fund

373,711.41

130-2200

Classified Support Salaries

130-8220

Child Nutrition Programs

465,030.30

2,088.96

130-8520

Child Nutrition Programs

38,623.22 Fund 130 - Cafeteria Fund

951-4300

Materials and Supplies

951-8639

All Other Sales

21.551,947.00 Fund 951 - Blackstock ASB Fund

952-4300

Materials and Supplies

952-8639

All Other Sales

952-8699

All Other Local Revenue

953-4300

Materials and Supplies All Other Sales

953-8699

All Other Local Revenue

1,925.45

92.923,583.45 .00 Fund 952 - Green ASB Fund

953-8639

505,742.48

3,490.53

158.899,652.55 134.61 Fund 953 - Unorganized Student Body/Eleme Total for Hueneme Elementary School District

9,628.27 894,498.14

* On Hold Selection

Sorted by Receipt Id, Filtered by (Org = 602, Starting Receipt Date = 12/1/2013, Ending Receipt Date = 12/31/2013, User Created = N, Receipt Status = P, On Hold = Y, Invoices = Y, Accounts? = Y, Recap = O, Sort/Group = )

602 - Hueneme Elementary School District

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:44AM

Page 10 of 11

Receipt Detail

AR06a COUNTY - County Account Receipt Id

Receipt Status

Customer

Batch Id

Receipt Type

Receipt Date

Customer Reference #

Invoice #

Loc

Deposit Id

Comment

Receipt Amount

Org Recap Hueneme Elementary School District

$ - Cash C - Check E - Electronic Funds Xfer

106.04 879,347.85 15,044.25

Total Receipts

894,498.14

Report Total

894,498.14

* On Hold Selection

Sorted by Receipt Id, Filtered by (Org = 602, Starting Receipt Date = 12/1/2013, Ending Receipt Date = 12/31/2013, User Created = N, Receipt Status = P, On Hold = Y, Invoices = Y, Accounts? = Y, Recap = O, Sort/Group = )

602 - Hueneme Elementary School District

Generated for Nansi McCarroll (602NMCCARROLL), Jan 2 2014 8:44AM

Page 11 of 11

HUENEME ELEMENTARY SCHOOL DISTRICT BOARD AGENDA ITEM:

ACCEPTANCE OF GIFTS TO THE DISTRICT

BOARD MEETING DATE:

January 27, 2014

FROM:

Jerry Dannenberg, Superintendent STAFF COMMENT

RECOMMENDATION It is recommended that the Governing Board formally accept the following new gifts to the district and authorize the Superintendent to send a letter of appreciation to the donors. • • • • • • • • • • • • •

$500.00 grant awarded by the First Financial Teacher Grant Committee of West Covina, CA, to Susan Camarena, a teacher at Hueneme Elementary School to support a school project $148.06 from Rachel Lucero-Ailworth of Santa Rosa, CA, teacher Monica Sides’ aunt, for use in Monica’s classroom at Bard Elementary $140.00 from Monica Santos of Oxnard, CA, mother of two Bard Elementary students, to help support classrooms 13 and 8 $300.00 from Clinicas Del Camino Real Inc. of Ventura, CA, to help support Richard Bard Elementary $211.00 from Mark S. Fahmy of Anaheim Hills, CA, to help support Haycox Elementary $575.42 from CEC Entertainment of Irving, TX, from a community “Chuck E Cheese” fundraiser, to help pay for student awards and rewards $522.00 from Lifetouch Photography of Eden Prairie, MN, school photographers, for the general fund at Parkview Elementary $404.00 from Adrian Zimmer of Lifetouch Photography of Ventura, CA, a school photographer, for the general fund at Hathaway Elementary $1,500 from James and Shannon Jessup of Santa Barbara, CA, to help support Haycox Elementary School $200.00 from Blue Zone of Oxnard, CA, a neighborhood business, for the general fund at Blackstock Junior High $348.00 from Lifetouch Photography of Eden Prairie, MN, school photographers, for the general fund at Blackstock Junior High $3,500.00 AVID grant awarded by United Way of Ventura County for the AVID program at Blackstock Junior High $50.00 from AGIA, Inc. of Carpinteria, CA, a parent’s employer, from a GATE program fundraiser at Hueneme Elementary

ACCEPTANCE OF GIFTS TO THE DISTRICT January 27, 2014 Page 2 of 2 PTA Fundraising • $484.91, Bard Elementary PTA, to reimburse the school for the cost of the Bulldog Mascot costume • $830.00, Hollywood Beach Elementary, to pay for the Baryna Troupe assembly

HUENEME ELEMENTARY SCHOOL DISTRICT BOARD AGENDA ITEM:

SUBMISSION OF THE REPORT OF THE ADMINISTRATIVE PANEL FOR VOLUNTARY EXPULSION CASE 13-14-03

BOARD MEETING DATE:

January 27, 2014

FROM:

Denise Hicklin, Sr. Director, Pupil Support Services Deborah DeSmeth, Assistant Superintendent Jerry Dannenberg, District Superintendent

STAFF COMMENT RECOMMENDATION It is recommended that the Governing Board take action on Expulsion Case 13-14-03 to: (1)

accept the recommendations as delineated in the proposed expulsion order and immediately implement the terms of the stipulated expulsion; or

(2)

deny the recommendations as delineated in the proposed expulsion order and direct that an administrative hearing be scheduled.

BACKGROUND Pursuant to Education Codes 48900 and 48915, an Administrative Hearing was arranged to hear evidence in Expulsion Case 13-14-03. Instead, the parent requested a “Stipulated Expulsion,” an alternative to an Expulsion Hearing, which is a recommendation to expel that bypasses the Administrative Hearing process. The Confidential Report for Expulsion and a Rehabilitation Contract has been presented to the Board of Trustees. It is appropriate for the Governing Board to take action.

HUENEME ELEMENTARY SCHOOL DISTRICT BOARD AGENDA ITEM:

APPROVAL OF THE ANNUAL SCHOOL ACCOUNTABILITY REPORT CARDS

BOARD MEETING DATE:

January 27, 2014

FROM:

Jerry Dannenberg, Superintendent STAFF COMMENT

RECOMMENDATION It is recommended that the Governing Board approve School Accountability Report Cards (SARCs), as presented, for the district’s nine elementary schools and two junior high schools, and authorize that they be made available to the public by February 1, 2014. BACKGROUND Beginning in the 1989-90 school year, Proposition 98 required California school district governing boards to annually publish a School Accountability Report Card (SARC) for elementary and secondary schools under its jurisdiction. Current year SARCs for the Hueneme Elementary School District were developed by Document Tracking Services (DTS) based on the format designed by the California Department of Education (CDE). District staff provided input and other required data was mined by DTS from state databases. SARCs are required to be published in languages other than English when the number of students whose primary language is not English is at or above 15% of the total school population. In the Hueneme Elementary School District, SARCs will be published in Spanish for all schools except Hollywood Beach Elementary. As part of its service, DTS provides the district with a copy of each SARC in Portable Document Format (PDF). By February 1, 2014, board-approved SARCs can be accessed and printed from the district’s Internet website at www.huensd.k12.ca.us. Every school office will have an electronic copy of their school’s SARC (PDF in English and Spanish, as applicable), and a limited number of printed copies. Office personnel will be able to make additional copies as needed upon the request of interested members of the public. All of the proposed SARCs are available for review in the district office. A representative sample of an English and Spanish SARC for one junior high (Blackstock) and one elementary school (Haycox) are included in the meeting packet.

Art Haycox Elementary School School Accountability Report Card Reported Using Data from the 2012-13 School Year Published During 2013-14 Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. • •

For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access

PL E

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

M

Additional Information For further information regarding the data elements and terms used in the SARC see the 2012–13 Academic Performance Index Reports Information Guide located on the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.

Contact Information (School Year 2013-14)

SA

School Contact Information School Name-------

Art Haycox Elementary School

Street-------

5400 Perkins Road

City, State, Zip-------

Oxnard, CA 93033

Phone Number------- (805) 488-3578 Principal-------

Julianne Pena

E-mail Address-------

[email protected]

CDS Code

56-72462-6055024

District Contact Information District Name-------

Hueneme Elementary School District

Phone Number------- (805) 488-3588 Web Site-------

www.huensd.k12.ca.us

Superintendent------- Dr. Jerry Dannenberg E-mail Address-------

[email protected]

2012-13 School Accountability Report Card for Art Haycox Elementary School

Page 1 of 12

School Description and Mission Statement (School Year 2012-13) Haycox School is a multi-ethnic site that serves a diverse population of more than 1000 students. We qualify for Schoolwide Title I funding through the Consolidated Application, with approximately 83% low-income students as determined by parents who returned application forms for free and reduced lunch. Seventy-seven percent (77%) of Haycox students are English learners. A significant number of students, about 40%, quality for Migrant Education services. There are programs for Special Education and Gifted and Talented (GATE) students. Haycox School receives categorical funding to support the learning of these students. In addition to a rigorous curriculum of daily instruction, special needs, at-risk or academically deficient students receive supplemental instruction from certificated and classified personnel during and after school, as well as on Saturdays. The school is in the southwest corner of the city of Oxnard and is one of 11 schools in the Hueneme Elementary School District, a K-8 district comprised of 9 elementary and 2 junior high schools. The Haycox community is predominantly Hispanic, with a majority of the families living in the multiple family dwellings spread throughout the school attendance boundaries. A large number of families work in the area’s abundant agricultural businesses. Historically, Haycox has been a high poverty school with a high percentage of transiency among its students. Spanish is the primary language for most of Haycox School’s English learner students, but there is a growing population of students who enter school in all the grades speaking only Mixteco or Mixteco and some Spanish. The staff and students are supported by the services of Mixteco interpreters.

PL E

Haycox School is a kindergarten through fifth grade school. The primary grades concentrate on teaching reading and math along with the other core subjects. The upper grades concentrate on using the skills the students have acquired to master more difficult learning. Remediation and enrichment are provided as needed. Instruction in English language development is given to every student who requires it. By concentrating on the needs of the students, the staff is better able to meet the needs of the students they serve. Daily instructional schedules are designed to maximize learning time for students. Computer labs, classroom computers and other technology enhance student learning. Teachers use research and data validated materials to instruct, remediate and enrich student learning. Staff development is, at times, narrowed to the instructional needs of a smaller band of students. At other times, staff development is aimed at the entire school. Parents and the community view Haycox School with confidence. Haycox School’s mission is to maximize learning outcomes and long-term success for all students and staff within the best possible learning environment. Instruction is based on state and district standards and assessments. Our goal is for all students to be performing at or above grade level.

M

Opportunities for Parental Involvement (School Year 2012-13)

SA

Parents are integral to student learning and Haycox encourages parent involvement wherever and whenever possible. Written notes are sent to parents to inform them about school events. Parents are also notified through the automated School Messenger communication system, via telephone. Parent workshops are offered by the teachers, the principal, the school counselor, and other school and community groups. The Port Hueneme/South Oxnard Nieghborhood for Learning provide Parent and Child Together, excercise and school readiness classes are offered to parents. With the support of a Mixteco translator, Parent Project is also open to all parents in our community; this year, the program will be offered in Spanish and Mixteco. Triple P parenting classes are also provided at Haycox school. The Migrant parent meetings are held at Haycox. Kindergarten and first grade teachers regularly hold parent workshops with their parents. Parent conferences are held twice a year. School Site Council and the English Learner Advisory Committee are active at Haycox. Haycox school also provides space to community organizations in an effort to support the community and to enhance student acheivement; the NFL, MICOP and CDI all provide daily services from the Haycox school site. Teachers teach parents to be good classroom helpers and instruct them in how to assist their children at home. Field trips always include parent participation. Adult learners of English work in the classrooms as part of their education. Often, there is standing room only for student performances. We have many regular and occasional parent volunteers. Workshops prepare parents to assist their children in learning. Back-to-school night, spring open house, School Site Council, English Learner Advisory Committee and other meetings inform parents about the school curriculum. Student of the Trimester assemblies recognize good student behavior and academic proficiency and improvement. Parents are invited to attend assemblies to see their children recognized. Office staff, teachers, counselor and principal are available to answer questions and otherwise assist parents with their needs. At all times during the school day a Mixteco translator (promotora) is at Haycox to assist parents. Haycox has an elected School Site Council that meets monthly during the school year to discuss school programs and budget. There is equal representation from certificated personnel and parents. Haycox is represented on the District Advisory Committee, the District English Learner Advisory Committee, and the GATE Committee. Any parent who would like to become involved with Haycox School can speak to their child’s teacher or call the office at (805) 4883578 and ask for Julianne Peña, Principal, Eric Castanier, Assistant Principal, or Marisol Guillen, Counselor.

2012-13 School Accountability Report Card for Art Haycox Elementary School

Page 2 of 12

III. Student Performance The Standardized Testing and Reporting (STAR) Program consists of several key components, including: • California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. • California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. • California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels.

PL E

For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. Standardized Testing and Reporting Results for All Students - Three-Year Comparison

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

School

District

State

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

English-Language Arts

32

30

29

41

41

39

54

56

55

Mathematics-------

46

47

45

44

43

43

49

50

50

Science-------

38

41

30

45

45

48

57

60

59

N/A

N/A

N/A

34

36

37

48

49

49

History-Social Science

M

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

Standardized Testing and Reporting Results by Student Group - Most Recent Year Group

Percent of Students Scoring at Proficient or Advanced

English-Language Arts

Mathematics

Science

History-Social Science

39

43

48

N/A

29

45

30

N/A

Male-------

29

48

42

N/A

Female-------

29

43

18

N/A

All Students in the LEA

SA

All Student at the School

Black or African American

N/A

American Indian or Alaska Native

N/A

Asian-------

N/A

Filipino-------

N/A

Hispanic or Latino

28

45

29

N/A

Native Hawaiian/Pacific Islander

N/A

White-------

N/A

Two or More Races-------

N/A

Socioeconomically Disadvantaged

29

45

30

N/A

English Learners-------

17

37

11

N/A

Students with Disabilities

9

28

Students Receiving Migrant Education Services

24

46

N/A 20

N/A

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. 2012-13 School Accountability Report Card for Art Haycox Elementary School

Page 3 of 12

California Physical Fitness Test Results (School Year 2012-13) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/. Percent of Students Meeting Fitness Standards

Grade Level

Four of Six Standards

Five of Six Standards

Six of Six Standards

-------5-------

17.7

20.4

19.5

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

IV. Accountability

PL E

Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/. Academic Performance Index Ranks - Three-Year Comparison This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. API Rank Similar Schools-------

2011

2012

1

1

1

6

5

M

Statewide-------

2010 3

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

Actual API Change 2011-12

2012-13

31

-7

-13

30

-7

-10

Socioeconomically Disadvantaged

31

-7

-12

English Learners

33

-2

-26

SA

2010-11

All Students at the School

Black or African American

American Indian or Alaska Native Asian-------

Filipino-------

Hispanic or Latino

Native Hawaiian/Pacific Islander White------Two or More Races

Students with Disabilities Note: "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

2012-13 School Accountability Report Card for Art Haycox Elementary School

Page 4 of 12

Academic Performance Index Growth by Student Group - 2013 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2013 Growth API at the school, LEA, and state level. 2013 Growth API Group

School

District

State

# of Students

Growth API

# of Students

Growth API

# of Students

Growth API

All Students at the School

539

689

5,939

734

4,655,989

790

Black or African American

0

95

761

296,463

708

American Indian or Alaska Native

0

10

30,394

743

Asian-------

4

48

834

406,527

906

Filipino-------

4

260

875

121,054

867

5,043

715

2,438,951

744

Hispanic or Latino

526

688

0

27

821

25,351

774

White-------

2

349

835

1,200,127

853

Two or More Races

3

107

853

125,025

824

690

5,563

725

2,774,640

743

676

3,561

697

1,482,316

721

540

746

599

527,476

615

Socioeconomically Disadvantaged

536

English Learners

480

Students with Disabilities

56

PL E

Native Hawaiian/Pacific Islander

Adequate Yearly Progress The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state’s standards-based assessments in ELA and mathematics Percent proficient on the state’s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools)

M

• • • •

For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

SA

Adequate Yearly Progress Overall and by Criteria (School Year 2012-13) AYP Criteria

School

District

Made AYP Overall

No

No

Met Participation Rate: English-Language Arts

Yes

Yes

Met Participation Rate: Mathematics

Yes

Yes

Met Percent Proficient: English-Language Arts

No

No

Met Percent Proficient: Mathematics

No

No

Met API Criteria

No

No

Met Graduation Rate (if applicable)

N/A

N/A

2012-13 School Accountability Report Card for Art Haycox Elementary School

Page 5 of 12

Federal Intervention Program (School Year 2013-14) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Indicator

School

District

In PI

In PI

1999-2000

2004-2005

Year 5

Year 3

Number of Schools Currently in Program Improvement

---

10

Percent of Schools Currently in Program Improvement

---

100.0

Program Improvement Status First Year of Program Improvement Year in Program Improvement

V. School Climate

PL E

Student Enrollment by Grade Level (School Year 2012-13) Grade Level

Number of Students

Kindergarten-------

184

Grade 1-------

173

Grade 2-------

198

Grade 3-------

166

Grade 4-------

140

Grade 5-------

142

Total Enrollment-------

1003

Student Enrollment by Group (School Year 2012-13)

Black or African American-------

M

Percent of Total Enrollment

Group

Group

Percent of Total Enrollment

0.0

White

0.2

0.2

Two or More Races

0.0

0.4

Socioeconomically Disadvantaged

100.0

0.9

English Learners

96.6

Hispanic or Latino-------

98.3

Students with Disabilities

6.0

Native Hawaiian/Pacific Islander

0.0

American Indian or Alaska Native-----Asian-------

SA

Filipino-------

Average Class Size and Class Size Distribution (Elementary) 2010-11

Grade Level K ---------1 ---------2 ---------3 ---------4

Avg. Class Size

Number of Classrooms

1-20

21-32

33

0

25.4

2011-12

2012-13

33+

Avg. Class Size

Number of Classrooms 33+

Avg. Class Size

1-20

21-32

0

5

30.3

0

0

7

0

30.6

27

0

6

0

28.5

0

4

0

1-20

21-32

33+

8

0

42

1

1

2

0

7

0

29

1

6

31.6

0

5

0

28

1

5

26.7

1

6

0

28

5

28

5

28.3 0 4 0 29.5 0 4 0 ---------5 27.8 0 5 0 26.8 0 5 0 Note: Number of classes indicates how many classes fall into each size category (a range of total students per class). ----------

2012-13 School Accountability Report Card for Art Haycox Elementary School

23

Number of Classrooms

1

4

Page 6 of 12

School Safety Plan (School Year 2012-13) This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. The Haycox School Safety Plan is updated annually and is approved by the School Site Council. It includes fire drill, evacuation and lock-down procedures. In the event of an emergency, staff members know the specific duties assigned to them, and reporting locations. For further security, staff wear red Haycox lanyards to identify them as employees. Picture identification is also worn. All visitors are required to sign in at the office and pick up a visitor badge. Parents must sign students out if they are picked up early. Only people listed on the emergency card are allowed to pick up a student. Teachers release students after school to known members of the family or babysitters as long as parents have provided authorization on the school emergency card. Students leave the campus through only two exits, for safety reasons. All employees are asked to question or report anyone on campus who is not displaying proper identification. Office personnel and all staff are vigilant in keeping the students safe.

PL E

Students wear a school uniform. In the classrooms, library, cafeteria and outside on the yard, students are orderly and well behaved. The principal, counselor and the rest of the staff address discipline issues quickly. Outside visitors have frequently commented about the good behavior of Haycox students. The School Safety Plan was discussed, reviewed and updated with the School Site Council and the staff at a Leadership Team meeting in December 2013.

Suspensions and Expulsions Rate

School

District

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

Suspensions-------

1.10%

0.89%

0.86%

5.27%

3.64%

4.71%

Expulsions-------

0.00%

0.00%

0.00%

0.28%

0.15%

0.02%

VI. School Facilities

M

Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100.

• • •

SA

School Facility Conditions and Planned Improvements (School Year 2013-14) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Description of the safety, cleanliness, and adequacy of the school facility Description of any planned or recently completed facility improvements Description of any needed maintenance to ensure good repair

Safety, cleanliness and adequacy of school facilities are ongoing commitments at Haycox. A sense of community and responsibility continues to develop best practices. The school facilities are used for multiple programs on a continuous basis. A collaborative effort between programs and grade levels has shown ongoing improvement and best use of space. Classrooms, playground space and staff facilities are used continuously. Suitability and condition of restrooms, floors, walls, roof, plumbing and electrical systems is regularly monitored. The facility includes, as part of the learning environment, lighting, heating, cooling, noise negotiation. The condition of the school's fire alarm system, public address system, and the school's technology infrastructure remain ongoing concerns. Efforts to keep buildings and grounds free of litter and graffiti are addressed daily. Haycox places great importance on the need to ensure that buildings, grounds and playground equipment are in good repair, attractive, and safe for students and staff. A safe and clean environment that has adequate facilities to support the large student and staff population is challenging. Custodians maintain the restrooms daily. Electrical and plumbing systems, floors, walls and the roof are all in good condition. The principal and custodians constantly monitor buildings and the grounds. Together, school and district personnel work to ensure that the facility is maintained in a manner that ensures it is clean, safe and functional as determined pursuant to an interim evaluation instrument developed by the State of California Office of Public School Construction. 2012-13 School Accountability Report Card for Art Haycox Elementary School

Page 7 of 12

School Facility Good Repair Status (School Year 2013-14) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: • • • •

Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The Overall Rating School Facility Good Repair Status (School Year 2013-14) Year and month in which data were collected: July 10, 2013 Repair Status

System Inspected

Fair

Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

[X]

[ ]

[ ]

Interior: Interior Surfaces

[X]

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

[X]

Electrical: Electrical

[X]

Restrooms/Fountains: Restrooms, Sinks/ Fountains

[X]

Safety: Fire Safety, Hazardous Materials

[X]

Structural: Structural Damage, Roofs

[X]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

[ ]

M

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

[ ]

SA

Overall Facility Rate

PL E

Good

Overall Rating

Repair Needed and Action Taken or Planned

[ ]

General maintenance

[X]

Exemplary

Good

Fair

Poor

[ ]

[X]

[ ]

[ ]

VII. Teachers

Teacher Credentials

Teachers

School

District

2010-11

2011-12

2012-13

2012-13

With Full Credential

34

40

40

366

Without Full Credential

0

0

0

0

Teaching Outside Subject Area of Competence (with full credential)

0

0

0

---

2012-13 School Accountability Report Card for Art Haycox Elementary School

Page 8 of 12

Teacher Misassignments and Vacant Teacher Positions Indicator

2011-12

2012-13

2013-14

Misassignments of Teachers of English Learners

0

0

0

Total Teacher Misassignments

0

0

0

Vacant Teacher Positions

0

0

0

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13) The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at www.cde.ca.gov/nclb/sr/tq/. Percent of Classes In Core Academic Subjects

Location of Classes

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

100.0

0.0

100.0

0.0

100.0

0.0

100.0

0.0

PL E

This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District

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

VIII. Support Staff

Academic Counselors and Other Support Staff (School Year 2012-13)

Number of FTE Assigned to School

Average Number of Students per Academic Counselor

0

0

Counselor (Social/Behavioral or Career Development)

1

---

Library Media Teacher (Librarian)

0

---

Library Media Services Staff (Paraprofessional)

0.75

---

Psychologist-------

0.2

---

0

---

0.2

---

Speech/Language/Hearing Specialist

1

---

Resource Specialist-------

0

---

Other-------

0

---

SA

Academic Counselor-------

M

Title

Social Worker------Nurse-------

Note: One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

IX. Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2013-14) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: August 27, 2012

2012-13 School Accountability Report Card for Art Haycox Elementary School

Page 9 of 12

Textbooks and instructional materials were selected from the most recent list of standards-based materials adopted by the State Board of Education (SBE) for grades K-8 and are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education. Materials are available to 100% of our pupils. Zero percent (0%) of pupils in this district lack their own assigned textbooks and instructional materials.

Core Curriculum Area

Textbooks and Instructional Materials/ Year of Adoption

From Most Recent Adoption?

Percent of Students Lacking Own Assigned Copy

K-5 Houghton Mifflin, Legacy of Literacy, 2003 6-8 Holt, Language Arts, 2003 K-5 Hampton Brown, Avenues, 2003

Yes

0

Mathematics

K-5 Houghton Mifflin, Legacy of Literacy, 2003 6-8 Holt, Language Arts, 2003

Yes

0

Science-------

K-5 Houghton Mifflin, Science, 2007 6-8 McDougal Littell, Focus on Earth Science; Focus on Life Science; Focus on Physical Science; 2007

Yes

0

History-Social Science

K-5 Houghton Mifflin, History Social Science, 2007 6-8 McDougal Littell, World History: Ancient Civilizations; Medieval & Early Modern Times; Creating America: Beginnings through World War I, 2006

Yes

0

Foreign Language

not applicable not applicable

Pearson Scott Foresman, Scott Foresman Art, California Edition, 2004 Pearson Scott Foresman, Silver Burdett Making Music, California Edition, 2008

N/A N/A

Yes

0

SA

Visual and Performing Arts

M

Health-------

PL E

Reading/Language Arts

2012-13 School Accountability Report Card for Art Haycox Elementary School

Page 10 of 12

X. School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12) Expenditures Per Pupil Total

Supplemental/ Restricted

Basic/ Unrestricted

Average Teacher Salary

$7,462

$2,390

$5,072

$74,487

District-------

---

---

$5,300

$79,535

Percent Difference: School Site and District

---

---

-4.3

-6.3

State-------

---

---

$5,537

$70,193

Percent Difference: School Site and State

---

---

-8.4

6.1

Level School Site-------

PL E

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Types of Services Funded (Fiscal Year 2012-13) This section provides specific information about the types of programs and services available at the school that support and assist students. For example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) status. For the 2012-2013 school year, the Hueneme Elementary School District spent an average of $7,462 to educate each student, excluding food services:

•

M

• • • •

Economic Impact Aid (EIA): Supports compensatory educational services for educationally disadvantaged students; supports bilingual education services for English language learners. Title I: Funds are allocated to serve economically disadvantaged students. Title III: Provides funding for supplemental services for English Language Learners, their teachers and parents. Special Education: Provides funding to meet the unique needs of individuals with disabilities. Gifted and Talented Education (GATE): Provides challenging curriculum and instruction to gifted and talented students capable of achieving significantly beyond the level of their peers. After School Education & Safety (ASES): Funding is provided to implement recreation, academic, and enrichment programs after school.

SA

•

Teacher and Administrative Salaries (Fiscal Year 2011-12) District Amount

State Average for Districts In Same Category

Beginning Teacher Salary

$40,300

$41,451

Mid-Range Teacher Salary

$69,978

$67,655

Category

Highest Teacher Salary

$88,526

$85,989

Average Principal Salary (Elementary)

$107,234

$108,589

Average Principal Salary (Middle)

$114,318

$111,643

$0

$110,257

$154,048

$182,548

Percent of Budget for Teacher Salaries

45.8%

41.8%

Percent of Budget for Administrative Salaries

4.8%

5.5%

Average Principal Salary (High) Superintendent Salary

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

2012-13 School Accountability Report Card for Art Haycox Elementary School

Page 11 of 12

XI. Instructional Planning and Scheduling Professional Development This section provides information on the number of days provided for professional development and continuous professional growth in the most recent three year period. Questions that may be answered include: • What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were student achievement data used to determine the need for professional development in reading instruction? • What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance, individual mentoring, etc.)? • How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student performance, and data reporting, etc.)?

PL E

Administrators, teachers and paraprofessionals participate in professional development to become familiar with Common Core Standards and improve their skills in teaching and assessment of student learning. The primary focus areas are direct instruction of grade-level content standards, checking for understanding, intervention strategies for students who have not mastered standards, and regular assessment of student progress. The primary area of focus for the most recent three-year period was English Language Development, Reading Language Arts and Math. Professional development is offered during the teaching day on three student-free staff development days, during summer institutes, after school, and on weekends. Substitute teachers are provided and/or stipends are offered for attendance.

SA

M

During the school year, teachers are supported by classroom observation, staff meetings, time for grade-level and content area collaboration, monitoring of lesson pacing, and in-depth professional development. Training agendas are based on student achievement data which is used to plan instruction. In reading/language arts and mathematics, student performance data is collected at the end of the first quarter, mid-year, and at the end of the year. A Progress Report is sent to parents at the end of each trimester.

2012-13 School Accountability Report Card for Art Haycox Elementary School

Page 12 of 12

Escuela Primaria Art Haycox Informe de Responsabilidad Escolar Correspondiente al año escolar 2012-13 Publicado durante el 2013-14 La ley estatal requiere que cada escuela en el estado de California publique un informe de responsabilidad escolar (SARC, por sus siglas en inglés), para el 1 de febrero de cada año. El SARC contiene información sobre la condición y desempeño de cada escuela pública en California.

•

Para mayores informes sobre los requisitos del SARC, favor de consultar la página web del SARC del Departamento de Educación de California (CDE, por sus siglas en inglés), en http://www.cde.ca.gov/ta/ac/sa/. Si los padres y el público general desean recibir información adicional sobre la escuela, pueden comunicarse con el director o la oficina del distrito.

PL E

•

I. Datos y acceso

Sitio web sobre sociedad con EdData EdData es una sociedad entre CDT, EdSource, y el equipo de asistencia y administración de crisis fiscal (FCMAT, por sus siglas en inglés) que proporciona amplia información financiera, demográfica, y productiva sobre las escuelas y distritos escolares públicos de kínder a doceavo año del estado de California.

M

DataQuest DataQuest es una herramienta de datos por internet disponible en la página web de DataQuest del CDE, a su vez disponible en http://dq.cde.ca.gov/dataquest/ , la cual incluye datos adicionales sobre esta escuela, así como comparaciones con el distrito, el condado y el estado. Específicamente, DataQuest es un sistema dinámico que provee informes sobre la responsabilidad escolar (por ejemplo, el índice de rendimiento académico [API, por sus siglas en inglés], el progreso anual adecuado [AYP por sus siglas en inglés], los datos en relación a las pruebas, la matriculación, los alumnos egresados, y aquellos que abandonan sus estudios, las matriculación en cursos, el personal y los datos en relación a los estudiantes del inglés).

SA

Acceso a internet Hay acceso a internet disponible en bibliotecas públicas y otras ubicaciones accesibles al público (p.ej., la biblioteca estatal de California). El acceso a internet en bibliotecas y emplazamientos públicos por lo general se ofrece de acuerdo al orden de llegada. Otras restricciones de uso de internet incluyen el horario laboral, la cantidad de tiempo que se puede utilizar la computadora (según la disponibilidad), los tipos de programas informáticos disponibles en el terminal de trabajo y la habilidad para imprimir documentos. Información adicional Para mayores informes relacionado a los elementos de datos y términos utilizados en el SARC vea la guía informativa de los informes del índice de rendimiento académico del 2012-13 ubicado en la página web API CDE http://www.cde.ca.gov/ta/ac/ap/.

II. Sobre esta escuela

Información de contacto (año escolar 2013-14) Información de contacto escolar Nombre de la escuela-------

Escuela Primaria Art Haycox

Dirección-------

5400 Perkins Road

Ciudad, estado, código postal

Oxnard, CA 93033

Teléfono-------

(805) 488-3578

Director-------

Julianne Pena

Correo electrónico-------

[email protected]

Código CDS-------

56-72462-6055024

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 1 de 14

Información de contacto distrital Nombre del distrito-------

Distrito Escolar de Hueneme

Teléfono-------

(805) 488-3588

Sitio web-------

www.huensd.k12.ca.us

Superintendente-------

Dr. Jerry Dannenberg

Dirección de correo electrónico

[email protected]

Misión y descripción escolar (año escolar 2012-13) Esta sección incluye información sobre la escuela, sus programas y sus metas.

PL E

La escuela Haycox es un sitio multiétnico que sirve una diversa población de más de 1000 alumnos. Calificamos para financiamiento de Título I a nivel escolar a través de Consolidated Application, con aproximadamente 83% de los alumnos de bajos ingresos como se determina por los padres que entregaron formularios para el programa de almuerzo gratuito o a precio reducido. Setenta y siete (77%) de los alumnos de la primaria Haycox son estudiantes del inglés. Una cantidad significativa de alumnos, más o menos 40%, califican para servicios de educación migrante. Hay programas para alumnos de educación especial y alumnos talentosos y superdotados (GATE, por sus siglas en inglés). La escuela Haycox recibe fondos categóricos para apoyar el aprendizaje de estos alumnos. Además de un currículo riguroso de instrucción diaria, alumnos de necesidades especiales, en riesgo, o académicamente deficientes reciben instrucción suplementaria de personal certificado o clasificado durante y después de la jornada escolar así como los sábados.

M

La escuela está en la sección sudoeste de la ciudad de Oxnard y es una de once escuelas en el distrito escolar de Hueneme, un distrito del kínder al octavo año constituido de 9 escuelas primarias y 2 escuelas secundarias. La comunidad de Haycox es predominantemente hispana, con una mayoría de las familias viviendo en hogares de múltiple familias distribuidas a lo largo de los límites de asistencia escolar. Una gran cantidad de familias trabajan en los abundantes negocios agrícolas del área. Históricamente, Haycox ha sido una escuela de alta pobreza con un gran porcentaje de fugacidad entre sus alumnos. El español es el idioma dominante para la mayoría de los estudiantes del inglés de la escuela Haycox, pero hay una creciente población de alumnos que entran a la escuela hablando solamente mixteco o mixteco y algo de español. El personal y los alumnos son apoyados por los servicios de los interpretes mixtecos.

SA

La escuela Haycox es una primaria del kínder al quinto año. Los años primarios se concentran en lectura y matemática junto con otras materias básicas. Los años secundarios se concentran en utilizar las habilidades que han adquirido los alumnos para dominar el aprendizaje más difícil. Remediación y enriquecimiento son proporcionados como sea necesario. Instrucción del desarrollo del idioma inglés es proporcionada a cada alumno que lo requiere. Concentrándose en las necesidades de los alumnos, el personal puede mejor cumplir las necesidades de los alumnos que sirven. Horarios diarios de instrucción son diseñados para maximizar el tiempo de aprendizaje para alumnos. Los laboratorios de computación, las computadoras de los salones, y otra tecnología mejoran el aprendizaje estudiantil. Los maestros utilizan materiales validados por investigación para educar, remediar, y enriquecer el aprendizaje estudiantil. El desarrollo del personal esta, en algunos momentos, enfocado en las necesidades educativas de un segmento más chico de alumnos. En otros momentos, el desarrollo del personal está enfocado en la escuela entera. Los padres y la comunidad tienen confianza en la escuela Haycox. La misión de la escuela Haycox es maximizar los resultados de aprendizaje y éxito a largo plazo para todos los alumnos y el personal dentro del mejor ambiente posible. Instrucción es basada en las normas y evaluaciones distritales y estatales. Nuestra meta es que todos los alumnos rindan a nivel escolar o mejor.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 2 de 14

Oportunidades de participación para los padres (año escolar 2012-13) Esta sección incluye información sobre cómo es que los padres pueden participar en actividades escolares, incluyendo información de contacto en relación a oportunidades organizadas para la participación de los padres. Los padres son esenciales al aprendizaje estudiantil y la escuela Haycox anima la participación de los padres cuando sea posible. Notas escritas son enviadas a los padres para informarlos sobre eventos escolares. Los padres también son notificados a través del sistema automatizado de comunicación School Messenger, a través del teléfono. Los talleres con los padres son ofrecidos por los maestros, el director, el consejero escolar, y otros grupos escolares y comunitarios. Port Hueneme/South Oxnard Nieghborhood for Learning ofrecen clases padres e hijos juntos, clases de ejercicio y clases de preparación para la escuela son ofrecidas a los padres con el apoyo del traductor Mixteco, el proyecto de los padres también está abierto a todos los padres en nuestra comunidad; este año, el programa será ofrecido en español y mixteco. Las clases Triple P de crianza de hijos también son ofrecidas en la escuela Haycox. Las reuniones de padres migrantes se llevan a cabo en la escuela Haycox. Maestros del kínder y primer año regularmente llevan a cabo talleres con los padres. Conferencias con los padres se llevan a cabo dos veces al año. El consejo de sitio escolar y el comité asesor del idioma inglés están activos en la escuela Haycox. La escuela Haycox también proporciona espacio para organizaciones comunitarias en un esfuerzo para apoyar la comunidad y para mejorar el rendimiento estudiantil; el NFL, MICOP, y CDI todos proporcionan servicios diarios desde el sitio escolar de la escuela Haycox.

PL E

Los maestros enseñan a los padres a ser buenos ayudantes en el salón y como ayudar sus hijos en el hogar. Las excursiones escolares siempre incluyen la participación de los padres. Los estudiantes adultos del inglés trabajan en los salones como parte de su educación. Muchas veces, hay solo sitio para estar de pie durante las interpretaciones estudiantiles. Tenemos muchos padres voluntarios regulares y ocasionales. Talleres preparan los padres para ayudar sus hijos con aprendizaje. La noche de regreso a clases, la visita escolar de primavera, el consejo de sitio escolar, el comité asesor de los estudiantes del inglés y otras reuniones informan a los padres sobre el currículo escolar. Asambleas del alumno del trimestre reconocen el buen comportamiento estudiantil y competencia y mejoramiento académico. Los padres son invitados a asistir a asambleas para ver a sus hijos ser reconocidos. El personal de la oficina, los maestros, el consejero, y el director están disponibles para contestar preguntas y de otras formas ayudar los padres con sus necesidades. Tres veces por semana, un traductor Mixteco (promotora) está presente en la escuela Haycox para ayudar a los padres.

M

La escuela Haycox tiene un consejo de sitio escolar que se reúne mensualmente durante el año escolar para platicar sobre los programas escolares y el presupuesto. Hay representación equitativa del personal certificado y los padres de familia. La escuela Haycox es representada en el comité asesor del distrito, el comité asesor de los estudiantes del inglés del distrito, y el comité de alumnos talentosos y superdotados (GATE, por sus siglas en inglés).

SA

Cualquier padre que gustaría participar en la escuela Haycox puede hablar con el maestro de sus hijos o llamar a la oficina al (805) 488-3578 y preguntar por la directora Julianne Peña, director, Erica Castanier, subdirectora o Marisol Guillen, consejera.

III. Desempeño estudiantil

El programa de informes y administración de pruebas estandarizadas (STAR, por sus siglas en inglés) está compuesto por varios componentes claves, incluyendo: •

La prueba de estatal normas académicas de (CST, por sus siglas en inglés), que incluye artes lingüísticas del inglés (ELA, por sus siglas en inglés) y matemáticas de segundo a onceavo año, ciencia de quinto, octavo, y noveno año, e historia-ciencias sociales de octavo, y noveno a onceavo año.

•

La evaluación estatal modificada (CMA, por sus siglas en inglés), es una evaluación alternativa basada en normas modificadas del desempeño en ELA para tercero a onceavo año; matemáticas para tercero a séptimo año, álgebra I y geometría y ciencia para quinto año a octavo año y ciencia biológica en décimo año. El CMA está diseñado para evaluar a aquellos alumnos cuyas discapacidades les previenen alcanzar la competencia de nivel escolar en una evaluación estatal de las normas de contenido, con o sin adaptación.

•

La evaluación estatal alterna de desempeño (CAPA, por sus siglas en inglés), incluye ELA y matemáticas para segundo a onceavo año, y ciencia para quinto, octavo, y décimo año. El CAPA se administra a aquellos alumnos con discapacidades cognitivas significativas cuyas discapacidades les excluyen de tomar el CST con adaptaciones o modificaciones, o el CMA con adaptaciones.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 3 de 14

Las evaluaciones bajo el programa STAR demuestran el desempeño de los alumnos en relación a las normas estatales de contenido. En cada una de las evaluaciones, las puntaciones de los alumnos son reportadas como niveles de competencia. Para mayores informes en relación a los resultados del programa STAR para cada nivel escolar y nivel de rendimiento, incluyendo el porcentaje de alumnos a los que no se les ha administrado la prueba, favor de consultar el sitio web de CDE para los resultados STAR, en http://star.cde.ca.gov. Resultados de la administración de exámenes e informes de todos los alumnos - comparación de tres años Porcentaje de alumnos con desempeño a nivel competente o avanzado Materia

Escuela

Distrito

Estado

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

Inglés-artes lingüísticas

32

30

29

41

41

39

54

56

55

Matemáticas

46

47

45

44

43

43

49

50

50

Ciencias----

38

41

30

45

45

48

57

60

59

34

36

37

48

49

49

PL E

Historia y ciencias sociales

Nota: No se indican las puntuaciones cuando el número de alumnos evaluados es de diez o menos, ya sea para proteger la privacidad de los alumnos o porque el número de alumnos es demasiado pequeño para revelar estadísticas fiables.

Resultados de la administración de exámenes e informes por grupo estudiantil – Más reciente

Porcentaje de alumnos que alcanzaron el nivel competente o avanzado HistoriaInglés-artes Matemáticas Ciencias ciencias lingüísticas sociales

Grupo

Todos los alumnos en el LEA

39

43

48

29

45

30

29

48

42

29

43

18

28

45

29

De escasos recursos económicos

29

45

30

Estudiantes de inglés como segundo idioma

17

37

11

Alumnos con discapacidades

9

28

Alumnos que reciben servicios educativos para migrantes

24

46

Masculino---Femenino---Afroamericanos

M

Todos los alumnos en la escuela

37

Nativos americanos o nativos de Alaska

SA

Asiáticos---Filipinos----

Hispanos o latinos

Isleños del pacífico/nativos de Hawái Blancos----

Dos o más razas

20

Nota: No se indican las puntuaciones cuando el número de alumnos evaluados es de diez o menos, ya sea para proteger la privacidad de los alumnos o porque el número de alumnos es demasiado pequeño para revelar estadísticas fiables.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 4 de 14

Resultados del examen de condición física de California (año escolar 2012-13) El examen estatal de condición física (PFT, por sus siglas en inglés) se administra únicamente a los alumnos de quinto año, séptimo año y noveno año. Esta tabla indica el porcentaje de alumnos por año que lograron las normas de buena condición física correspondiente al periodo de prueba más reciente. Se pueden encontrar mayores informes sobre este examen y comparaciones de los resultados del examen de la escuela con los niveles distritales y estatales en la página web del CDE titulada Examen de aptitud física, en http://www.cde.ca.gov/ta/tg/pf/. Nivel de año -------5-------

Porcentaje de alumnos que lograron buena condición física Cuatro de seis normas

Cinco de seis normas

Seis de seis normas

17.7

20.4

19.5

Nota: No se indican las puntuaciones cuando el número de alumnos evaluados es de diez o menos, ya sea para proteger la privacidad de los alumnos o porque el número de alumnos es demasiado pequeño para revelar estadísticas fiables.

IV. Responsabilidad

PL E

Índice de rendimiento académico El índice de rendimiento académico (API, por sus siglas en inglés) es una medida anual del rendimiento y progreso académico en las escuelas de California. Las puntuaciones del API van de 200 a 1,000, con un objetivo estatal de 800. Puede encontrar mayores informes sobre el API en la página web del CDE titulada, Índice de rendimiento académico (API, por sus siglas en inglés), en http://www.cde.ca.gov/ta/ac/ap/. Rangos del índice de rendimiento académico – comparación de tres años Esta tabla indica los rangos del API en escuelas similares y en escuelas estatales. El rango del API para el estado va de 1 al 10. El rango estatal de 1 significa que la escuela tiene una puntuación del API del diez por ciento inferior de todas las escuelas del estado, mientras que un rango estatal de 10 significa que la escuela tiene una calificación del API del diez por ciento superior de todas las escuelas del estado.

Rango del API Estatal

SA

Escuelas similares

M

El rango de API para escuelas similares compara a la escuela con 100 “escuelas similares” estadísticamente comparadas. El rango de 1 de escuelas similares significa que el rendimiento académico de la escuela es comparable al de las diez escuelas con menor nivel de rendimiento de las 100 escuelas similares, mientras que un rango de escuelas similares de 10 significa que el rendimiento académico de la escuela es mejor que el de al menos 90 de las 100 escuelas similares. 2010

2011

2012

1

1

1

3

6

5

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 5 de 14

Aumento del índice de rendimiento académico por grupo de alumnos – Comparación de tres años Cambio real en el API

Grupo

2010-11

2011-12

2012-13

31

-7

-13

30

-7

-10

31

-7

-12

Todos los alumnos de la escuela Afroamericanos Nativos americanos o nativos de Alaska Asiáticos---Filipinos---Hispanos o latinos Isleños del pacífico/nativos de Hawái Blancos---Dos o más razas Estudiantes del inglés

PL E

De escasos recursos económicos

33

Alumnos con discapacidades

-2

-26

Nota: “N/D” significa que no hubo datos disponibles para que reportara el CDE o LEA. “B” significa que la escuela no tuvo una un API base válido y no hay información sobre el crecimiento o meta. “C” significa que la escuela tuvo cambios demográficos significativos y no hay información de crecimiento o meta.

Aumento del índice de rendimiento académico por grupo estudiantil - comparación del aumento API del 2013 Esta tabla presenta, por grupo estudiantil, la cantidad de alumnos incluidos en el API y el crecimiento API del 2013 en la escuela, en el LEA y a nivel estatal. Puntuación de aumento API 2013

Escuela

Grupo

Todos los alumnos de la escuela Afroamericanos

Cantidad de alumnos

Crecimiento API

Cantidad de alumnos

Crecimiento API

689

5,939

734

4,655,989

790

0

95

761

296,463

708

0

10

30,394

743

4

48

834

406,527

906

4

260

875

121,054

867

5,043

715

2,438,951

744

539

SA

Nativos americanos o nativos de Alaska Asiáticos---Filipinos----

Hispanos o latinos

Estado

Crecimiento API

M

Cantidad de alumnos

LEA

526

688

Isleños del pacífico/nativo de Hawái

0

27

821

25,351

774

Blancos----

2

349

835

1,200,127

853

Dos o más razas

3

107

853

125,025

824

De escasos recursos económicos

536

690

5,563

725

2,774,640

743

Estudiantes del inglés

480

676

3,561

697

1,482,316

721

Alumnos con discapacidades

56

540

746

599

527,476

615

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 6 de 14

Progreso anual adecuado La ley federal NCLB requiere que todas las escuelas y los distritos cumplan con los siguientes criterios del progreso anual adecuado (AYP, por sus siglas en inglés): • • • •

Porcentaje de participación en las evaluaciones basadas en las normas estatales para ELA y matemáticas Porcentaje de dominio en las evaluaciones basadas en las normas estatales para ELA y matemáticas API como indicador adicional Índice de graduación (para escuelas secundarias)

Para obtener mayores informes sobre el AYP, incluyendo los porcentajes de participación y los resultados porcentuales de dominio por grupo de alumnos, favor de consultar la página web del CDE titulada Progreso anual adecuado (AYP, por sus siglas en inglés), en http://www.cde.ca.gov/ta/ac/ay/. Progreso anual adecuado general y por criterios (año escolar 2012-13) Escuela

Distrito

Cumplió AYP general

No

No

Porcentaje de participación: inglés-artes lingüísticas

Sí

Sí

Sí

Sí

No

No

No

No

No

No

N/A

N/A

Porcentaje de participación: matemáticas Porcentaje de dominio: inglés-artes lingüísticas Porcentaje de dominio: matemáticas Cumplió criterio API Cumplió tasa de graduación (de aplicarse)

PL E

Criterios del AYP

M

Programa federal de intervención (año escolar 2013-14) Las escuelas y los distritos que reciben financiamiento federal de Título I ingresan al programa de mejoramiento académico (PI, por sus siglas inglés) si es que no logran el AYP durante dos años consecutivos para la misma área de contenido (inglés-artes lingüísticas o matemáticas) o en el mismo indicador (API o porcentaje de graduación). Después de ingresar al PI, las escuelas y los distritos avanzan al nivel posterior de intervención por cada año adicional en que no alcancen el AYP. Puede encontrar mayores informes sobre la identificación del PI en la página web del CDE titulada Progreso adecuado anual (AYP, por sus siglas en inglés), en: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Indicador

Escuela

Distrito

Sí están en PI

Sí están en PI

1999-2000

2004-2005

año 5

año 3

Cantidad de escuelas que participan actualmente en el PI

---

10

Porcentaje de escuelas que participan actualmente en el PI

---

100.0

Estado del PI

SA

Primer año del PI Año en el PI

V. Entorno escolar

Matriculación de alumnos según el nivel de año (año escolar 2012-13) Nivel de año

Cantidad de alumnos

Kínder

184

Primer año

173

Segundo año

198

Tercer año

166

Cuarto año

140

Quinto año

142

Matriculación total

1003

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 7 de 14

Matriculación estudiantil por grupo (año escolar 2012-13) Porcentaje de matriculación total

Grupo

Porcentaje de matriculación total

Grupo

Afroamericanos

0.0

Blancos

0.2

Nativo americanos/nativos de Alaska

0.2

Dos o más razas

0.0

Asiáticos

0.4

De escasos recursos económicos

100.0

Filipinos

0.9

Estudiantes del inglés

96.6

Hispanos o latinos

98.3

Alumnos con discapacidades

6.0

Isleños del pacífico/nativos de Hawái

0.0

Promedio del tamaño de clase y distribución del tamaño de clase (primaria) 2010-11

2011-12

1-20

21-32

33+

5

Promedio del tamaño por clase 30.3

1-20

21-32

33+

0

0

0

8

25.4

0

7

0

30.6

0

----2----

27

0

6

0

31.6

----3----

28.5

0

4

0

----4----

28.3

0

4

----5----

27.8

0

5

Nivel de año

--Kínder--------------1----

1-20

21-32

33+

0

Promedio del tamaño por clase 42

1

1

2

7

0

29

1

6

0

5

0

28

1

5

26.7

1

6

0

28

5

0

29.5

0

4

0

28

5

0

26.8

0

5

0

23

Cantidad de salones

----Otro---

Cantidad de salones

1

4

M

----6----

Cantidad de salones

PL E

Promedio del tamaño por clase 33

2012-13

Nota: Cantidad de salones indica cuántas clases cuentan para cada categoría de tamaño (un rango de cantidad total de alumnos por clase).

SA

Plan de seguridad escolar (año escolar 2012-13) Esta sección incluye información sobre el plan integral de seguridad escolar, incluyendo las fechas más recientes del último repaso, actualización, y explicación con el personal, así como una breve descripción de los elementos claves del plan. El plan de seguridad escolar de la primaria Haycox es actualizado anualmente y es aprobado por el consejo de sitio escolar. Incluye simulacros de incendio, evacuación, y procedimientos de encierro. En caso de una emergencia, los miembros del personal saben los trabajos específicos asignados a ellos, y las ubicaciones para reportarse. Para seguridad adicional, el personal utiliza un cordón rojo para identificarlos como empleados de la escuela Haycox. También se utiliza identificación fotográfica. Todos los visitantes son obligados a apuntarse en la oficina y recoger un gafete de visitante. Los padres deben apuntar la salida si recogen a sus hijos temprano. Solo gente nombrada en la tarjeta de emergencia son permitidos recoger los alumnos. Los maestros entregan los alumnos después de clase a miembros familiares conocidos o niñeras siempre que los padres hayan otorgado autorización en la tarjeta escolar de emergencia. Los alumnos salen del plantel por solo dos salidas, por razones de seguridad. Todos los empleados son enseñados a cuestionar o reportar cualquier personal en el plantel que no presenta identificación apropiada. El personal de la oficina y todo el personal está vigilante para mantener los alumnos seguros. Los alumnos utilizan uniforme escolar. En los salones, la biblioteca, la cafetería, y afuera en el patio de recreo los alumnos son ordenados y bien comportados. El director, el consejero, y el resto del personal tratan con asuntos de disciplina rápidamente. Los visitantes han comentado frecuentemente sobre el buen comportamiento de los alumnos de la escuela Haycox. El plan de seguridad escolar fue repasado, y actualizado con el consejo del sitio escolar y el personal en una reunión del equipo de liderazgo en diciembre del 2013.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 8 de 14

Suspensiones y expulsiones Índice

Escuela

Distrito

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

Suspensiones

1.10%

0.89%

0.86%

5.27%

3.64%

4.71%

Expulsiones

0.00%

0.00%

0.00%

0.28%

0.15%

0.02%

Nota: El índice de suspensiones y expulsiones es calculado al dividir la cantidad total de incidentes por la matriculación total (y multiplicado por 100).

VI. Instalaciones escolares Condición de las instalaciones escolares y mejoras planificadas (año escolar 2013-14) Esta sección incluye información de los datos más recientes de la herramienta para inspección de las instalaciones (FIT, por sus siglas en inglés) o su equivalente, incluyendo: Descripción de la seguridad, limpieza, y capacidad del plantel escolar Descripción de cualquier mejoramiento planeado o realizado recientemente en las instalaciones El año y mes que se recopilaron los datos Descripción de cualquier mantenimiento necesario para garantizar su buen funcionamiento

PL E

• • • •

La seguridad, la limpieza, y la suficiencia de las instalaciones escolares son compromisos en curso en la escuela Haycox. Un sentido de comunidad y responsabilidad continúan desarrollando las mejores prácticas. Las instalaciones escolares son utilizadas para varios programas continuamente. Un esfuerzo colaborativo entre los programas y los niveles escolares ha demostrado continuo mejoramiento y el mejor uso de espacio.

M

Los salones, el patio de recreo, y las instalaciones del personal son utilizados continuamente. La condición y lo apropiado de los baños, las paredes, los pisos, el techo, la plomería, y los sistemas eléctricos son monitoreados regularmente. Las instalaciones incluyen, como parte del ambiente de aprendizaje, iluminación, calefacción, aire acondicionado, y control de ruido. La condición del sistema escolar de alarmas de incendio, el sistema de altavoces, y la infraestructura tecnológica escolar permanecen como preocupaciones actualmente. Esfuerzos para mantener los edificios y el terreno libre de basura y grafiti son realizados diario. La primaria Haycox coloca una gran importancia en la necesidad de asegurar que los edificios, el terreno, y los juegos del patio de recreo estén en buen estado, atractivos, y seguros para los alumnos y el personal. Un ambiente seguro y limpio que tiene instalaciones adecuadas para apoyar la grande población de alumnos y maestros es difícil mantener.

SA

Los conserjes limpian los baños diariamente. Los sistemas eléctricos y plomería, los pisos, las paredes, y el techo todo están en buena condición. El director y los conserjes constantemente supervisan los edificios y el terreno. Juntos, el personal escolar y distrital trabajan para asegurar que las instalaciones se mantengan en una manera que asegura que estén limpias, seguras, y funcional como es determinado de acuerdo a un instrumento evaluativo provisional desarrollado por la oficina de construcción de escuelas públicas del estado de California.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 9 de 14

Estado de condición adecuada para las instalaciones escolares (año escolar 2013-14) Esta sección incluye información de los datos más recientes de la herramienta para inspección de las instalaciones (FIT, por sus siglas en inglés) o su equivalente, incluyendo: • • •

Determinación de estado de reparo para los sistemas detallados Descripción de cualquier mantenimiento necesario para garantizar su buen funcionamiento La clasificación total (última fila) Estado del buen reparo de instalación escolar (año escolar 2013-14) Año y mes que se recopilaron los datos: 10 de julio del 2013 Estado de reparo

Sistema inspeccionado

Bueno

Adecuado

Malo

Sistemas: fugas de gas, calefacción, ventilación y aire acondicionado/sistemas mecánicos, alcantarillado

[ ]

[X]

[ ]

[ ]

Interior: superficies interiores

[ ]

Limpieza: limpieza general, invasión de insectos/plagas

[ ]

Eléctrico: sistemas eléctricos

[ ]

Baños/bebederos: baños, lavamanos/bebederos

[ ]

Seguridad: seguridad contra incendios, materiales peligrosos

[ ]

Estructuras: daños estructurales, techos

[ ] [ ]

[X]

[ ]

[ ]

[X]

[ ]

[ ]

[X]

[ ]

[ ]

[X]

[ ]

[ ]

[X]

[ ]

[ ]

[X]

[ ]

[ ]

[ ]

[ ]

[X]

M

SA

Exterior: patio de recreo/plantel escolar, ventanas/puertas/portones/cercos

PL E

Ejemplar

Reparación necesaria y acción tomada o planeada

Mantenimiento general

Clasificación general de la instalación Clasificación general

Ejemplar

Bueno

Adecuado

Malo

[ ]

[X]

[ ]

[ ]

VII. Maestros

Maestros certificados Maestros

Escuela

Distrito

2010-11

2011-12

2012-13

2012-13

Con certificación total

34

40

40

366

Sin certificación

0

0

0

0

Que enseñan fuera de su área de competencia (con credencial completa)

0

0

0

---

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 10 de 14

Asignación incorrecta de maestros y puestos vacantes Indicador

2011-12

2012-13

2013-14

Asignaciones incorrectas de maestros de estudiantes del inglés

0

0

0

Total de asignaciones incorrectas de maestros

0

0

0

Puestos de maestros vacantes

0

0

0

Nota: “Asignaciones incorrectas” se refiere a la cantidad de puestos que cuentan con maestros sin la autorización legal para enseñar ese nivel de año, materia, grupos estudiantiles, etc.

Materias académicas básicas impartidas por maestros altamente calificados (año escolar 2012-13) La ley federal de educación primaria y secundaria (ESEA, por sus siglas en inglés), también conocida como la ley “Que Ningún Niño Se Quede Atrás” (NCLB, por sus siglas en inglés), requiere que las materias académicas básicas sean impartidas por maestros altamente calificados, los cuales se definen como “contando con al menos una licenciatura, una certificación docente estatal adecuada, y demostrando competencia de la materia académica básica”. Para mayores informes, favor de consultar Mejorando la calidad de maestros y directores en la página web del CDE: http://www.cde.ca.gov/nclb/sr/tq/. Porcentaje de clases de materias básicas

PL E

Ubicación de las clases

Impartido por maestros altamente calificados No impartido por maestros altamente calificados

Esta escuela

100.0

0.0

Todas las escuelas del distrito

100.0

0.0

Escuelas del distrito de muy bajos recursos Escuelas del distrito de bajos

100.0

0.0

100.0

0.0

recursos

Nota: Las escuelas de muy bajos recursos son definidas como aquellas escuelas con elegibilidad estudiantil de aproximadamente 40 por ciento o más en el programa de almuerzo gratuito o a precio reducido. Las escuelas de bajos recursos son aquellas con elegibilidad estudiantil de aproximadamente 25 por ciento o menos en el programa de almuerzo gratuito o a precio reducido.

M

VIII. Personal auxiliar

Orientadores académicos y otro personal auxiliar (año escolar 2012-13) Número de FTE asignados a la escuela

Cantidad promedio de alumnos por orientador académico

0

0

Consejero (social/conductual o desarrollo profesional)

1

---

Maestro/a de medios bibliotecarios (bibliotecario)

0

---

Personal de servicios bibliotecarios (para-profesional)

0.75

---

Psicólogo/a

0.2

---

0

---

0.2

---

Especialista en problemas de audición/lenguaje/habla

1

---

Especialista de recursos

0

---

Otro

0

---

Puesto

SA

Orientador académico

Trabajador/a social Enfermera/o

Nota: Un equivalente de tiempo complete (FTE, por sus siglas en inglés) equivale a un miembro del personal de tiempo completo, un FTE también puede representar a dos miembros del personal, donde cada uno trabaja el 50 por ciento de tiempo completo.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 11 de 14

IX. Currículo y artículos instructivos Calidad, vigencia y disponibilidad de libros de texto y artículos instructivos (año escolar 2013-14) Esta sección describe si los libros de texto y artículos instructivos utilizados en la escuela pertenecen a la adopción más reciente; si hay suficientes libros de texto y artículos instructivos para cada alumno; e información sobre el uso escolar de cualquier currículo suplementario o libros de texto no adoptados o materiales instructivos. Año y mes en los cuales se recopilaron los datos: 27 de agosto del 2012 Los libros de texto y materiales educativos fueron seleccionados de la lista más reciente de materiales basados en las normas adoptados por la junta educativa estatal (SBE, por sus siglas en inglés) para el kínder al octavo año y son consistentes con el contenido y los ciclos de las estructuras curriculares adoptadas por la junta educativa estatal. Los materiales están disponibles a 100% de nuestros alumnos. Les hace falta libros de texto y materiales educativos a cero por ciento (0%) de los alumnos en el distrito.

Libros de texto y materiales docentes/año de adopción

Porcentaje de alumnos a quienes no se les asignaron sus propios libros

PL E

Área del currículo básico

¿De la adopción más reciente?

K-5 Houghton Mifflin, Legacy of Literacy, 2003 6-8 Holt, Language Arts, 2003 K-5 Hampton Brown, Avenues, 2003

Sí

0

Matemáticas

K-5 Houghton Mifflin, Legacy of Literacy, 2003 6-8 Holt, Language Arts, 2003

Sí

0

Ciencias----

K-5 Houghton Mifflin, Science, 2007 6-8 McDougal Littell, Focus on Earth Science; Focus on Life Science; Focus on Physical Science; 2007

Sí

0

Historia y ciencias sociales

K-5 Houghton Mifflin, History Social Science, 2007 6-8 McDougal Littell, World History: Ancient Civilizations; Medieval & Early Modern Times; Creating America: Beginnings through World War I, 2006

Sí

0

Pearson Scott Foresman, Scott Foresman Art, California Edition, 2004 Pearson Scott Foresman, Silver Burdett Making Music, California Edition, 2008

Sí

0

SA

Artes visuales y escénicas

M

Lectura/artes lingüísticas

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 12 de 14

X. Finanzas escolares Gastos por alumno y sueldos de los maestros por plantel (año fiscal 2011-12) Gastos por alumno Total

Suplementario/ limitado

Básico/ ilimitado

Sueldo promedio de un maestro

$7,462

$2,390

$5,072

$74,487

Distrito

---

---

$5,300

$78,856

Diferencia porcentual: escuela y distrito

---

---

-4.3

-6.3

Estado----

---

---

$5,455

$69,404

Diferencia porcentual: escuela y estado

---

---

-8.4

6.1

Nivel Sitio escolar

PL E

Gastos suplementarios/limitados provienen del financiamiento cuyo uso es controlado por ley o por el donante. El dinero designado para propósitos específicos por el distrito o por los consejos directivos no se considera limitado. Gastos básicos/ilimitado es el financiamiento cuyo uso, salvo las pautas generales, no es controlado por ley o por el donante. Puede encontrar información detallada sobre los gastos escolares en la página web del CDE titulada Gastos actuales en la educación y gastos por alumno, en http://www.cde.ca.gov/ds/fd/ec/. También puede encontrar información sobre los salarios de los maestros en la página web del CDE titulada Beneficios y salarios certificados , en http://www.cde.ca.gov/ds/fd/cs/. Para buscar los gastos y salarios para un distrito escolar específico, favor de consultar el sitio web de Ed-Data, en http://www.ed-data.org.

Tipos de servicios financiados (año fiscal 2012-13) Esta sección incluye información sobre los programas y servicios disponibles en esta escuela para apoyar y ayudar a los alumnos. Por ejemplo, esta narración puede incluir datos sobre servicios docentes suplementarios en relación al estado federal de mejoramiento del programa (PI, por sus siglas en inglés) de la escuela. Para el año escolar 2012-2013, el distrito escolar de Hueneme gasto un promedio de $7,462 para educar cada alumno, excluyendo servicios alimenticios:

•

M

• • • •

Ayuda de impacto económico (EIA, por sus siglas en inglés): apoya servicios educativos compensatorios para alumnos educativamente desfavorecidos; apoya servicios de educación bilingüe para los estudiantes del idioma inglés. Título I: fondos son proporcionados para servir los alumnos económicamente desfavorecidos. Título III: provee financiamiento para servicios suplementarios para los estudiantes del idioma inglés, sus maestros y padres. Educación especial: provee financiamiento para satisfacer las necesidades únicas de los individuos con discapacidades. Educación de alumnos talentosos y superdotados (GATE, por sus siglas en inglés): provee currículo riguroso e instrucción a los alumnos talentosos y superdotados capaces de lograr significativamente por encima del nivel de sus compañeros. Seguridad y educación extracurricular (ASES, por sus siglas en inglés): fondos son proporcionados para implementar programas recreativos, académicos, y enriquecidos después de clase.

SA

•

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 13 de 14

Sueldos administrativos y de maestros (año fiscal 2011-12) Cantidad del distrito

Promedio estatal para distritos en la misma categoría

Sueldo de un maestro principiante

$40,300

$41,451

Sueldo de un maestro en el nivel intermedio

$69,978

$67,655

Sueldo de un maestro en el nivel superior

$88,526

$85,989

Sueldo promedio de un director (primaria)

$107,234

$108,589

Sueldo promedio de un director (secundaria)

$114,318

$111,643

$0

$110,257

$154,048

$182,548

Porcentaje del presupuesto correspondiente a los sueldos de maestros

45.8%

41.8%

Porcentaje del presupuesto correspondiente a los sueldos administrativos

4.8%

5.5%

Categoría

Sueldo promedio de un director (preparatoria) Sueldo de un superintendente

XI. Planeación docente y planificación

PL E

Nota: Puede encontrar mayores informes sobre los sueldos en la página web del CDE bajo el título Beneficios y salarios certificados, en http://www.cde.ca.gov/ds/fd/cs/.

M

Desarrollo profesional Esta sección incluye información sobre la cantidad de días proporcionados para el desarrollo profesional y continuo crecimiento profesional para el período los últimos tres años. Las preguntas que pueden encontrar una respuesta incluyen: • ¿Cuáles son las áreas principales/significativas de enfoque para desarrollo del personal? Y específicamente ¿cómo fueron seleccionadas? Por ejemplo, ¿Se utilizaron datos de rendimiento estudiantil para determinar la necesidad de desarrollo profesional en instrucción de lectura? • ¿Cuáles son los métodos por los cuales se imparte el desarrollo profesional? (p. ej., talleres extracurriculares, asistencia a conferencia, tutoría individual, etc.) • ¿Cómo se apoya a los maestros durante la implementación? (p. ej., mediante tutoría en el salón, reuniones de maestro-director, reportando datos de rendimiento estudiantil, etc.)

SA

Los administradores, maestros, y paraprofesionales participan en desarrollo profesional para familiarizarse con las normas básicas comunes y mejorar sus habilidades docentes y evaluaciones del aprendizaje estudiantil. Las áreas de enfoque principal son instrucción directa de normas del contenido de nivel escolar, revisando el entendimiento, estrategias de intervención para alumnos que no han dominado las normas, y evaluación regular del progreso estudiantil. El área principal de enfoque para el periodo más reciente de tres años fue el desarrollo del idioma inglés, artes lingüísticas de lectura, y matemáticas. Desarrollo profesional es proporcionado durante el día de enseñanza en tres días de desarrollo de personal externo sin asistencia de alumnos, durante institutos de verano, y en los fines de semana. Los maestros substitutos son proporcionados y/o se ofrecen estipendios por asistir. Durante el año escolar, los maestros son apoyados por observación del salón, reuniones del personal, tiempo para colaboración de nivel escolar y área del contenido, monitoreo la distribución de lecciones, y desarrollo profesional a fondo. Agendas de capacitación están basadas en los datos de rendimiento estudiantil que es utilizado para planear instrucción. En lectura/artes lingüísticas y matemáticas, datos de rendimiento estudiantil son colectados al final del primer cuarto, a la mitad del año, y al fin del año. Un informe sobre el progreso es enviado a los padres al final de cada trimestre.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Primaria Art Haycox

Página 14 de 14

Charles F. Blackstock Junior High School School Accountability Report Card Reported Using Data from the 2012-13 School Year Published During 2013-14 Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. • •

For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office.

PL E

I. Data and Access

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

M

Additional Information For further information regarding the data elements and terms used in the SARC see the 2012–13 Academic Performance Index Reports Information Guide located on the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.

SA

Contact Information (School Year 2013-14) School Contact Information School Name-------

Charles F. Blackstock Junior High School

Street-------

701 East Bard Road

City, State, Zip-------

Oxnard, CA 93033

Phone Number------- (805) 488-3644 Principal-------

Thomas (Tom) Beneke

E-mail Address-------

[email protected]

CDS Code

56-72462-6055032

District Contact Information District Name-------

Hueneme Elementary School District

Phone Number------- (805) 488-3588 Web Site-------

www.huensd.k12.ca.us

Superintendent------- Dr. Jerry Dannenberg E-mail Address-------

[email protected]

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 1 of 12

School Description and Mission Statement (School Year 2012-13) This section provides information about the school, its programs and its goals. Charles F. Blackstock Junior High School was established in 1966 and is located in the city of Oxnard, California. Blackstock is one of 11 schools in the Hueneme Elementary School District. Our school currently serves approximately 1,300 students in grades 6-8 and has 98 full and part-time employees including teachers, classified, support personnel and three administrators. As a neighborhood school, we are fortunate to have strong community support. For the 2013-2014 school year, we have redesigned many of our traditional educational programs. Blackstock has adopted a block schedule and a later starting time and reduced class sizes for the benefit of our students. As a community of educators, we are looking forward to adopting and incorporating the new national standards into our curriculum. Our motivated and dedicated employees work alongside volunteers to maximize the intellectual, physical, social and emotional potential of each and every student.

PL E

Working in partnership with other district programs, Blackstock is able to offer after school academic, enrichment and recreational classes to students. In partnership with California State University Channel Islands, Pepperdine University, California Lutheran University and the University of California at Santa Barbara, we are able to assist in the training of college graduates who wish to enter the field of education as a teacher, counselor or administrator. At Blackstock, we work hard to provide a positive educational environment characterized by high expectations for the individual success of students and staff alike. At Blackstock School, we believe all students deserve an education that incorporates a meaning-centered, integrated curriculum requiring critical thinking and the use of educational technology. We believe students should be actively involved in a respectful, caring, cohesive educational community. Our students also have the opportunity to participate in AVID (Advancement Via Individual Determination) as an elective class, which includes Cornell note-taking, college tutors, and a clear path to college success. Blackstock continues to be an AVID National Demonstration School. Opportunities for Parental Involvement (School Year 2012-13) This section provides information on how parents can become involved in school activities, including contact information pertaining to organized opportunities for parent involvement.

SA

III. Student Performance

M

At Blackstock Junior High School, we are committed to obtaining community resources for our school. Blackstock has been fortunate to have obtained and established several organizations, opportunities and activities to support active parent participation. Among these are: Parent Teacher Student Association (PTSA), School Site Council (SSC), English Learners Advisory Committee (ELAC), After School Education and Safety (ASES, our after school program), and parent volunteers. In addition, Blackstock also hosts informal monthly meetings such as “Café con Leche,” to provide parents the opportunity to communicate with counselors and administrators. Parents are also invited to participate in activities to support our band, AVID program, athletics, library, and help to supervise school dances and field trips.

The Standardized Testing and Reporting (STAR) Program consists of several key components, including: •

California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.

•

California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.

•

California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.

The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 2 of 12

Standardized Testing and Reporting Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject

School

District

State

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

English-Language Arts

38

41

42

41

41

39

54

56

55

Mathematics-------

38

40

39

44

43

43

49

50

50

Science-------

46

43

55

45

45

48

57

60

59

History-Social Science

32

35

36

34

36

37

48

49

49

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

Standardized Testing and Reporting Results by Student Group - Most Recent Year Percent of Students Scoring at Proficient or Advanced English-Language Arts

Mathematics

Science

History-Social Science

39

43

48

37

42

39

55

36

38

36

56

36

45

41

55

35

42

25

72

68

86

82

39

36

52

32

PL E

Group All Students in the LEA All Student at the School Male------Female------Black or African American American Indian or Alaska Native Asian------Filipino------Native Hawaiian/Pacific Islander White-------

M

Hispanic or Latino

72

67

42

39

55

36

7

10

12

1

Students with Disabilities

27

16

Students Receiving Migrant Education Services

32

35

Two or More Races------Socioeconomically Disadvantaged

SA

English Learners-------

3 53

29

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

California Physical Fitness Test Results (School Year 2012-13) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/. Percent of Students Meeting Fitness Standards

Grade Level

Four of Six Standards

Five of Six Standards

Six of Six Standards

-------7-------

26.5

19.9

22.7

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

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 3 of 12

IV. Accountability Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/. Academic Performance Index Ranks - Three-Year Comparison This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. 2010

2011

2012

3

3

3

7

8

6

PL E

API Rank Statewide------Similar Schools-------

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

Actual API Change

Group

2010-11

2011-12

2012-13

16

0

6

21

2

10

Socioeconomically Disadvantaged

17

0

6

English Learners

21

-14

21

Students with Disabilities

-39

-2

23

All Students at the School Black or African American American Indian or Alaska Native Filipino------Hispanic or Latino Native Hawaiian/Pacific Islander White-------

SA

Two or More Races

M

Asian-------

Note: "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 4 of 12

Academic Performance Index Growth by Student Group - 2013 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2013 Growth API at the school, LEA, and state level. 2013 Growth API Group

School

District

State

# of Students

Growth API

# of Students

Growth API

# of Students

Growth API

All Students at the School

1,120

742

5,939

734

4,655,989

790

Black or African American

10

95

761

296,463

708

American Indian or Alaska Native

0

10

30,394

743

Asian-------

6

48

834

406,527

906

Filipino-------

76

897

260

875

121,054

867

1,003

728

5,043

715

2,438,951

744

27

821

25,351

774

349

835

1,200,127

853

107

853

125,025

824

742

5,563

725

2,774,640

743

712

3,561

697

1,482,316

721

566

746

599

527,476

615

Native Hawaiian/Pacific Islander

6

White-------

16

Two or More Races

3

Socioeconomically Disadvantaged

1,120

English Learners

856

Students with Disabilities

120

860

PL E

Hispanic or Latino

Adequate Yearly Progress The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state’s standards-based assessments in ELA and mathematics Percent proficient on the state’s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools)

M

• • • •

For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

SA

Adequate Yearly Progress Overall and by Criteria (School Year 2012-13) AYP Criteria

School

District

Made AYP Overall

No

No

Met Participation Rate: English-Language Arts

Yes

Yes

Met Participation Rate: Mathematics

Yes

Yes

Met Percent Proficient: English-Language Arts

No

No

Met Percent Proficient: Mathematics

No

No

Met API Criteria

Yes

No

Met Graduation Rate (if applicable)

N/A

N/A

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 5 of 12

Federal Intervention Program (School Year 2013-14) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Indicator

School

District

In PI

In PI

2007-2008

2004-2005

Year 5

Year 3

Number of Schools Currently in Program Improvement

---

10

Percent of Schools Currently in Program Improvement

---

100.0

Program Improvement Status First Year of Program Improvement Year in Program Improvement

V. School Climate Grade Level

PL E

Student Enrollment by Grade Level (School Year 2012-13) Number of Students

Grade 6-------

380

Grade 7-------

377

Grade 8

427

Total Enrollment-------

1,184

Student Enrollment by Group (School Year 2012-13)

Percent of Total Enrollment

Group

0.8

American Indian or Alaska Native-----Asian-------

0.0

Filipino------Hispanic or Latino-------

White

1.4

Two or More Races

0.5

0.5

Socioeconomically Disadvantaged

100.0

6.8

English Learners

75.4

89.4

Students with Disabilities

9.7

0.5

SA

Native Hawaiian/Pacific Islander

M

Black or African American-------

Percent of Total Enrollment

Group

Average Class Size and Class Size Distribution (Secondary) 2010-11

Avg. Class Size

1-22

23-32

English---------------Mathematics

26.4

5

30.5

---------Science---------------Social Science

Subject

2011-12

Number of Classrooms 33+

Avg. Class Size

1-22

23-32

22

6

28.8

4

1

19

11

30.6

31.5

0

14

8

31.5

0

11

11

2012-13

Number of Classrooms 33+

Avg. Class Size

Number of Classrooms 1-22

23-32

33+

20

8

28

3

22

6

3

17

12

25

13

17

4

31.5

2

11

11

31

17

8

31

1

12

10

31

17

8

Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this ---------information is reported by subject area rather than grade level.

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 6 of 12

School Safety Plan (School Year 2012-13) This section provides information about the school’s comprehensive safety plan, including the dates on which the safety plan was last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Our school safety plan was reviewed and approved by the School Site Council on December 1, 2012 and reviewed with staff in that week. Key elements of the plan are designed for the following: • • • •

To provide a safe learning environment for students and staff To provide response guidelines in the event of a disaster or emergency To ensure the legal rights of all students/staff to work in a safe and orderly environment To review the buildings and plans, identify structural needs, establish safe zones, procedures, and provide training

PL E

Blackstock School has developed a comprehensive School Safety Plan that covers all the necessary and required aspects of planning for emergency responses, staff training and support, and student safety. Regular drills and practices are held for various emergency events. Students, staff and parents are informed as to what will be done in the case of natural and/or man-made emergencies. Students at our school receive instruction on acceptance of diverse cultures, positive character traits, personal responsibility, and an understanding of the laws, rules and regulations of our society and school district. Our school has very high behavior and discipline standards. Blackstock School’s Safe School Committee reviews and coordinates emergency response guidelines in concert with the District Disaster Plan and District Safety Committee. The Disaster Plan delineates roles of key personnel and their actions during emergency situations. This document is reviewed and approved by our School Site Council. Our school is a “closed campus,” meaning that all outer perimeter gates are locked during school hours and students must have permission to leave. Visitors are required to sign in at the office, where they are given a visitor’s badge before entering the campus. The campus is open to students at 7:50 a.m., and offers work places until 6:00 p.m. Our after school program serves over 100 students daily for homework club, academic support, sports and enrichment classes. This program provides a safe environment for students who wish to remain past the regular school dismissal time. Suspensions and Expulsions Rate

School

District

2011-12

2012-13

2010-11

2011-12

2012-13

Suspensions-------

12.16%

20.44%

12.94%

5.27%

20.44%

4.71%

Expulsions-------

0.63%

0.31%

0.16%

0.28%

0.15%

0.02%

M

2010-11

Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100.

SA

VI. School Facilities

School Facility Conditions and Planned Improvements (School Year 2013-14) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: • • •

Description of the safety, cleanliness, and adequacy of the school facility Description of any planned or recently completed facility improvements Description of any needed maintenance to ensure good repair

The main portion of the school is 43 years old and has undergone a complete modernization with removal and replacement of carpet, electrical, furniture, windows, data/telecommunications, plumbing, and other improvements throughout the common areas (office, library, etc.), and all permanent classrooms. The campus continues to have 16 portable classrooms under 10 years old which are in good working condition. Blackstock School maintains facilities that provide for a safe, clean learning environment. The facilities are adequate to serve the needs of our students and staff population. Our campus contains areas for classrooms, a cafeteria and kitchen, library, and support personnel space. In addition, we have adequate playground areas for all students.

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 7 of 12

Our school site is well maintained. Our classrooms and restrooms are cleaned on a daily basis by our custodial staff. The restrooms are inspected throughout the school day by the head custodian in order to identify items in need of repair and cleanliness. Graffiti is immediately removed when found and the yards and hallways are cleaned and/or swept daily. In addition to our custodial staff, we have a part-time groundskeeper who constantly maintains the grass, plants, and yard areas. Daily inspections and staff input serve to identify repair and safety needs. Small issues are resolved immediately and our district maintenance staff corrects larger needs as quickly as possible. Evidence of successful facility maintenance is apparent when visiting our safe and clean campus. Together, school and district personnel work to ensure that the facility is maintained in a manner that assures it is clean, safe and functional as determined pursuant to an interim evaluation instrument developed by the State of California Office of Public School Construction. School Facility Good Repair Status (School Year 2013-14) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: • • • •

Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The Overall Rating

Repair Status

System Inspected

Good [X]

Interior: Interior Surfaces

[ ]

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

[X]

Electrical: Electrical

[X]

Safety: Fire Safety, Hazardous Materials

Poor

[ ]

[ ]

[X]

[ ]

[ ]

[ ]

[ ]

[ ]

[X]

[ ]

[ ]

[X]

[ ]

[ ]

[X]

[ ]

[ ]

[X]

[ ]

[ ]

SA

Structural: Structural Damage, Roofs

Fair

M

Systems: Gas Leaks, Mechanical/HVAC, Sewer

Restrooms/Fountains: Restrooms, Sinks/ Fountains

PL E

School Facility Good Repair Status (School Year 2013-14) Year and month in which data were collected: July 9, 2013

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

Repair Needed and Action Taken or Planned

General painting

Paint Portable

Overall Facility Rate Overall Rating

Exemplary

Good

Fair

Poor

[ ]

[X]

[ ]

[ ]

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 8 of 12

VII. Teachers Teacher Credentials School

Teachers

District

2010-11

2011-12

2012-13

2012-13

With Full Credential

52

53

55

366

Without Full Credential

0

0

1

1

Teaching Outside Subject Area of Competence (with full credential)

6

5

4

---

Teacher Misassignments and Vacant Teacher Positions 2011-12

2012-13

2013-14

Misassignments of Teachers of English Learners

0

0

0

Total Teacher Misassignments

0

0

0

Vacant Teacher Positions

0

0

0

PL E

Indicator

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13) The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at www.cde.ca.gov/nclb/sr/tq/. Percent of Classes In Core Academic Subjects

Location of Classes

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

100.0

0.0

100.0

0.0

This School High-Poverty Schools in District Low-Poverty Schools in District

M

All Schools in District

100.0

0.0

100.0

0.0

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

SA

VIII. Support Staff

Academic Counselors and Other Support Staff (School Year 2012-13) Number of FTE Assigned to School

Average Number of Students per Academic Counselor

0

0

1.6

---

Library Media Teacher (Librarian)

0

---

Library Media Services Staff (Paraprofessional)

1

---

0.6

---

0

---

Nurse-------

0.4

---

Speech/Language/Hearing Specialist

0.4

---

Resource Specialist-------

0

---

Other-------

0

---

Title

Academic Counselor-------

Counselor (Social/Behavioral or Career Development)

Psychologist------Social Worker-------

Note: One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 9 of 12

IX. Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2013-14) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: August 27, 2012 Textbooks and instructional materials were selected from the most recent list of standards-based materials adopted by the State Board of Education (SBE) for grades K-8 and are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education. Materials are available to 100% of our pupils. Zero percent (0%) of pupils in this district lack their own assigned textbooks and instructional materials. Textbooks and Instructional Materials/ Year of Adoption

From Most Recent Adoption?

Percent of Students Lacking Own Assigned Copy

PL E

Core Curriculum Area

K-5 Houghton Mifflin, Legacy of Literacy, 2003 6-8 Holt, Language Arts, 2003 K-5 Hampton Brown, Avenues, 2003

Yes

0

Mathematics

K-6 SRA/McGraw-Hill, Everyday Mathematics, 2007 6-8 McDougal Littell, Course 1; Course 2; Algebra, 2008

Yes

0

Science-------

K-5 Houghton Mifflin, History Social Science, 2007 6-8 McDougal Littell, World History: Ancient Civilizations; Medieval & Early Modern Times; Creating America: Beginnings through World War I, 2006

Yes

0

History-Social Science

K-5 Houghton Mifflin, History Social Science, 2007 6-8 McDougal Littell, World History: Ancient Civilizations; Medieval & Early Modern Times; Creating America: Beginnings through World War I, 2006

Yes

0

Pearson Scott Foresman, Scott Foresman Art, California Edition, 2004 Pearson Scott Foresman, Silver Burdett Making Music, California Edition, 2008

Yes

0

SA

Visual and Performing Arts

M

Reading/Language Arts

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 10 of 12

X. School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12) Expenditures Per Pupil Total

Supplemental/ Restricted

Basic/ Unrestricted

Average Teacher Salary

$7,566

$2,073

$5,493

$73,821

District-------

---

---

$5,300

$79,535

Percent Difference: School Site and District

---

---

3.6

-7.2

State-------

---

---

$5,537

$70,193

Percent Difference: School Site and State

---

---

-0.8

5.2

Level School Site-------

PL E

Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Types of Services Funded (Fiscal Year 2012-13) This section provides specific information about the types of programs and services available at the school that support and assist students. For example, this narrative may include information about supplemental educational services related to the school’s federal Program Improvement (PI) status. For the 2012-2013 school year, the Hueneme Elementary School District spent an average of $7,566 to educate each student, excluding food services:

•

M

• • • •

Economic Impact Aid (EIA): Supports compensatory educational services for educationally disadvantaged students; supports bilingual education services for English language learners. Title I: Funds are allocated to serve economically disadvantaged students. Title III: Provides funding for supplemental services for English Language Learners, their teachers and parents. Special Education: Provides funding to meet the unique needs of individuals with disabilities. Gifted and Talented Education (GATE): Provides challenging curriculum and instruction to gifted and talented students capable of achieving significantly beyond the level of their peers. After School Education & Safety (ASES): Funding is provided to implement recreation, academic, and enrichment programs after school.

SA

•

Teacher and Administrative Salaries (Fiscal Year 2011-12) District Amount

State Average for Districts In Same Category

Beginning Teacher Salary

$40,300

$41,451

Mid-Range Teacher Salary

$69,978

$67,655

Category

Highest Teacher Salary

$88,526

$85,989

Average Principal Salary (Elementary)

$107,234

$108,589

Average Principal Salary (Middle)

$114,318

$111,643

$0

$110,257

$154,048

$182,548

Percent of Budget for Teacher Salaries

45.8%

41.8%

Percent of Budget for Administrative Salaries

4.8%

5.5%

Average Principal Salary (High) Superintendent Salary

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

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 11 of 12

XI. Instructional Planning and Scheduling Professional Development This section provides information on the number of days provided for professional development and continuous professional growth in the most recent three year period. Questions that may be answered include: • What are the primary/major areas of focus for staff development and specifically how were they selected? For example, were student achievement data used to determine the need for professional development in reading instruction? • What are the methods by which professional development is delivered (e.g., after school workshops, conference attendance, individual mentoring, etc.)? • How are teachers supported during implementation (e.g., through in-class coaching, teacher-principal meetings, student performance, and data reporting, etc.)?

PL E

Administrators, teachers and paraprofessionals participate in professional development to become familiar with Common Core Standards and improve their skills in teaching and assessment of student learning. The primary focus areas are direct instruction of grade-level content standards, checking for understanding, intervention strategies for students who have not mastered standards, and regular assessment of student progress. The primary area of focus for the most recent three-year period was English Language Development, Reading Language Arts and Math. Professional development is offered during the teaching day on three student-free staff development days, during summer institutes, after school, and on weekends. Substitute teachers are provided and/or stipends are offered for attendance.

SA

M

During the school year, teachers are supported by classroom observation, staff meetings, time for grade-level and content area collaboration, monitoring of lesson pacing, and in-depth professional development. Training agendas are based on student achievement data which is used to plan instruction. In reading/language arts and mathematics, student performance data is collected at the end of the first quarter, mid-year, and at the end of the year. A Progress Report is sent to parents at the end of each trimester.

2012-13 School Accountability Report Card for Charles F. Blackstock Junior High School

Page 12 of 12

Escuela Secundaria Charles F. Blackstock Informe de Responsabilidad Escolar Correspondiente al año escolar 2012-13 Publicado durante el 2013-14 La ley estatal requiere que cada escuela en el estado de California publique un informe de responsabilidad escolar (SARC, por sus siglas en inglés), para el 1 de febrero de cada año. El SARC contiene información sobre la condición y desempeño de cada escuela pública en California.

•

Para mayores informes sobre los requisitos del SARC, favor de consultar la página web del SARC del Departamento de Educación de California (CDE, por sus siglas en inglés), en http://www.cde.ca.gov/ta/ac/sa/. Si los padres y el público general desean recibir información adicional sobre la escuela, pueden comunicarse con el director o la oficina del distrito.

PL E

•

I. Datos y acceso

Sitio web sobre sociedad con EdData EdData es una sociedad entre CDT, EdSource, y el equipo de asistencia y administración de crisis fiscal (FCMAT, por sus siglas en inglés) que proporciona amplia información financiera, demográfica, y productiva sobre las escuelas y distritos escolares públicos de kínder a doceavo año del estado de California.

M

DataQuest DataQuest es una herramienta de datos por internet disponible en la página web de DataQuest del CDE, a su vez disponible en http://dq.cde.ca.gov/dataquest/ , la cual incluye datos adicionales sobre esta escuela, así como comparaciones con el distrito, el condado y el estado. Específicamente, DataQuest es un sistema dinámico que provee informes sobre la responsabilidad escolar (por ejemplo, el índice de rendimiento académico [API, por sus siglas en inglés], el progreso anual adecuado [AYP por sus siglas en inglés], los datos en relación a las pruebas, la matriculación, los alumnos egresados, y aquellos que abandonan sus estudios, las matriculación en cursos, el personal y los datos en relación a los estudiantes del inglés).

SA

Acceso a internet Hay acceso a internet disponible en bibliotecas públicas y otras ubicaciones accesibles al público (p.ej., la biblioteca estatal de California). El acceso a internet en bibliotecas y emplazamientos públicos por lo general se ofrece de acuerdo al orden de llegada. Otras restricciones de uso de internet incluyen el horario laboral, la cantidad de tiempo que se puede utilizar la computadora (según la disponibilidad), los tipos de programas informáticos disponibles en el terminal de trabajo y la habilidad para imprimir documentos. Información adicional Para mayores informes relacionado a los elementos de datos y términos utilizados en el SARC vea la guía informativa de los informes del índice de rendimiento académico del 2012-13 ubicado en la página web API CDE http://www.cde.ca.gov/ta/ac/ap/.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 1 de 13

II. Sobre esta escuela Información de contacto (año escolar 2013-14) Información de contacto escolar Nombre de la escuela-------

Escuela Secundaria Charles F. Blackstock

Dirección-------

701 East Bard Road

Ciudad, estado, código postal

Oxnard, CA 93033

Teléfono-------

(805) 488-3644

Director-------

Thomas (Tom) Beneke

Correo electrónico-------

[email protected]

Código CDS-------

56-72462-6055032

Información de contacto distrital Distrito Escolar de Hueneme

Teléfono-------

(805) 488-3588

Sitio web-------

www.huensd.k12.ca.us

Superintendente-------

Dr. Jerry Dannenberg

Dirección de correo electrónico

[email protected]

PL E

Nombre del distrito-------

Misión y descripción escolar (año escolar 2012-13) Esta sección incluye información sobre la escuela, sus programas y sus metas.

SA

M

La escuela secundaria Charles F. Blackstock fue establecida en el año 1966 y está ubicada en la ciudad de Oxnard, California. La secundaria Blackstock es una de once escuelas en el distrito escolar de Hueneme. Nuestra escuela actualmente sirve 1,300 alumnos del sexto al octavo año y tiene 98 empleados de tiempo completo y medio tiempo incluyendo maestros, personal clasificado, personal de apoyo, y cuatro administradores. Como escuela de la vecindad, somos afortunados de tener un fuerte apoyo comunitario. Para el ciclo escolar 2013-2014, hemos rediseñado muchos de nuestros programas educativos tradicionales. La escuela Blackstock ha adoptado un horario en bloque y un horario más tarde para inicio de clases y tamaño reducido de clases para el beneficio de nuestros alumnos. Como una comunidad de educadores, estamos anticipando adoptar e incorporar las nuevas normas nacionales en nuestro currículo. Nuestros empleados y voluntarios motivados y dedicados trabajan juntos para desarrollar el potencial intelectual, físico, social, y emocional de cada alumno. Trabajando en sociedad con otros programas distritales, podemos ofrecer clases académicas, enriquecidas, y recreativas extracurriculares a los alumnos. En sociedad con California State University, Channel Islands, Pepperdine University, California Lutheran University y University of California Santa Barbara podemos asistir en la capacitación de graduados universitarios que desean entrar a la profesión de maestro. En la escuela Blackstock, trabajamos duro para proveer un ambiente educativo positivo caracterizado por las altas expectativas para el éxito individuo de los alumnos así como el personal. En la escuela Blackstock, creemos que todos los alumnos merecen una educación que incorpora un currículo integrado y centrado en significado requiriendo pensamiento crítico y el uso de tecnología educativa. Creemos que los alumnos deben estar activamente involucrados en una respetuosa, acogedora, y cohesiva comunidad educativa. Nuestros alumnos también tienen la oportunidad de participar en el programa avance vía determinación individual (AVID, por sus siglas en inglés) como clase electiva, la cual incluye tomando notas Cornell, tutores universitarios, y un camino libre al éxito universitario. La secundaria Blackstock continúa siendo una escuela de demostración nacional AVID.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 2 de 13

Oportunidades de participación para los padres (año escolar 2012-13) Esta sección incluye información sobre cómo es que los padres pueden participar en actividades escolares, incluyendo información de contacto en relación a oportunidades organizadas para la participación de los padres. En la escuela secundaria Blackstock, estamos comprometidos a obtener recursos comunitarios para nuestra escuela. Hemos sido afortunados de haber obtenido y establecido organizaciones, oportunidades, y actividades para apoyar la participación activa de los padres. Entre estos están: la asociación de maestros, alumnos, y padres (PTSA, por sus siglas en inglés), consejo de sitio escolar (SSC, por sus siglas en inglés), el comité asesor de los estudiantes del inglés (ELAC, por sus siglas en inglés), nuestro programa de educación extracurricular (ASES, por sus siglas en inglés) y los padres voluntarios. Además, la escuela Blackstock también realiza reuniones mensuales informales tales como "Café con Leche", para proporcionar los padres la oportunidad de comunicarse con los consejeros y administradores. Los padres participan en actividades para apoyar nuestra banda, programa AVID, atletismo, la biblioteca y ayudan a supervisar los bailes y excursiones escolares.

III. Desempeño estudiantil

PL E

El programa de informes y administración de pruebas estandarizadas (STAR, por sus siglas en inglés) está compuesto por varios componentes claves, incluyendo: La prueba de estatal normas académicas de (CST, por sus siglas en inglés), que incluye artes lingüísticas del inglés (ELA, por sus siglas en inglés) y matemáticas de segundo a onceavo año, ciencia de quinto, octavo, y noveno año, e historia-ciencias sociales de octavo, y noveno a onceavo año.

•

La evaluación estatal modificada (CMA, por sus siglas en inglés), es una evaluación alternativa basada en normas modificadas del desempeño en ELA para tercero a onceavo año; matemáticas para tercero a séptimo año, álgebra I y geometría y ciencia para quinto año a octavo año y ciencia biológica en décimo año. El CMA está diseñado para evaluar a aquellos alumnos cuyas discapacidades les previenen alcanzar la competencia de nivel escolar en una evaluación estatal de las normas de contenido, con o sin adaptación.

•

La evaluación estatal alterna de desempeño (CAPA, por sus siglas en inglés), incluye ELA y matemáticas para segundo a onceavo año, y ciencia para quinto, octavo, y décimo año. El CAPA se administra a aquellos alumnos con discapacidades cognitivas significativas cuyas discapacidades les excluyen de tomar el CST con adaptaciones o modificaciones, o el CMA con adaptaciones.

M

•

Las evaluaciones bajo el programa STAR demuestran el desempeño de los alumnos en relación a las normas estatales de contenido. En cada una de las evaluaciones, las puntaciones de los alumnos son reportadas como niveles de competencia.

SA

Para mayores informes en relación a los resultados del programa STAR para cada nivel escolar y nivel de rendimiento, incluyendo el porcentaje de alumnos a los que no se les ha administrado la prueba, favor de consultar el sitio web de CDE para los resultados STAR, en http://star.cde.ca.gov. Resultados de la administración de exámenes e informes de todos los alumnos - comparación de tres años Porcentaje de alumnos con desempeño a nivel competente o avanzado

Materia

Escuela

Distrito

Estado

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

Inglés-artes lingüísticas

38

41

42

41

41

39

54

56

55

Matemáticas

38

40

39

44

43

43

49

50

50

Ciencias----

46

43

55

45

45

48

57

60

59

Historia y ciencias sociales

32

35

36

34

36

37

48

49

49

Nota: No se indican las puntuaciones cuando el número de alumnos evaluados es de diez o menos, ya sea para proteger la privacidad de los alumnos o porque el número de alumnos es demasiado pequeño para revelar estadísticas fiables.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 3 de 13

Resultados de la administración de exámenes e informes por grupo estudiantil – Más reciente Porcentaje de alumnos que alcanzaron el nivel competente o avanzado HistoriaInglés-artes Matemáticas Ciencias ciencias lingüísticas sociales

Grupo

Todos los alumnos en el LEA

39

43

48

37

Todos los alumnos en la escuela

42

39

55

36

Masculino----

38

36

56

36

Femenino----

45

41

55

35

Afroamericanos

42

25

Filipinos----

72

68

86

82

Hispanos o latinos

39

36

52

32

72

67

42

39

55

36

7

10

12

1

27

16

32

35

Nativos americanos o nativos de Alaska

PL E

Asiáticos----

Isleños del pacífico/nativos de Hawái Blancos---Dos o más razas De escasos recursos económicos Estudiantes de inglés como segundo idioma Alumnos con discapacidades

Alumnos que reciben servicios educativos para migrantes

3

53

29

M

Nota: No se indican las puntuaciones cuando el número de alumnos evaluados es de diez o menos, ya sea para proteger la privacidad de los alumnos o porque el número de alumnos es demasiado pequeño para revelar estadísticas fiables.

SA

Resultados del examen de condición física de California (año escolar 2012-13) El examen estatal de condición física (PFT, por sus siglas en inglés) se administra únicamente a los alumnos de quinto año, séptimo año y noveno año. Esta tabla indica el porcentaje de alumnos por año que lograron las normas de buena condición física correspondiente al periodo de prueba más reciente. Se pueden encontrar mayores informes sobre este examen y comparaciones de los resultados del examen de la escuela con los niveles distritales y estatales en la página web del CDE titulada Examen de aptitud física, en http://www.cde.ca.gov/ta/tg/pf/. Nivel de año ----7----

Porcentaje de alumnos que lograron buena condición física

Cuatro de seis normas

Cinco de seis normas

Seis de seis normas

26.5

19.9

22.7

Nota: No se indican las puntuaciones cuando el número de alumnos evaluados es de diez o menos, ya sea para proteger la privacidad de los alumnos o porque el número de alumnos es demasiado pequeño para revelar estadísticas fiables.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 4 de 13

IV. Responsabilidad Índice de rendimiento académico El índice de rendimiento académico (API, por sus siglas en inglés) es una medida anual del rendimiento y progreso académico en las escuelas de California. Las puntuaciones del API van de 200 a 1,000, con un objetivo estatal de 800. Puede encontrar mayores informes sobre el API en la página web del CDE titulada, Índice de rendimiento académico (API, por sus siglas en inglés), en http://www.cde.ca.gov/ta/ac/ap/. Rangos del índice de rendimiento académico – comparación de tres años Esta tabla indica los rangos del API en escuelas similares y en escuelas estatales. El rango del API para el estado va de 1 al 10. El rango estatal de 1 significa que la escuela tiene una puntuación del API del diez por ciento inferior de todas las escuelas del estado, mientras que un rango estatal de 10 significa que la escuela tiene una calificación del API del diez por ciento superior de todas las escuelas del estado.

PL E

El rango de API para escuelas similares compara a la escuela con 100 “escuelas similares” estadísticamente comparadas. El rango de 1 de escuelas similares significa que el rendimiento académico de la escuela es comparable al de las diez escuelas con menor nivel de rendimiento de las 100 escuelas similares, mientras que un rango de escuelas similares de 10 significa que el rendimiento académico de la escuela es mejor que el de al menos 90 de las 100 escuelas similares. Rango del API Estatal Escuelas similares

2010

2011

2012

3

3

3

7

8

6

Aumento del índice de rendimiento académico por grupo de alumnos – Comparación de tres años

Cambio real en el API

Grupo

2010-11

2011-12

2012-13

16

0

6

21

2

10

De escasos recursos económicos

17

0

6

Estudiantes del inglés

21

-14

21

Alumnos con discapacidades

-39

-2

23

Afroamericanos

M

Todos los alumnos de la escuela Nativos americanos o nativos de Alaska Asiáticos---Filipinos----

SA

Hispanos o latinos

Isleños del pacífico/nativos de Hawái Blancos----

Dos o más razas

Nota: “N/D” significa que no hubo datos disponibles para que reportara el CDE o LEA. “B” significa que la escuela no tuvo una un API base válido y no hay información sobre el crecimiento o meta. “C” significa que la escuela tuvo cambios demográficos significativos y no hay información de crecimiento o meta.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 5 de 13

Aumento del índice de rendimiento académico por grupo estudiantil - comparación del aumento API del 2013 Esta tabla presenta, por grupo estudiantil, la cantidad de alumnos incluidos en el API y el crecimiento API del 2013 en la escuela, en el LEA y a nivel estatal. Puntuación de aumento API 2013 Escuela

Grupo

LEA

Estado

Cantidad de alumnos

Crecimiento API

Cantidad de alumnos

Crecimiento API

Cantidad de alumnos

Crecimiento API

1,120

742

5,939

734

4,655,989

790

761

296,463

708

30,394

743

Todos los alumnos de la escuela

10

95

Nativos americanos o nativos de Alaska Asiáticos----

0

10

6

48

834

406,527

906

Filipinos----

76

897

260

875

121,054

867

1,003

728

5,043

715

2,438,951

744

27

821

25,351

774

349

835

1,200,127

853

107

853

125,025

824

742

5,563

725

2,774,640

743

712

3,561

697

1,482,316

721

566

746

599

527,476

615

Hispanos o latinos Isleños del pacífico/nativo de Hawái

6

Blancos----

16

Dos o más razas

3

De escasos recursos económicos

1,120

Estudiantes del inglés

856

Alumnos con discapacidades

120

PL E

Afroamericanos

860

Progreso anual adecuado La ley federal NCLB requiere que todas las escuelas y los distritos cumplan con los siguientes criterios del progreso anual adecuado (AYP, por sus siglas en inglés): Porcentaje de participación en las evaluaciones basadas en las normas estatales para ELA y matemáticas Porcentaje de dominio en las evaluaciones basadas en las normas estatales para ELA y matemáticas API como indicador adicional Índice de graduación (para escuelas secundarias)

M

• • • •

SA

Para obtener mayores informes sobre el AYP, incluyendo los porcentajes de participación y los resultados porcentuales de dominio por grupo de alumnos, favor de consultar la página web del CDE titulada Progreso anual adecuado (AYP, por sus siglas en inglés), en http://www.cde.ca.gov/ta/ac/ay/. Progreso anual adecuado general y por criterios (año escolar 2012-13) Escuela

Distrito

Cumplió AYP general

Criterios del AYP

No

No

Porcentaje de participación: inglés-artes lingüísticas

Sí

Sí

Porcentaje de participación: matemáticas

Sí

Sí

Porcentaje de dominio: inglés-artes lingüísticas

No

No

Porcentaje de dominio: matemáticas

No

No

Cumplió criterio API

Sí

No

N/A

N/A

Cumplió tasa de graduación (de aplicarse)

Programa federal de intervención (año escolar 2013-14) Las escuelas y los distritos que reciben financiamiento federal de Título I ingresan al programa de mejoramiento académico (PI, por sus siglas inglés) si es que no logran el AYP durante dos años consecutivos para la misma área de contenido (inglés-artes lingüísticas o matemáticas) o en el mismo indicador (API o porcentaje de graduación). Después de ingresar al PI, las escuelas y los distritos avanzan al nivel posterior de intervención por cada año adicional en que no alcancen el AYP. Puede encontrar mayores informes

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 6 de 13

sobre la identificación del PI en la página web del CDE titulada Progreso adecuado anual (AYP, por sus siglas en inglés), en: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Indicador

Escuela

Distrito

Sí están en PI

Sí están en PI

2007-2008

2004-2005

año 5

año 3

Cantidad de escuelas que participan actualmente en el PI

---

10

Porcentaje de escuelas que participan actualmente en el PI

---

100.0

Estado del PI Primer año del PI Año en el PI

V. Entorno escolar Matriculación de alumnos según el nivel de año (año escolar 2012-13) Nivel de año

Cantidad de alumnos 380

Séptimo año

377

Octavo año

PL E

Sexto año

427

Matriculación total

1,184

Matriculación estudiantil por grupo (año escolar 2012-13)

Porcentaje de matriculación total

Grupo

0.8

Nativo americanos/nativos de Alaska

0.0

Asiáticos

0.5

Filipinos

6.8

Hispanos o latinos

89.4

M

Afroamericanos

Isleños del pacífico/nativos de Hawái

Grupo

Porcentaje de matriculación total

Blancos

1.4

Dos o más razas

0.5

De escasos recursos económicos

100.0

Estudiantes del inglés

75.4

Alumnos con discapacidades

9.7

0.5

Promedio del tamaño de clase y distribución del tamaño de clase (secundaria)

SA

2010-11 Materia

Prome dio del tamaño por clase

Cantidad de salones

1-22

23-32

33+

Prome dio del tamañ o por clase

2011-12

2012-13

Cantidad de salones 1-22

23-32

33+

Prome dio del tamañ o por clase

Cantidad de salones 1-22

23-32

33+

Inglés--------

26.4

5

22

6

28.8

4

20

8

28

3

22

6

Matemáticas-------Ciencias--------

30.5

1

19

11

30.6

3

17

12

25

13

17

4

31.5

0

14

8

31.5

2

11

11

31

17

8

Ciencias sociales-------

31.5

0

11

11

31

1

12

10

31

17

8

Nota: Cantidad de salones indica cuántas clases cuentan para cada categoría de tamaño (un rango de cantidad total de alumnos por clase). Al nivel de escuela secundaria, esta información es reportada por materia en lugar de nivel de año.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 7 de 13

Plan de seguridad escolar (año escolar 2012-13) Esta sección incluye información sobre el plan integral de seguridad escolar, incluyendo las fechas más recientes del último repaso, actualización, y explicación con el personal, así como una breve descripción de los elementos claves del plan. Nuestro plan de seguridad escolar fue repasado y aprobado por el consejo de sitio escolar el 1 de diciembre del 2012, y repasado con el personal en esa semana. Elementos claves del plan son diseñados para lo siguiente: • • • •

Proporcionar un ambiente seguro de aprendizaje para los alumnos y el personal Proporcionar pautas en caso de un desastre o emergencia Asegurar los derechos legales de todos los alumnos/el personal para trabajar en un ambiente seguro y ordenado Repasar los edificios y los planes, identificar necesidades estructurales, establecer zonas seguras, y proveer capacitación

PL E

La escuela Blackstock ha desarrollado un plan comprensivo de seguridad escolar que cubre todos los aspectos requeridos y necesarios de la preparación en caso de emergencia, capacitación y apoyo del personal, y la seguridad estudiantil. Simulacros y práctica regular se llevan a cabo para varios eventos de emergencia. Los alumnos, el personal, y los padres están informados sobre que se va hacer en caso de desastres naturales o emergencias hechas por el hombre. Los alumnos en nuestra escuela reciben instrucción sobre aprobación de diversas culturas, rasgos positivos de carácter, responsabilidad personal, y un entendimiento sobre las leyes, reglas, y regulaciones de nuestra sociedad y distrito escolar. Nuestra escuela tiene normas exigentes del comportamiento y disciplina.

Suspensiones y expulsiones Índice

M

El comité de seguridad escolar de la escuela Blackstock repasa y coordina las pautas en respuesta a una emergencia en sintonía con el plan en caso de desastre del distrito y el comité de seguridad del distrito. El plan en caso de desastre detalla los papeles del personal clave y sus acciones durante situaciones de emergencia. Este documento es repasado y aprobado por nuestro consejo de sitio escolar. Nuestra escuela es un “plantel cerrado”, lo cual quiere decir que todas las entradas del perímetro exterior están cerradas durante la jornada escolar y los alumnos deben tener permiso de salir. Los visitantes son obligados a apuntarse en la oficina, donde son proporcionados gafetes de visitante antes de entrar al plantel. El plantel está abierto a los alumnos de las 7:50 a.m., y ofrece lugar para trabajar hasta las 6:00 p.m. Nuestro programa extracurricular sirve a más de 100 alumnos cada semana para el club de tarea, apoyo académico, deportes, y clases de enriquecimiento. Este programa ofrece un refugio para los alumnos que desean permanecer en nuestro ambiente seguro después de la hora regular de despedida.

Escuela

Distrito

2011-12

2012-13

2010-11

2011-12

2012-13

Suspensiones

12.16%

20.44%

12.94%

5.27%

20.44%

4.71%

Expulsiones

0.63%

0.31%

0.16%

0.28%

0.15%

0.02%

SA

2010-11

Nota: El índice de suspensiones y expulsiones es calculado al dividir la cantidad total de incidentes por la matriculación total (y multiplicado por 100).

VI. Instalaciones escolares

Condición de las instalaciones escolares y mejoras planificadas (año escolar 2013-14) Esta sección incluye información de los datos más recientes de la herramienta para inspección de las instalaciones (FIT, por sus siglas en inglés) o su equivalente, incluyendo: • • • •

Descripción de la seguridad, limpieza, y capacidad del plantel escolar Descripción de cualquier mejoramiento planeado o realizado recientemente en las instalaciones El año y mes que se recopilaron los datos Descripción de cualquier mantenimiento necesario para garantizar su buen funcionamiento

La porción principal de la escuela tiene 43 años y ha realizado una modernización completa con el reemplazo de la alfombra, sistema eléctrico, muebles, ventanas, telecomunicación, plomería, y otros mejoramientos a lo largo de las áreas comunes (oficina, biblioteca, etc.) y todos los salones permanentes. El plantel continúa teniendo 16 salones portátiles de menos de 10 años de viejos que están en buena condición. La escuela Blackstock mantiene instalaciones que proveen un ambiente de aprendizaje seguro y limpio. Las instalaciones están adecuadas para servir las necesidades de nuestros alumnos y el personal. Nuestro plantel contiene áreas para salones, una cafetería, y una cocina, la biblioteca, y espacio para el personal de apoyo. Además, tenemos áreas adecuadas para el patio de recreo para todos los alumnos.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 8 de 13

Nuestro sitio escolar es bien cuidado. Nuestros salones y baños son limpiados a diario por nuestro personal de mantenimiento. Los baños son inspeccionados a lo largo de la jornada escolar por el conserje principal a fin de identificar asuntos en necesidad de reparo y limpieza. Grafiti es eliminado inmediatamente cuando es localizado y los patios y pasillos son limpiados y/o barridos a diario. Además de nuestro personal de mantenimiento, tenemos un encargado de medio tiempo que constantemente trabaja en el pasto, las plantas, y las áreas verdes. Inspecciones diarias y el aporte del personal sirven para identificar necesidades de reparo y seguridad. Asuntos pequeños son solucionados inmediatamente y nuestro personal de mantenimiento del distrito arregla las necesidades significativas lo más rápido posible. Evidencia del exitoso mantenimiento de las instalaciones es evidente cuando visitan nuestro plantel seguro y limpio. Juntos, el personal de la escuela y el distrito trabajan para asegurar que las instalaciones se mantienen en una manera que es limpia, segura, y funcional como es determinado según un instrumento evaluativo provisional desarrollado por la oficina de construcción de escuelas públicas del estado de California. Estado de condición adecuada para las instalaciones escolares (año escolar 2013-14) Esta sección incluye información de los datos más recientes de la herramienta para inspección de las instalaciones (FIT, por sus siglas en inglés) o su equivalente, incluyendo: Determinación de estado de reparo para los sistemas detallados Descripción de cualquier mantenimiento necesario para garantizar su buen funcionamiento La clasificación total (última fila)

PL E

• • •

Estado del buen reparo de instalación escolar (año escolar 2013-14) Año y mes que se recopilaron los datos: 9 de julio del 2013 Estado de reparo

Sistema inspeccionado

Bueno

Adecuado

Malo

Sistemas: fugas de gas, calefacción, ventilación y aire acondicionado/sistemas mecánicos, alcantarillado

[ ]

[X]

[ ]

[ ]

Interior: superficies interiores

[ ]

[ ]

[X]

[ ]

M

Ejemplar

[ ]

[X]

[ ]

[ ]

Eléctrico: sistemas eléctricos

[ ]

[X]

[ ]

[ ]

Baños/bebederos: baños, lavamanos/bebederos

[ ]

[X]

[ ]

[ ]

Seguridad: seguridad contra incendios, materiales peligrosos

[ ]

[X]

[ ]

[ ]

Estructuras: daños estructurales, techos

[ ]

[X]

[ ]

[ ]

Exterior: patio de recreo/plantel escolar, ventanas/puertas/portones/cercos

[ ]

[X]

[ ]

[ ]

SA

Limpieza: limpieza general, invasión de insectos/plagas

Reparación necesaria y acción tomada o planeada

Pintura general

Pintar el edificio portátil

Clasificación general de la instalación Clasificación general

Ejemplar

Bueno

Adecuado

Malo

[ ]

[X]

[ ]

[ ]

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 9 de 13

VII. Maestros Maestros certificados Escuela

Maestros

Distrito

2010-11

2011-12

2012-13

2012-13

Con certificación total

52

53

55

366

Sin certificación

0

0

1

1

Que enseñan fuera de su área de competencia (con credencial completa)

6

5

5

---

Asignación incorrecta de maestros y puestos vacantes 2011-12

2012-13

2013-14

Asignaciones incorrectas de maestros de estudiantes del inglés

0

0

0

Total de asignaciones incorrectas de maestros

0

0

0

PL E

Indicador

Puestos de maestros vacantes

0

0

0

Nota: “Asignaciones incorrectas” se refiere a la cantidad de puestos que cuentan con maestros sin la autorización legal para enseñar ese nivel de año, materia, grupos estudiantiles, etc.

Materias académicas básicas impartidas por maestros altamente calificados (año escolar 2012-13) La ley federal de educación primaria y secundaria (ESEA, por sus siglas en inglés), también conocida como la ley “Que Ningún Niño Se Quede Atrás” (NCLB, por sus siglas en inglés), requiere que las materias académicas básicas sean impartidas por maestros altamente calificados, los cuales se definen como “contando con al menos una licenciatura, una certificación docente estatal adecuada, y demostrando competencia de la materia académica básica”. Para mayores informes, favor de consultar Mejorando la calidad de maestros y directores en la página web del CDE: http://www.cde.ca.gov/nclb/sr/tq/.

Esta escuela Todas las escuelas del distrito

recursos

Impartido por maestros altamente calificados No impartido por maestros altamente calificados 100.0

0.0

100.0

0.0

100.0

0.0

100.0

0.0

SA

Escuelas del distrito de muy bajos recursos Escuelas del distrito de bajos

Porcentaje de clases de materias básicas

M

Ubicación de las clases

Nota: Las escuelas de muy bajos recursos son definidas como aquellas escuelas con elegibilidad estudiantil de aproximadamente 40 por ciento o más en el programa de almuerzo gratuito o a precio reducido. Las escuelas de bajos recursos son aquellas con elegibilidad estudiantil de aproximadamente 25 por ciento o menos en el programa de almuerzo gratuito o a precio reducido.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 10 de 13

VIII. Personal auxiliar Orientadores académicos y otro personal auxiliar (año escolar 2012-13) Número de FTE asignados a la escuela

Cantidad promedio de alumnos por orientador académico

0

0

1.6

---

Maestro/a de medios bibliotecarios (bibliotecario)

0

---

Personal de servicios bibliotecarios (para-profesional)

1

---

0.6

---

0

---

Enfermera/o

0.4

---

Especialista en problemas de audición/lenguaje/habla

0.4

---

0

---

Puesto Orientador académico Consejero (social/conductual o desarrollo profesional)

Psicólogo/a Trabajador/a social

Otro

PL E

Especialista de recursos

0

---

Nota: Un equivalente de tiempo complete (FTE, por sus siglas en inglés) equivale a un miembro del personal de tiempo completo, un FTE también puede representar a dos miembros del personal, donde cada uno trabaja el 50 por ciento de tiempo completo.

IX. Currículo y artículos instructivos

Calidad, vigencia y disponibilidad de libros de texto y artículos instructivos (año escolar 2013-14) Esta sección describe si los libros de texto y artículos instructivos utilizados en la escuela pertenecen a la adopción más reciente; si hay suficientes libros de texto y artículos instructivos para cada alumno; e información sobre el uso escolar de cualquier currículo suplementario o libros de texto no adoptados o materiales instructivos.

M

Año y mes en los cuales se recopilaron los datos: 27 de agosto del 2012

SA

Los libros de texto y materiales educativos fueron seleccionados de la lista más reciente de materiales basados en las normas adoptados por la junta educativa estatal (SBE, por sus siglas en inglés) para el kínder al octavo año y son consistentes con el contenido y los ciclos de las estructuras curriculares adoptadas por la junta educativa estatal. Los materiales están disponibles a 100% de nuestros alumnos. Les hace falta libros de texto y materiales educativos a cero por ciento (0%) de los alumnos en el distrito.

Área del currículo básico

Libros de texto y materiales docentes/año de adopción

¿De la adopción más reciente?

Porcentaje de alumnos a quienes no se les asignaron sus propios libros

Lectura/artes lingüísticas

K-5 Houghton Mifflin, Legacy of Literacy, 2003 6-8 Holt, Language Arts, 2003 K-5 Hampton Brown, Avenues, 2003

Sí

0

Matemáticas

K-6 SRA/McGraw-Hill, Everyday Mathematics, 2007 6-8 McDougal Littell, Course 1; Course 2; Algebra, 2008

Sí

0

Ciencias----

K-5 Houghton Mifflin, History Social Science, 2007 6-8 McDougal Littell, World History: Ancient Civilizations; Medieval & Early Modern Times; Creating America: Beginnings through World War I, 2006

Sí

0

Historia y ciencias sociales

K-5 Houghton Mifflin, History Social Science, 2007 6-8 McDougal Littell, World History: Ancient Civilizations; Medieval & Early Modern Times; Creating America: Beginnings through World War I, 2006

Sí

0

Artes visuales y escénicas

Pearson Scott Foresman, Scott Foresman Art, California Edition, 2004 Pearson Scott Foresman, Silver Burdett Making Music, California Edition, 2008

Sí

0

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 11 de 13

X. Finanzas escolares Gastos por alumno y sueldos de los maestros por plantel (año fiscal 2011-12) Gastos por alumno Total

Suplementario/ limitado

Básico/ ilimitado

Sueldo promedio de un maestro

$7,566

$2,073

$5,493

$73,821

Distrito

---

---

$5,300

$78,856

Diferencia porcentual: escuela y distrito

---

---

3.6

-7.2

Estado----

---

---

$5,455

$69,404

Diferencia porcentual: escuela y estado

---

---

-0.8

5.2

Nivel Sitio escolar

PL E

Gastos suplementarios/limitados provienen del financiamiento cuyo uso es controlado por ley o por el donante. El dinero designado para propósitos específicos por el distrito o por los consejos directivos no se considera limitado. Gastos básicos/ilimitado es el financiamiento cuyo uso, salvo las pautas generales, no es controlado por ley o por el donante. Puede encontrar información detallada sobre los gastos escolares en la página web del CDE titulada Gastos actuales en la educación y gastos por alumno, en http://www.cde.ca.gov/ds/fd/ec/. También puede encontrar información sobre los salarios de los maestros en la página web del CDE titulada Beneficios y salarios certificados , en http://www.cde.ca.gov/ds/fd/cs/. Para buscar los gastos y salarios para un distrito escolar específico, favor de consultar el sitio web de Ed-Data, en http://www.ed-data.org.

Tipos de servicios financiados (año fiscal 2012-13) Esta sección incluye información sobre los programas y servicios disponibles en esta escuela para apoyar y ayudar a los alumnos. Por ejemplo, esta narración puede incluir datos sobre servicios docentes suplementarios en relación al estado federal de mejoramiento del programa (PI, por sus siglas en inglés) de la escuela.

SA

M

Para el año escolar 2012-2013, el distrito escolar de Hueneme gasto un promedio de $7,566 para educar cada alumno, excluyendo servicios alimenticios: • Ayuda de impacto económico (EIA, por sus siglas en inglés): apoya servicios educativos compensatorios para alumnos educativamente desfavorecidos; apoya servicios de educación bilingüe para los estudiantes del idioma inglés. • Título I: fondos son proporcionados para servir los alumnos económicamente desfavorecidos. • Título III: provee financiamiento para servicios suplementarios para los estudiantes del idioma inglés, sus maestros y padres. • Educación especial: provee financiamiento para satisfacer las necesidades únicas de los individuos con discapacidades. • Educación de alumnos talentosos y superdotados (GATE, por sus siglas en inglés): provee currículo riguroso e instrucción a los alumnos talentosos y superdotados capaces de lograr significativamente por encima del nivel de sus compañeros. • Seguridad y educación extracurricular (ASES, por sus siglas en inglés): fondos son proporcionados para implementar programas recreativos, académicos, y enriquecidos después de clase.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 12 de 13

Sueldos administrativos y de maestros (año fiscal 2011-12) Cantidad del distrito

Promedio estatal para distritos en la misma categoría

Sueldo de un maestro principiante

$40,300

$41,451

Sueldo de un maestro en el nivel intermedio

$69,978

$67,655

Sueldo de un maestro en el nivel superior

$88,526

$85,989

Sueldo promedio de un director (primaria)

$107,234

$108,589

Sueldo promedio de un director (secundaria)

$114,318

$111,643

$0

$110,257

$154,048

$182,548

Porcentaje del presupuesto correspondiente a los sueldos de maestros

45.8%

41.8%

Porcentaje del presupuesto correspondiente a los sueldos administrativos

4.8%

5.5%

Categoría

Sueldo promedio de un director (preparatoria) Sueldo de un superintendente

XI. Planeación docente y planificación

PL E

Nota: Puede encontrar mayores informes sobre los sueldos en la página web del CDE bajo el título Beneficios y salarios certificados, en http://www.cde.ca.gov/ds/fd/cs/.

M

Desarrollo profesional Esta sección incluye información sobre la cantidad de días proporcionados para el desarrollo profesional y continuo crecimiento profesional para el período los últimos tres años. Las preguntas que pueden encontrar una respuesta incluyen: • ¿Cuáles son las áreas principales/significativas de enfoque para desarrollo del personal? Y específicamente ¿cómo fueron seleccionadas? Por ejemplo, ¿Se utilizaron datos de rendimiento estudiantil para determinar la necesidad de desarrollo profesional en instrucción de lectura? • ¿Cuáles son los métodos por los cuales se imparte el desarrollo profesional? (p. ej., talleres extracurriculares, asistencia a conferencia, tutoría individual, etc.) • ¿Cómo se apoya a los maestros durante la implementación? (p. ej., mediante tutoría en el salón, reuniones de maestro-director, reportando datos de rendimiento estudiantil, etc.)

SA

Los administradores, maestros, y paraprofesionales participan en desarrollo profesional para familiarizarse con las normas básicas comunes y mejorar sus habilidades docentes y evaluaciones del aprendizaje estudiantil. Las áreas de enfoque principal son instrucción directa de normas del contenido de nivel escolar, revisando el entendimiento, estrategias de intervención para alumnos que no han dominado las normas, y evaluación regular del progreso estudiantil. El área principal de enfoque para el periodo más reciente de tres años fue el desarrollo del idioma inglés, artes lingüísticas de lectura, y matemáticas. Desarrollo profesional es proporcionado durante el día de enseñanza en tres días de desarrollo de personal externo sin asistencia de alumnos, durante institutos de verano, y en los fines de semana. Los maestros substitutos son proporcionados y/o se ofrecen estipendios por asistir. Durante el año escolar, los maestros son apoyados por observación del salón, reuniones del personal, tiempo para colaboración de nivel escolar y área del contenido, monitoreo la distribución de lecciones, y desarrollo profesional a fondo. Agendas de capacitación están basadas en los datos de rendimiento estudiantil que es utilizado para planear instrucción. En lectura/artes lingüísticas y matemáticas, datos de rendimiento estudiantil son colectados al final del primer cuarto, a la mitad del año, y al fin del año. Un informe sobre el progreso es enviado a los padres al final de cada trimestre.

Informe de Responsabilidad Escolar del 2012-13 para Escuela Secundaria Charles F. Blackstock

Página 13 de 13

HUENEME ELEMENTARY SCHOOL DISTRICT BOARD AGENDA ITEM:

APPROVAL OF 2013-2014 SCHOOL PLANS FOR STUDENT ACHIEVEMENT

BOARD MEETING DATE:

January 27, 2014

FROM:

Irma Villanueva, Senior Director Educational Services Deborah DeSmeth, Assistant Superintendent, Human Resources/Educational Services Jerry Dannenberg, District Superintendent STAFF COMMENT

RECOMMENDATION It is recommended that the Governing Board approve the 2013-2014 School Plans for Student Achievement. BACKGROUND Education Code 52853 requires that the School Site Council (SCC) of all schools participating in the School Based Program Coordination Act (School Based Program) annually review the school plan, establish a new budget, and make other modifications in the plan as necessary in order to reflect changing needs and priorities. In the Hueneme Elementary School District, all schools participate in the School Based Program and have established Governing Board-approved school plans. The School Plan for Student Achievement focuses on school information, student achievement data, goals and budgets. The resulting school plans function not only as a description of the school’s instructional program and schoolwide process, but also serve as a common understanding that focuses individual efforts of staff and members of the school community on a unified set of goals and objectives. The regulations of the School Based Program allow participating schools to coordinate funds and services from several state and federal categorical programs. For example, in the Hueneme Elementary School District, funding from state Economic Impact AidLimited English Proficient (EIA-LEP) is provided to most schools, as well as direct services from the Special Education Program. In addition, the ten district schools that

APPROVAL OF 2013-2014 SCHOOL PLANS FOR STUDENT ACHIEVEMENT January 27, 2014 Page 2 receive No Child Left Behind Act (NCLB) Title I funds coordinate associated program planning and evaluation requirements within their School Based Program planning activities, and Title I budgets are included as a component of their School Based Plan updates. All school-based plans include a listing of the school site’s current year membership on a number of parent advisory councils, pursuant to Governing Board Policy 0420. A copy of the School Plan for Student Achievement for each school may be inspected at the District Office at the convenience of the trustees, district employees, and other community members. A representative sample is included in the meeting packet.

The Single Plan for Student Achievement

Ansgar Larsen Elementary School School Name

56-72462-6055016 CDS Code

Principal: Natalia Torres Date of this revision: October 28, 2013

PL E

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement. For additional information on school programs and how you may become involved locally, please contact the following person:

SA

E-mail Address:

Natalia Torres Principal (805) 986-8740 550 East Thomas Avenue Oxnard, CA 93033 [email protected]

M

Contact Person: Position: Telephone Number: Address:

Hueneme Elementary School District School District

Superintendent: Telephone Number: Address: E-mail Address:

Dr. Jerry Dannenberg (805) 488-3588 205 North Ventura Road Port Hueneme, CA 93041 [email protected]

The District Governing Board approved this revision of the School Plan on January 27, 2014.

The Single Plan for Student Achievement

1 of 45

1/14/14

Planned Improvements in Student Performance The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet academic performance index and adequate yearly progress growth targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards: SCHOOL GOAL #1 For English Language Arts, formative assessments and end of the year assessments which will come from sources such as DataWise bank items, LRA, Accelerated Reader, SuccessMaker, and publisher and district assessments will be used to measure mastery of the Common Core State Standards. The percentage of students scoring at proficient, advance and achieving and progressing toward college and career readiness will increase for all students, including all significant sub-groups. How does this goal align to your Local Educational Agency Plan goals? This goal aligns directly with HESD goal for English Language Arts.

SA

M PL

E

What data did you use to form this goal (findings from data analysis)? California Standards Test for English Language Arts (2013 results), Larsen Reading Assessment (LRA) and other local assessments.

The Single Plan for Student Achievement

2 of 45

1/14/14

M PL

The Larsen staff continues to utilize both formative and summative assessment data to drive instruction in English-Language Arts. Staff members meet at least twice a month to review data from core benchmarks, STAR and Early STAR Literacy (Accelerated Reader) tests, SuccessMaker, and grade level generated assessments. Data is utilized to plan instruction using effective research-based strategies such as Focused Approach, ELD strategies, focusing on the essential standards. Data is also used to provide targeted and differentiated interventions for identified students using our RTI plan. Our staff continues to deliver instruction to small groups of students in intervention programs such we seek better ways to help all of our students achieve.

Which stakeholders were involved in analyzing data and developing this goal? Larsen Leadership Team Larsen Staff School Site Council with input from English Learners Advisory Committe

E

What did the analysis of the data reveal that led you to this goal? English-Language Arts Results from 2012-2013 assessments indicate the following: Schoolwide our overall API decreased by 24 points to 711. We did not meet our AYP in ELA; all of our subgroups did not meet the AYP goal. Despite a drop of 24 points in 2013, when compared to the district’s and county's API in the past three years, we outperform. We are also pleased with our Similar School Ranking of 8th decile in the state, the highest similar school ranking elementary school in the district. Nevertheless, we need to implement changes to reverse the slide and make positive growth in 2013-14.

SA

Also to address our drop we will alter the way the following programs are used. Accelerated Reader (AR) program will be implemented school-wide to encourage students to read and help students find books at their reading level (ZPD). The AR committee will also help us teach students to value reading outside of the classroom by planning activities and promoting a culture of readers. The data techs will run monthly AR reports to help teachers track their students progress and track individual student's growth. We will continue to implement an intensive intervention for Tier II students that consists of using Roseta Stone and research based programs. The teachers will also work with the FBB/BB students in small group settings; while an intervention sub works with the students that are not receiving additional interventions. Lastly, enrichment will be provided to proficient/advanced students and interventions to FBB/BB students to meet all of our students needs and continue to grow. Who are the focus students and what is the expected growth? We will continue to focus on all our students, but particularly on our significant subgroups: English Learners, Hispanic and Socio-Economically Disadvantaged. Our expected growth is an increase by at least 10% over 2013-2014.

The Single Plan for Student Achievement

What data will be collected to measure student achievement? Hueneme Elementary School District Benchmark Assessments Reading RESULTS Assessments Successmaker Enterprise Reports Accelerated Reader (Rennaissance) Reports, including STAR and Early Literacy Assessment Common teacher-created grade-level assessments

3 of 45

1/14/14

What process will you use to monitor and evaluate the data? We will use our data system (Datawise) to collect student achievement data and print reports to analyze. At grade-level, staff and leadership meetings data will be analyzed and discussed. Data will identify students requiring intervention during the day (RtI Tiers 1, 2 and 3), and in After-School Program (ASES). We will use data to monitor student progress in order to provide timely intervention.

(EPC 3) In grade-level teams, teachers will Backwards Map to ensure that key standards are taught and will adapt the grade level Pacing Calendar accordingly. *Grade level standards are taught explicitly and systematically. *Teachers collaborate and coordinate lessons, ensuring that Essential Standards are mastered by students. (EPC 2) Staff will review Instructional Minutes required to teach Core programs and will adjust minutes to optimize student learning of Essential grade level standards.

The Single Plan for Student Achievement

Principal Teachers Intervention personnel

Proposed Expenditure(s) Description Books to support instruction

Type

Funding Source

4000-4999: Books And Supplies

LCFF-EL

Books: Standards Plus Workbooks (HM)

4000-4999: Books And Supplies

Title I

Amount 8,533 7,857

Contracted services Canon and duplos to print material to support students

5800: Professional/Consulting Services And Operating Expenditures

LCFF-EL

8,410

Contracted services

5800: Professional/Consulting Services And Operating Expenditures

Title I

1,069

Reprographics

5700-5799: Transfers Of Direct Costs

Title I

5,946

Reprographics

5700-5799: Transfers Of Direct Costs

LCFF-EL

7,909

Instructional materials

4000-4999: Books And Supplies

LCFF-EL

3,503

SA

(EPC 1) Teachers will fully implement October 2013 grade level standards-based language arts programs utilizing board adopted core and supplemental instructional materials. *Teachers collaboratively determine pacing of grade-level standards, identifying the “Essential Standards” according to each trimester. *Teachers unpack standards, and determine targets and goals. *Teachers collaboratively identify weaknesses in addressing grade-level standards in core text and collaborative identify supplemental materials which will serve students’ needs.

Person(s) Responsible

E

Timeline

M PL

Actions to be Taken to Reach This Goal

Actions to improve achievement to exit program improvement (if applicable). Implementation of grade level standards-based language arts programs utilizing board adopted core and supplemental instructional materials. Monitor student progress using data and provide intervention and enrichment as needed. Grade-level and cross-grade level collaboration by teachers, as a Professional Learning Community twice a month minimum. PLC data analysis using school protocols, create smart goals that identify progress towards standards. Use data to create UA groups and targeted intervention groups.

4 of 45

1/14/14

*Paraprofessionals will assist in implementing strategies in Kinder classrooms. (EPC 3) Students will be afforded opportunities for independent practice and differentiated learning opportunities during Universal Access time and Response to Intervention time. *Teachers incorporate “I do it, we do it, you do it” (Guided lesson delivery) to maximize student understanding and practice during small group work. *Students are grouped in heterogeneous (mixed ability levels) and homogenous groups (same ability levels) according to lesson function *Teachers regularly assess student progress and adjust groups and instruction in response to student achievement. *Teachers differentiate instruction (Universal Access) for all students including far below basic, below basic, basic, proficient and advanced.

The Single Plan for Student Achievement

Principal Teachers Intervention Personnel Paraprofessionals

Proposed Expenditure(s) Description Instructional material and staff development items

Type 4000-4999: Books And Supplies

Funding Source LCFF-EL

Amount 4,585

SA

(EPC 2) Teachers will use Direct October 2013 Instruction for lesson delivery, incorporate Kagan Structures for student practice and will utilize higher level questioning strategies (Bloom’s Taxonomy) and Depth & Complexity Icons during core instruction time (Reading/Language Arts and math) *Students are actively engaged, participating in classroom activities, and developing academic vocabulary and background knowledge. *Teachers modify instruction in response to students’ understanding (checking for understanding). *Teachers use scaffolding strategies to maximize learning of difficult grade level standards. *Teachers will be trained and implement Kaplan’s Icons for Depth and Complexity to provide student access to higher levels of Bloom’s Taxonomy.

Person(s) Responsible

E

Timeline

M PL

Actions to be Taken to Reach This Goal

5 of 45

1/14/14

(EPC 6) Teachers will seek assistance from the Student Support Team (SST) when students are identified as requiring additional intervention and classroom interventions have not been effective. The team will collaborate with the classroom teacher to provide targeted intervention for academic, emotional and social needs. CHAMPS (classroom management) and Character Counts will be incorporated into the Behavior side of the school's Pyramid of Interventions. Teachers and Intervention teachers will provide intensive and strategic intervention for students struggling to meet grade level standards in language of instruction and ELD(RtI Tier 2).

Principal Teachers Intervention Personnel Resource Specialist ASES teachers Library Clerk Counselor SST Team

Proposed Expenditure(s) Description

Type

Funding Source

Amount

Intervention personnel (2 Intervention subs) Provide Tier II interventions and GATE program support Tuesdays on early release days.

1000-1999: Certificated Personnel Salaries

LCFF-EL

37,179.64

Substitute teachers for SST's

1000-1999: Certificated Personnel Salaries

Title I

3,620

E

(EPC 7) and (EPC 3) Classroom and school-wide interventions will be identified based on need and resources. Priority interventions will be made for students in subgroups targeted for closing the achievement gap. Interventions are scheduled during the school day, before and after school.

October 2013

Person(s) Responsible

M PL

(EPC 7) Teachers and administrator will identify students at risk academically and provide focused interventions strategies within and beyond the classroom (Tier 1). Intervention teachers will provide intensive and strategic intervention for students struggling to meet grade level standards. (Tier 2). The Resource Specialist will provide intensive and strategic intervention to students struggling two years or more below grade level (Tier 3)

Timeline

SA

Actions to be Taken to Reach This Goal

GATE students will participate on early release days (Tuesdays) from 12:45 to 2:15. Program will incorporate science, social studies, performing arts, research and fieldtrips.

The Single Plan for Student Achievement

6 of 45

1/14/14

The computer lab will open before and after school and a certificated teacher will provide assistance with homework and with Successmaker. Library Clerk will be funded an additional two hours to increase opportunities for students to access books and take Accelerated Reader (AR) tests. A Library Clerk Assistant will be hired for an additional two hours daily. The Library Clerks will maintain a fully functioning school library, provide students’ additional opportunities to use Accelerated Reader (AR) to improve comprehension, maintain a list of AR books and tests for future purchases, order and organize the A.R. incentives, and provide the teachers with reports so they may monitor appropriate independent level reading for their students. The goal is to provide students access to reading material and give teachers data so they can track students growth in reading. Teachers will print and receive reports that show students ZPD levels and quiz scores to continue to support their students in reading. Students eligible for Supplemental Educational Services (SES) Achievement will be offered The Single Plan for Student after school tutoring. (EPC 1) The Principal and the Kindergarten teachers will design, plan and implement a structured, systematic

Oxnard City Corps ASES teachers Principal Teachers Librarian SES tutoring Classified staff Certificated Staff

Proposed Expenditure(s) Description

Type

Funding Source

Amount

ASES coordinator (split w/ LCFF Goal #2

1000-1999: Certificated Personnel Salaries

Title I

890

supplemental materials for interventions

4000-4999: Books And Supplies

LCFF-EL

6,000

Lab open to help students before school and after school

1000-1999: Certificated Personnel Salaries

LCFF-EL

6,439

Library clerk will open the 2000-2999: Classified library during the school day Personnel Salaries (split salary with LCFF)

Title I

9,712

Library clerk will open the 2000-2999: Classified library during the school day Personnel Salaries (split salary with Title I)

LCFF-EL

15745

Library open before and after school by clerk (split with Title I)

2000-2999: Classified Personnel Salaries

LCFF-EL

5672

2 hour clerk will open library 2000-2999: Classified during lunchtime (split with Personnel Salaries Title I)

LCFF-EL

5,300

E

The library will open before school and after school to provide students the opportunity to take Accelerated Reader tests and read AR books.

October 2013

Person(s) Responsible

M PL

(EPC 3) and EPC 5) The Principal, in collaboration with the After School Coordinator, and classroom teachers will identify students for participation in the ASES program. Credentialed teachers will provide Academic Support classes in ASES program that are one year below grade level in ELA. Students must in the ASES program will be instructed using a research based intervention program in English. Students must meet the following criteria to qualify: good attendance, behavior, and one year behind. Oxnard City Corp personnel will provide enrichment and recreation. Outside vendors will be contracted as needed. Classified staff will supervise library and computer lab before and after school

Timeline

After School Program - City Corps

5000-5999: Services And After School and 83037 Other Operating Education Safety (ASES) Expenditures

After School - Site Coordinator and Intervention teachers

1000-1999: Certificated Personnel Salaries

Professional Development and Instructional materials

After School and 22514 Education Safety (ASES) After School and 10013 Education Safety (ASES)

SA

Actions to be Taken to Reach This Goal

7 of 45

1/14/14

A multi-funded clerk (Title I and LCFF) will assist with processing orders for supplemental instructional materials for teachers, principal and support staff, assist with SSC and ELAC, assist with administration of CELDT, assist with maintaining files for Program Monitoring requirements and data binder; maintain and scanning district assessments and maintaining files on the school server for access by teachers and others as needed. A clerk will be trained to assist teachers in administration of assessments, collect student data, scan into Datawise, enter into excel spreadsheets housed in the school’s server, and print out reports. Teachers will be afforded a reduction of work load, as determined by the grade level and approved by the Principal and Assistant Superintendent.

The Single Plan for Student Achievement

Teachers Principal Clerks

Proposed Expenditure(s) Description

Type

Funding Source

Amount

Clerk Support (split with LCFF- Goal 2)

2000-2999: Classified Personnel Salaries

Title I

10,123

Data Facilitator

1000-1999: Certificated Personnel Salaries

Title I

2,054

E

Teachers will analyze HESD Benchmark Assessments, all students and subgroup reports for SED, Hispanic and ELLs and Special Education for ELA utilizing Datawise, Successmaker, Accelerated Reader STAR and other reports at regularly scheduled grade-level meetings in a PLC setting. Teachers will use data to plan instruction and to determine intervention strategies and groups and use entry and exit points for interventions

October 2013

Person(s) Responsible

M PL

(EPC 7) Teachers will assess students each trimester on HESD Benchmark Assessments in Reading/ Language Arts and Math, and Reading RESULTS, as well as create and use common assessments to monitor student progress and make instructional adjustments

Timeline

SA

Actions to be Taken to Reach This Goal

8 of 45

1/14/14

Actions to be Taken to Reach This Goal

Timeline

(EPC 6) District Specialists and Trainers, mentor teachers and Consultants will be consulted, will provide staff development, and demonstrate lessons as required.

Leadership team planning time and curriculum planning

Type 1000-1999: Certificated Personnel Salaries

Funding Source Title I

Amount 3,885

SA

Staff will be afforded Staff Development opportunities, including Datawise, GATE, Rosetta Stone Training, Read Naturally, CHAMPS, and regional and local conferences such as CABE and Cue.

Description

M PL

The School’s Leadership Team will convene annually at the school to analyze student performance data, determine the school’s goals and plan the school’s instructional calendar. The team will meet at least once per trimester to analyze student data and progress made towards goals, and determine adjustments required

Teachers Principal District Specialists, Trainers and Consultants School Leadership Team

Proposed Expenditure(s)

E

(EPC 8) Teachers will form Professional October 2013 Learning Communities (PLC), collaborating at least twice a month for grade level and cross-grade level meetings to discuss and analyze student achievement data (Common Assessments, HESD Benchmark Assessments, CSTs, Reading RESULTS, SuccessMaker, Accelerated Reader Reports, or authentic student work), monitor student progress, evaluate effectiveness of instructional practice, and modify and adapt as needed.

Person(s) Responsible

The Single Plan for Student Achievement

9 of 45

1/14/14

Actions to be Taken to Reach This Goal

Timeline

The HESD Technology department will support the school's efforts providing training and support with technology needs.

The Single Plan for Student Achievement

Type

Funding Source

Amount

Tech support

1000-1999: Certificated Personnel Salaries

Title I

6,468

Utilities- tech and datawise assessment system

5900: Communications

Title I

4,817

Technology 5715-SME and AR

5700-5799: Transfers Of Direct Costs

Title I

1,968

M PL

Two class sets of Netbooks computers will be assigned to classes for student's usage. The grade levels will determine days and times each teacher will use them. The grade-levels will draft an implementation plan that will incorporate the grade-level technology standards and will support differentiation per student's needs.

Description

SA

Technology will be used to support core and supplemental programs. Software will include SuccessMaker, Accelerated Reader, Accelerated Math, Rosetta Stone and Read Naturally. Teachers will use Document cameras, LCD projectors, laser printers, computers, videos and websites to increase comprehensible input and facilitate concept development. Teachers and students will use Powerpoint as an instructional tool.

Technology Support Teachers District Technology personnel, including Sr. Director Principal Leadership Team

Proposed Expenditure(s)

E

(EPC 6) The Technology Support Teachers October 2013 will train staff to create reports and common grade level assessments, utilizing the district’s software program Datawise, AR and SME for analyzing student performance and determining re-teaching needs. The Tech Support Teachers will also assist teachers with scanning assessments, and use of technology.

Person(s) Responsible

10 of 45

1/14/14

Actions to be Taken to Reach This Goal

Timeline

The school counselor will conduct Parent October 2013 Project classes (parenting skills) and "Parent Chats". Child care will be provided as needed.

Person(s) Responsible Principal NFL Coordinator and Staff School Counselor

Proposed Expenditure(s) Description Parent Trainings NFL workshops Parent meetings

Type 1000-1999: Certificated Personnel Salaries

Funding Source LCFF-EL

Amount 1,000

We will collaborate with Neighborhoods for Learning (NFL) and Ventura County Health for parenting classes and other parent education classes.

SA

M PL

Childcare will be provided for parent meetings, such as Title I and Prop 227 Meeting for EL's.

E

Teachers will facilitate workshops and meetings for incoming and new kinder students, including kinder registration and orientation.

The Single Plan for Student Achievement

11 of 45

1/14/14

Actions to be Taken to Reach This Goal Students will attend school regularly to maximize opportunities for learning, meeting or exceeding a target goal of 97% attendance school-wide.

Timeline October 2013

Person(s) Responsible Teachers, Office Staff, School Nurse, and Principal

Proposed Expenditure(s) Description

Type

Funding Source

Amount

SARB meetings Bulletins and Newsletters Assemblies

Teachers will inform families of attendance expectations at Back to School Night and during parent conferences.

Principal will meet with parents to explain SARB process and to improve students' attendance. Students with perfect attendance will be recognized each Trimester at the Student of the Trimester Assemblies, and in June at the Student of the Year Assemblies. Students with perfect attendance will receive certificates from local business, and will receive a prize from the business. The students will be invited to attend Saturday Academy for Attendance Recovery to "make-up" an absence. The school Nurse will contact families when a medical need prohibits students from attending school and will make arrangements for a "Home Teacher" when warranted.

The Single Plan for Student Achievement

M PL

Principal will send Attendance Watch letters and other HESD Attendance letters to parents of children with excessive absences, tardies, or leaving school early.

SA

Teachers will conference with students and parents when a child's attendance is of concern.

E

Principal will regularly remind families about attendance expectations in the school's newsletter.

12 of 45

1/14/14

Planned Improvements in Student Performance (continued) SCHOOL GOAL #2 For mathematics, formative assessments and end of the year assessments which will come from sources such as DataWise bank items, Accelerated Math, SuccessMaker, and publisher and district assessments will be used to measure mastery of the Common Core State Standards. The percentage of students scoring at proficient, advance and achieving and progressing toward college and career readiness will increase for all students, including all significant sub-groups. How does this goal align to your Local Educational Agency Plan goals? This goal aligns directly with HESD goal for Mathematics

What did the analysis of the data reveal that led you to this goal? Ansgar Larsen staff continues to utilize both formative and summative assessment data to drive instruction in Mathematics. The teaching staff members meet at least twice a month in a PLC setting to review data from core benchmarks and curriculum embedded assessments, to plan instruction using effective research-based strategies focusing on the essential standards and to plan classroom intervention for identified students. The focus is on vocabulary instruction and on conceptual, rather than skill-based, instruction. In 3rd-5th grade FBB and BB students will receive targeted math intervention using a research based Intervention program. Despite a drop of 24 points in 2013, when compared to the district’s and county's API in the past three years, we outperform. We are also pleased with our Similar School Ranking of 8th decile in the state, the highest similar school ranking elementary school in the district. Nevertheless, we need to implement changes to reverse the slide and make positive growth in 2013-14.

Which stakeholders were involved in analyzing data and developing this goal? Larsen Leadership Team Larsen Staff School Site Council with input from English Learners Advisory Committe

M PL

E

What data did you use to form this goal (findings from data analysis)? California Standards Test for Mathematics and local assessments

SA

When we analyze our AYP data for Mathematics we did not make AYP targets overall or in any of our significant subgroups. Despite missing the target for English Learners, we are pleased that our English Learners continue to perform well in an assessment that is in English, a language that they are still learning and have not yet mastered. 73% of our students are classified as English Learners, the second highest percentage in the school district, and when we compare our English Learner's performance across other schools in our district we outperformed all but one school. Our AYP data for Mathematics continues to be strong, despite missing our target overall and in all our significant subgroups, including English Learners.

Who are the focus students and what is the expected growth? We will continue to focus on all our students, but particularly on our significant subgroups: English Learners, Hispanic and Socioeconomically Disadvantaged. Our expected growth is an increase by at least 10% over 2013-2014.

The Single Plan for Student Achievement

What data will be collected to measure student achievement? Hueneme Elementary School District Benchmark Assessments Successmaker Enterprise Reports Common teacher-created grade-level assessments

13 of 45

1/14/14

What process will you use to monitor and evaluate the data? We will use our data system (Datawise) to collect student achievement data and print reports to analyze. At grade-level, staff and leadership meetings data will be analyzed and discussed. Data will identify students requiring intervention during the day (RtI Tiers 1, 2 and 3), and in After-School Program (ASES). We will use data to monitor student progress in order to provide timely intervention.

(EPC 3) In grade-level teams, teachers will Backwards Map to ensure that key standards are taught and will adapt the grade level Pacing Calendar accordingly. *Grade level standards are taught explicitly and systematically. *Teachers collaborate and coordinate lessons, ensuring that Essential Standards are mastered by students. (EPC 2) Staff will review Instructional Minutes required to teach Core programs and will adjust minutes to optimize student learning of Essentialr grade level standards.

The Single Plan for Student Achievement

Teachers Principal Clerk

Proposed Expenditure(s) Description Warehouse orders of supplemental material

Type 4000-4999: Books And Supplies

Funding Source

Amount

Title I

4,500

Reprographics for 5700-5799: Transfers Of intervention material. Direct Costs Trimester Standards Charts Team meeting agendas, minutes and artifacts Classroom "Walk Throughs" Classroom schedules

LCFF-EL

6,242

office clerk support parents with translations and help teachers communicate with families. (split with Title I)

LCFF-EL

5,092

office clerk will help 2000-2999: Classified students and staff with Personnel Salaries academic issues and bridge language barrier. (split with LCFF)

Title I

2,016

supplemental math books to 4000-4999: Books And support instruction and Supplies interventions

LCFF-EL

8,533

2000-2999: Classified Personnel Salaries

SA

(EPC 1) Teachers will fully implement October 2013 grade level standards based mathematics programs utilizing board adopted core and supplemental instructional materials. *Teachers collaboratively determine pacing of grade-level standards, identifying the “Essential Standards” according to each trimester. *Teachers unpack standards, and determine targets and goals. *Teachers collaboratively identify weaknesses in addressing grade-level standards in core text and collaborative identify supplemental materials which will serve students’ needs.

Person(s) Responsible

E

Timeline

M PL

Actions to be Taken to Reach This Goal

Actions to improve achievement to exit program improvement (if applicable). Implementation of grade level standards-based language arts and mathematics programs utilizing board adopted core and supplemental instructional materials. Monitor student progress using data and provide intervention and enrichment as needed. Grade-level and cross-grade level collaboration by teachers, as a Professional Learning Community.

14 of 45

1/14/14

(EPC 3) Students will be afforded opportunities for independent practice and differentiated learning opportunities during Universal Access time and Response to Intervention time. *Teachers incorporate “I do it, we do it, you do it” (Guided lesson delivery) to maximize student understanding and practice during small group work. *Students are grouped in heterogeneous (mixed ability levels) and homogenous groups (same ability levels) according to lesson function *Teachers regularly assess student progress and adjust groups and instruction in response to student achievement. *Teachers differentiate instruction (Universal Access) for all students including far below basic, below basic, basic, proficient and advance

The Single Plan for Student Achievement

Teachers Principal Intervention Personnel

Proposed Expenditure(s) Description N/A, included in Goal #1

Type 1000-1999: Certificated Personnel Salaries

Funding Source

Amount

LCFF-EL

Technology to obtain student achievement data across a variety of assessments, including: common grade-level assessments, HESD Benchmark Assessments and student work samples. "Classroom Walk Throughs" N/A Allocated in Goal #1

SA

EPC 2) Teachers will use Direct Instruction October 2013 for lesson delivery, incorporate Kagan Structures for student practice and will utilize higher level questioning strategies (Bloom’s Taxonomy) and Depth & Complexity Icons during core instruction time (Reading/Language Arts and math) *Students are actively engaged, participating in classroom activities, and developing academic vocabulary and background knowledge. *Teachers modify instruction in response to students’ understanding (checking for understanding). *Teachers use scaffolding strategies to maximize learning of difficult grade level standards. *Teachers will be trained and implement Kaplan’s Icons for Depth and Complexity to provide student access to higher levels of Bloom’s Taxonomy.

Person(s) Responsible

E

Timeline

M PL

Actions to be Taken to Reach This Goal

15 of 45

1/14/14

(EPC 6) Teachers will seek assistance from the Student Support Team (SST) when students are identified as requiring additional intervention, when classroom interventions have not been effective. The team will collaborate with the classroom teacher to provide targeted intervention for academic, emotional and social needs. CHAMPS (classroom management) and Character Counts will be incorporated into the Behavior side of the school's Pyramid of Interventions. Two Intervention teachers/personnel will provide intensive and strategic intervention for EL students struggling to meet grade level standards (RtI Tier 2). GATE students will participate on early release days (Tuesdays) from 12:30 to 2:00. Program will incorporate science, performing arts, research and fieldtrips.

The Single Plan for Student Achievement

Teachers and Principal Intervention Teachers Resource Specialist Counselor

Proposed Expenditure(s) Description

Type

Funding Source

Amount

Supplemental material

4000-4999: Books And Supplies

Title I

7,374.92

Supplemental material to support students Intervention student rosters *SST Log, agendas and meeting notes *Schedules *ASES attendance sheets

4000-4999: Books And Supplies

LCFF-EL

5,960

LAT meetings, Building conferences, and substitutes to support instruction delivery and planning

1000-1999: Certificated Personnel Salaries

LCFF-EL

2,022

E

(EPC 7) and (EPC 3) Classroom and school-wide interventions will be identified based on need and resources. Priority interventions will be made for students in subgroups targeted for closing the achievement gap. Interventions are scheduled during the school day, as well before and after school

October 2013

Person(s) Responsible

M PL

(EPC 7) Teachers and administrator will identify students at risk academically and provide focused interventions strategies within and beyond the classroom (Tier 1). Intervention teachers will provide intensive and strategic intervention for students struggling to meet grade level standards. (Tier 2). The Resource Specialist will provide intensive and strategic intervention to students struggling two years or more below grade level (Tier 3)

Timeline

N/A, included in Goal #1 Intervention Subs- 2

SA

Actions to be Taken to Reach This Goal

16 of 45

1/14/14

Actions to be Taken to Reach This Goal

Timeline

Type

Funding Source

N/A, included in Goal #1 Lab opened for students before and after school

1000-1999: Certificated Personnel Salaries

LCFF-EL

ASES attendance sheets *ASES Strategic Instruction Plans and ASES coordinator

1000-1999: Certificated Personnel Salaries

LCFF-EL

Amount

5,045

SA

The computer lab will open before and after school and a certificated teacher will provide assistance with homework and with Successmaker.

Description

M PL

Students eligible for Supplemental Educational Services will be offered after school tutoring.

Teachers and Principal ASES staff Certificated Staff Oxnard City Corps Librarian

Proposed Expenditure(s)

E

(EPC 3) and EPC 5) The Principal, in October 2013 collaboration with the After School Coordinator, and classroom teachers will identify students for participation in the ASES program. Credentialed teachers will provide Academic Support classes in ASES program. Oxnard City Corp personnel will provide enrichment and recreation. Outside vendors will be contracted as needed. Classified and Credentialed staff will supervise library and computer lab before and after school

Person(s) Responsible

The Single Plan for Student Achievement

17 of 45

1/14/14

A multi-funded clerk (Title I and LCFF) will assist with processing orders for supplemental instructional materials for teachers, principal and support staff, assist with SSC and ELAC, assist with administration of CELDT, assist with maintaining files for FPM program requirements and data binder; maintain and scanning district assessments and maintaining files on the school server for access by teachers A clerk will be trained to assist teachers in administration of assessments, collect student data, scan into Datawise, enter into excel spreadsheets housed in the school’s server, and print out reports.

The Single Plan for Student Achievement

Teachers Principal Clerk

Proposed Expenditure(s) Description N/A, included in Goal #1

Type

Funding Source

1000-1999: Certificated Personnel Salaries

LCFF-EL

2000-2999: Classified Personnel Salaries

LCFF-EL

Amount

*Team meeting agendas, minutes and artifacts. *Student achievement data and work samples. *Datawise Reports, Successmaker Enterprise, Accelerated Reader STAR and other reports and common assessments. Clerk will support teachers in obtaining data and material (split with Title IGoal 1)

29,105

E

Teachers will analyze HESD Benchmark Assessments and CSTs, all students and subgroup reports for SED, Hispanic and ELs utilizing Datawise, and other reports at regularly scheduled grade-level meetings at least twice a month in a PLC setting. Teachers will use data to plan instruction and to determine intervention strategies and groups and use entry and exit points for interventions

October 2013

Person(s) Responsible

M PL

(EPC 7) Teachers will assess students on HESD Benchmark Assessments in Math, as well as create and use common assessments to monitor student progress and make instructional adjustments

Timeline

SA

Actions to be Taken to Reach This Goal

18 of 45

1/14/14

Actions to be Taken to Reach This Goal

Timeline

(EPC 6) District Specialists and Trainers, mentor teachers and Consultants will be consulted, will provide staff development, and demonstrate lessons as required.

Type

Funding Source

Amount

N/A, included in Goal #1 *SUPPLEMENTAL MATERIAL FOR PD: Agendas, meetings and artifacts *Student achievement data *Schedule of intervention groups *Professional development agendas, artifacts and signin sheets

4000-4999: Books And Supplies

LCFF-EL

5,502

SA

Staff will be afforded Staff Development opportunities, including Datawise, GATE, Rosetta Stone Training, Read Naturally, CHAMPS, and regional and local conferences such as CABE and Cue.

Description

M PL

The School’s Leadership Team will convene annually at the school site to analyze student performance data, determine the school’s goals and plan the school’s instructional calendar. The team will meet at least once per trimester to analyze student data and progress made towards goals, and determine adjustments required

Teachers Principal Leadership Team District Specialists & Trainers Consultant

Proposed Expenditure(s)

E

(EPC 8) Teachers will form Professional October 2013 Learning Communities (PLC), collaborating at least twice a month for grade level and cross-grade level meetings to discuss and analyze student achievement data (Common Assessments, HESD Trimester Assessments, CSTs, or authentic student work, monitor student progress, evaluate effectiveness of instructional practice, and modify and adapt as needed.

Person(s) Responsible

The Single Plan for Student Achievement

19 of 45

1/14/14

Actions to be Taken to Reach This Goal

Timeline

Type

Funding Source

Amount

N/A, included in Goal #1 LEP support

1000-1999: Certificated Personnel Salaries

LCFF-EL

9,326

Successmaker Enterprise, Accelerated Reader STAR and other reports and common assessments

5700-5799: Transfers Of Direct Costs

LCFF-EL

7,716

Utilities and Datawise Datawise Reports,

5900: Communications

LCFF-EL

1,000

4400 Technology to support 4000-4999: Books And instruction Supplies

LCFF-EL

11,160.26

SA

Technology will be used to support core and supplemental programs. Software will include SuccessMaker, Accelerated Reader, Accelerated Math, Rosetta Stone and Read Naturally. Teachers will use Document cameras, LCD projectors, laser printers, computers, videos and websites to increase comprehensible input and facilitate concept development. Teachers and students will use Powerpoint as an instructional tool.

Description

M PL

The districts technology department will support the school's efforts providing support with technology needs.

Technology Support Teachers District Technology personnel, including Sr. Director Principal Leadership Team

Proposed Expenditure(s)

E

(EPC 6) The Technology Support Teachers October 2013 will train staff to create reports and common grade level assessments, utilizing the district’s software program Datawise for analyzing student performance and determining re-teaching needs. The Tech Support Teachers will also assist teachers with scanning assessments, and use of technology.

Person(s) Responsible

The Single Plan for Student Achievement

20 of 45

1/14/14

Planned Improvements in Student Performance (continued) SCHOOL GOAL #3 For English Learners, the number and percentage of students who increase at least one CELDT level per year (AMAO #1) and who reach Proficiency (AMAO #2) will grow. English Learners will also show significant improvement on computer adaptive testing such as Read Naturally, Accelerated Reader and SucessMaker programs which adjusts to a student’s ability by basing the difficulty of future questions on previous answers, providing more accurate measurement of student achievement. How does this goal align to your Local Educational Agency Plan goals? This goal aligns directly with HESD goal for English Learners.

What did the analysis of the data reveal that led you to this goal? Although we met the AMAO 1 target, and our English Learners made 1 year or more progress in proficiency levels, we failed to meet AMAO 2 targets for cohort less than 5 years and more than 5 years. This was a trend throughout the district as none of the schools in HESD made it for cohort more than 5 years, and only one jr. high school made it for cohort less than 5 years.

Which stakeholders were involved in analyzing data and developing this goal? Larsen Leadership Team Larsen Staff School Site Council with input from English Learners Advisory Committe

Who are the focus students and what is the expected growth? English Learners are expected to increase at least by one CELDT level each year (AMAO 1) and The percentage of English Learners reaching proficiency to be R-FEP is expected to increase by at least 10%

What data will be collected to measure student achievement? Annual CELDT data for progress monitoring and common grade level assessments

What process will you use to monitor and evaluate the data? We will use our data system (Datawise) to collect student achievement data and print reports to analyze. At grade-level, staff and leadership meetings data will be analyzed and discussed. Data will identify students requiring intervention as well as weaknesses in our instruction and curriculum.

Actions to improve achievement to exit program improvement (if applicable). Implementation of grade level standards-based language arts and mathematics programs utilizing board adopted core and supplemental instructional materials. Monitor student progress using data and provide intervention and enrichment as needed. Grade-level and cross-grade level collaboration by teachers, a Professional Learning Community.

Actions to be Taken to Reach This Goal School Wide English Language Development will be implemented and protected for one hour each day.

The Single Plan for Student Achievement

SA

M PL

E

What data did you use to form this goal (findings from data analysis)? California English Language Development Test (CELDT)

Timeline

August 2013 to June 2014

Person(s) Responsible

Teachers Principal

Proposed Expenditure(s)

Description

Type

Funding Source

Amount

Avenues books 4400

4000-4999: Books And Supplies

LCFF-EL

4,230

School-wide schedule Supplemental material

4000-4999: Books And Supplies

Title I

3,584

21 of 45

1/14/14

Timeline

Students will be grouped by English August 2013 to June Acquisition level across the grade 2014 according to their CELDT scores. EL students will receive additional support and intereventions.

Students will receive targeted, systematic ELD utilizing district adopted ELD curriculum and materials.

August 2013 to June 2014

Person(s) Responsible Teachers Principal Intervention Personnel

Teachers Principal

Proposed Expenditure(s) Description

Type

Funding Source

Amount

Accounted for in Goals 1 & 2 Grade-level distribution of students list according to ELD level Intervention Personnel will work with students that need additional support. (1 Intervention sub)

1000-1999: Certificated Personnel Salaries

LCFF-EL

18,600

Accounted for in Goals 1 & 2 Warehouse orders of supplemental material

4000-4999: Books And Supplies

LCFF-EL

4,000

E

Actions to be Taken to Reach This Goal

Classroom walk-throughs August 2013 to June 2014

Teachers and Principal

Accounted for in Goals 1 & 2

M PL

Teachers in grades 4 & 5 will use SDAIE strategies for comprehensible input in content disciplines.

Classroom walk-throughs

The Principal will monitor daily E.L.D. August 2013 to June instruction, adherence to a minimum of 60 2014 instructional minutes, and that district adopted materials are used through regular classroom walk-throughs.

Teachers Principal

Students will be assessed once a year using the CELDT test to monitor student progress

August 2013 to June 2014

Teachers Principal Para-professionals

The Intervention personnel will provide Intervention in E.L.D. as well as in reading/language arts and math.

August 2013 to June 2014

Accounted for in Goals 1 & 2 Classroom schedule, Classroom walk-throughs

Accounted for in Goals 1 & 2

2000-2999: Classified Personnel Salaries

SA

Data Reports Individual student's Response form

Intervention Personnel Principal Instructional aides

6 Paraprofessionals will provide interventions to Kinder and first grade

2000-2999: Classified Personnel Salaries

LCFF-EL

75,092

Intervention schedule

Technology will be used to provide additional learning opportunities to English Learners, including Rosetta Stone, Read Naturally, SuccessMaker, and Discover English.

The Single Plan for Student Achievement

August 2013 to June 2014

Teachers Principal

Accounted for in Goal #1

4000-4999: Books And Supplies

Various Software reports Computer Labs schedules

22 of 45

1/14/14

Timeline

Teachers will form Professional Learning Communities (PLC), collaborating at least twice a month for grade level and crossgrade level meetings to discuss and analyze student achievement data (Common Assessments, CST, Reading RESULTS, SuccessMaker, Accelerated Reader Reports, or authentic student work), monitor student progress, evaluate effectiveness of instructional practice, and modify and adapt as needed. Meeting Agendas and Minutes will be turned in to Principal along with other artifacts created at the PLC meetings.

August 2013 to June 2014

An HESD E.L. Support will provide support and assistance to the school as requested.

August 2013 to June 2014

Person(s) Responsible Teachers Principal

Proposed Expenditure(s) Description

Type

Funding Source

Amount

Accounted for in Goals 1 & 2 Agendas, minutes and artifacts of grade-level meetings

District EL Coach Principal

EL Support Coach (Stafford) Accounted in Goal #2

LCFF-EL

E

Actions to be Taken to Reach This Goal

M PL

Comunication and schedules from Coach The Principal and/or the Language Appraisal Team (LAT) chair will attend District English Learner’s Committee.

August 2013 to June 2014

The Language Appraisal Team (LAT) will meet at least once each trimester to monitor student’s progress towards acquiring English Proficiency, transition from Primary Language Instruction to English Language Instruction, and Redesignation.

August 2013 to June 2014

Staff will attend conferences such as regional CABE and other professional development opportunities to acquire new research-based methods and strategy for English Learners. The information will be presented to staff at a staff meeting and in grade-level meetings

August 2013 to June 2014

Bilingual Paraprofessionals trained by HESD will administer the CELDT yearly to returning students and to newly registered students and will assist in assessments if needed.

August 2013 to June 2014

Bilingual Paraprofessionals Principal

CELDT team CELDT test all EL students

A multifunded clerk will assist Principal in coordination, organization and scheduling of CELDT assessment and will collect and maintain documents pertinent to Program Monitoring.

August 2013 to June 2014

Principal Multi-Funded Clerk

Already accounted for in goal #1

The Single Plan for Student Achievement

LAT Chair Principal

Accounted for in Goals 1 & 2 Sign-in Sheets and Agendas

LAT Chair Principal

Accounted for in Goals 1 & 2 LAT Schedule

Conference Registration, materials and Travel costs

5000-5999: Services And LCFF-EL Other Operating Expenditures

600

2000-2999: Classified Personnel Salaries

5,809

SA

Teachers Principal Counselor

Registration forms Agenda and Minutes of meetings

LCFF-EL

CELDT and EL Binders, schedules and memos

23 of 45

1/14/14

Centralized Support for Planned Improvements in Student Performance

The School Site Council has analyzed the planned program improvements and has adopted the following program support goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards. Timeline

1.Provide supplemental support to August 2013 to June principals and school site staff in 2014 developing before, during and after-school interventions. Coordinate supplemental educational services for schools in program improvement.

August 2013 to June 2014

Proposed Expenditure(s) Description

Type

Salary and benefits for Sr. Dir, After School Programs (Aipa)

Unrestricted

ASES afterschool program

After School and Education Safety (ASES)

Salary and benefits for Sr. Secretary, After School Programs

Unrestricted

Salary and benefits for Sr. Dir, Educational Projects (Irma Villanueva)

Unrestricted

Amount 39075

17590

16507

Migrant Ed

8124

Title I

70819

Title III

11254

LCFF-EL

71745

Unrestricted

31427

Title I

31887

LCFF-EL

32296

Title I

28855

LCFF-EL

5778

Salary and benefits for Support Teacher (Fullmer)

Title III

55886

Salary and benefits for Support Teacher (Fullmer)

LCFF-EL

55886

Clerical (Chavez)

Title III

6171

Data Entry (Chavez)

LCFF-EL

6171

Other Classified (Solano)

Title III

8461

SA

Salary and benefits for Sr. Secretary, Educational Projects (Salgado)

3.Provide supplemental support/professional development for teachers working with English Learners and GATE students.

August 2013 to June 2014

4.Provide supplemental support/professional development for teachers working with English Learners

August 2013 to June 2014

The Single Plan for Student Achievement

Funding Source

M PL

2.Coordinate supplemental support for developing programs for English learners, migrant students and Title I schools.

Person(s) Responsible

E

Actions to be Taken to Reach This Goal

45% Salary and benefits for Support Teacher (Stafford)

24 of 45

1/14/14

Actions to be Taken to Reach This Goal 5.Provide supplemental school counselor

Timeline August 2013 to June 2014

Proposed Expenditure(s)

Person(s) Responsible

Description

Type

Salary and benefits for counselor

Funding Source Title III

Amount 51289

SA

M PL

E

**The Business Department will complete this form for each school.

The Single Plan for Student Achievement

25 of 45

1/14/14

Summary of Expenditures in this Plan Total Expenditures by Object Type and Funding Source

Object Type

Funding Source After School and Education Safety (ASES) LCFF-EL

Total Expenditures 10,013.00 171,876.00

Migrant Ed

8,124.00

Title I

131,561.00

Title III

133,061.00

Unrestricted

104,599.00

1000-1999: Certificated Personnel Salaries 1000-1999: Certificated Personnel

After School and Education Safety (ASES) LCFF-EL

22,514.00

Salaries 1000-1999: Certificated Personnel Salaries 2000-2999: Classified Personnel

Title I

16,917.00

LCFF-EL

141,815.00

Salaries 2000-2999: Classified Personnel Salaries 4000-4999: Books And Supplies

Title I

21,851.00

LCFF-EL

62,006.26

4000-4999: Books And Supplies

Title I

23,315.92

5000-5999: Services And Other Operating 5000-5999:Expenditures Services And Other

After School and Education Safety (ASES) LCFF-EL

83,037.00

Operating 5700-5799:Expenditures Transfers Of Direct Costs

LCFF-EL

21,867.00

5700-5799: Transfers Of Direct Costs

Title I

7,914.00

PL E

79,611.64

600.00

8,410.00

5900: Communications

4,817.00

M

5800: Professional/Consulting Services LCFF-EL And Expenditures Services Title I 5800:Operating Professional/Consulting And Expenditures 5900:Operating Communications LCFF-EL

1,069.00 1,000.00

SA

Title I

The Single Plan for Student Achievement

26 of 45

1/14/14

Summary of Expenditures in this Plan Total Expenditures by Funding Source Funding Source

Total Expenditures

After School and Education Safety (ASES)

115,564.00

LCFF-EL

487,185.90

Migrant Ed

8,124.00 207,444.92

Title III

133,061.00

Unrestricted

104,599.00

SA

M

PL E

Title I

The Single Plan for Student Achievement

27 of 45

1/14/14

Summary of Expenditures in this Plan Total Expenditures by Object Type Object Type

Total Expenditures

1000-1999: Certificated Personnel Salaries

119,042.64

2000-2999: Classified Personnel Salaries

163,666.00

4000-4999: Books And Supplies

85,322.18

5000-5999: Services And Other Operating Expenditures

83,637.00

5700-5799: Transfers Of Direct Costs

29,781.00

5800: Professional/Consulting Services And Operating Expenditures 5900: Communications

9,479.00

SA

M

PL E

5,817.00

The Single Plan for Student Achievement

28 of 45

1/14/14

Summary of Expenditures in this Plan Total Expenditures by Goal Total Expenditures

Goal 1

284,248.64

Goal 2

110,594.18

Goal 3

111,915.00

Goal 4

549,221.00

SA

M

PL E

Goal Number

The Single Plan for Student Achievement

29 of 45

1/14/14

School Site Council Membership: Ansgar Larsen Elementary School Education Code Section 64001 requires that the SPSA be reviewed and updated at least annually, including proposed expenditures of funds allocated to the through the Consolidated Application, by the school site council. The current make-up of the council is as follows: Classroom Teacher

Other School Staff

Parent or Community Member

Secondary Students

Natalia Torres

[X]

[ ]

[ ]

[ ]

[ ]

Irma Cervantes

[ ]

[X]

[ ]

[ ]

[ ]

Becky Trujillo-Chavoya

[ ]

[X]

[ ]

[ ]

[ ]

Evelyn Jimenez

[ ]

[X]

[ ]

[ ]

[ ]

Maria Onate-Martin

[ ]

[ ]

[X]

[ ]

[ ]

Lorenzo Antonio

[ ]

[ ]

[ ]

[X]

[ ]

Maria G. Gonzalez

[ ]

[ ]

[ ]

[X]

[ ]

Kim Joyner

[ ]

[ ]

[ ]

[X]

[ ]

Mariana Moreno

[ ]

[ ]

[ ]

[X]

[ ]

Beatriz Ortiz

[ ]

[ ]

[ ]

[X]

[ ]

Numbers of members of each category

PL E

Principal

Name of Members

1

3

1

5

SA

M

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.

The Single Plan for Student Achievement

30 of 45

1/14/14

English Learner Advisory Committee (ELAC)

Name of Members

Principal

Classroom Teacher

Other School Staff

Parent or Community Member

Secondary Students

Natalia Torres

X

Julio Gutierrez

[ ]

[ ]

[ ]

[X]

[ ]

Susana Gutierrez

[ ]

[ ]

[ ]

[X]

[ ]

Ruth Romero

[ ]

[ ]

[ ]

[X]

[ ]

Rosa Ortiz

[ ]

[ ]

[ ]

[X]

[ ]

Alma Diaz

[ ]

[ ]

[ ]

[X]

[ ]

Hugo Alfaro

[ ]

[ ]

[ ]

[X]

[ ]

Martha Gomez

[ ]

[ ]

[ ]

[X]

[ ]

Gloria Aguilar

[ ]

[ ]

[ ]

[X]

[ ]

Alfonso Nava

[ ]

[ ]

[ ]

[X]

[ ]

Numbers of members of each category

1

5

Committee District Advisory Committee - DAC (Member of SSC)

PL E

Representatives to the District Committees

Name of Representative

Mariana Moreno

Maria G. Gonzalez

GATE Parent Advisory Committee (Member of SSC)

Kim Joyner

SA

M

District English Learner Advisory Committee – DELAC (Member of ELAC)

The Single Plan for Student Achievement

31 of 45

1/14/14

Recommendations and Assurances (Ansgar Larsen Elementary School) The school site council (SSC) recommends this school plan and proposed expenditures to the district governing board for approval and assures the board of the following: 1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law. 2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval. 3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply): [X]

English Learner Advisory Committee Signature

[X]

School Leadership Team Signature

[ ]

Other committees established by the school or district (list):

PL E

Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

M

6. This SPSA was adopted by the SSC at a public meeting on:

Natalia Torres

SA

Attested: Typed Name of School Principal

Signature of School Principal

Date

Typed Name of SSC Chairperson

Signature of SSC Chairperson

Date

The Single Plan for Student Achievement

32 of 45

1/14/14

Appendix A: School and Student Performance Data California Standards Test All Students English-Language Arts

Grade Level

Performance Data by Grade Level English-Language Arts % At or Above Proficient 2010-11 2011-12 2012-13

% Basic 2010-11

% Below Basic

% Far Below Basic

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

Grade 2

40

32

29

35

40

34

16

17

15

9

12

21

Grade 3

24

24

14

35

31

31

27

23

40

14

21

16

Grade 4

59

52

42

23

30

36

13

15

15

4

3

8

Grade 5

44

50

54

37

29

26

11

15

10

7

7

10

Grade 6

*

*

*

*

M

PL E

Conclusions indicated by the California Standards (CST) data: When we analyze our AYP data for English Language Arts for May 2012, we are disappointed that we did not meet AYP targets overall or in any of our significant subgroups, nor did we make Safe Harbor. Despite missing the target for English Learners, we are pleased that our English Learners continue to perform well in an assessment that is in English, a language that they are still learning and have not yet mastered. 73% of our students are classified as English Learners, the second highest percentage in the school district, and when we compare our English Learner's performance across other schools in our district we outperformed all but one school (which had 59% English Learners). Despite missing the target for English Learners by 5 students, we are pleased that our English Learners continue to perform well in an assessment that is in English, a language that they are still learning and have not yet mastered. 71% of our students are classified as English Learners, the second highest percentage in the school district, and when we compare our English Learner's performance across other schools in our district we outperformed all but one school (which had 53% English Learners). In addition, we surpassed the district and the county's performance.

SA

When we analyze our school’s historical Academic Performance Index (API) data, we are validated in the effectiveness of our programs. We have consistently met our API targets, and have made substantial gains several years. In 11 years, we have gained 268 points. Despite a drop of 38 points in 2012, when compared to the district’s and county's API in the past three years, we outperform. We are also pleased with our Similar School Ranking of 8th decile in the state, the highest similar school ranking elementary school in the district. Nevertheless, we need to implement changes to reverse the slide and make positive growth in 2013. We are very pleased that our school met all 16 of the 17 criteria for AYP. It validates that the hard work we’ve done has paid off and our students are making adequate progress. Focusing in a strong and rigorous academic program, ongoing grade level and cross grade level collaboration and providing timely intervention has demonstrated that we’re on the right track. We will continue our successful programs next year, as well as look for ways to strengthen what we’re already doing.

The Single Plan for Student Achievement

33 of 45

1/14/14

All Students Mathematics

Grade Level

Performance Data by Grade Level Mathematics % At or Above Proficient 2010-11 2011-12 2012-13

% Basic 2010-11

% Below Basic

% Far Below Basic

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

Grade 2

67

59

47

17

18

21

12

16

24

4

6

9

Grade 3

44

37

42

27

34

32

21

22

20

8

7

6

Grade 4

60

56

49

21

24

27

17

16

20

2

4

4

Grade 5

64

51

59

23

24

14

9

17

20

4

7

7

*

Grade Level

*

% At or Above Proficient

% Basic 2010-11

% Below Basic

% Far Below Basic

2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 Performance Data by Grade Level Algebra I

% At or Above Proficient 2010-11 2011-12 2012-13

% Basic

2010-11

% Below Basic

% Far Below Basic

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

Performance Data by Grade Level Geometry

% At or Above Proficient

% Basic

% Below Basic

% Far Below Basic

M

Grade Level

*

Performance Data by Grade Level General Mathematics (Grades 6 & 7 Standards)

2010-11 2011-12 2012-13

Grade Level

*

PL E

Grade 6

2010-11 2011-12 2012-13

2010-11

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

SA

Conclusions indicated by the California Standards (CST) data: When we analyze our AYP data for Mathematics for May 2012, we did not make AYP targets overall or in any of our significant subgroups. Despite missing the target for English Learners, we are pleased that our English Learners continue to perform well in an assessment that is in English, a language that they are still learning and have not yet mastered. 73% of our students are classified as English Learners, the second highest percentage in the school district, and when we compare our English Learner's performance across other schools in our district we outperformed all but one school. Our AYP data for Mathematics continues to be strong, despite missing our target overall and in all our significant subgroups, including English Learners. We ranked third in the district. The schools that scored higher have 2% and 3% English Learners, whereas we have 73%. When we analyze our school’s historical Academic Performance Index (API) data, we are validated in the effectiveness of our programs. We have consistently met our API targets, and have made substantial gains several years. In 11 years, we have gained 268 points. Despite a drop of 38 points in 2012, when compared to the district’s and county's API in the past three years, we outperform. We are also pleased with our Similar School Ranking of 8th decile in the state, the highest similar school ranking elementary school in the district. Nevertheless, we need to implement changes to reverse the slide and make positive growth in 2013.

The Single Plan for Student Achievement

34 of 45

1/14/14

Appendix A: School and Student Performance Data (continued) California Standards Test Hispanic/Latino Students English-Language Arts Performance Data by Grade Level English-Language Arts

Grade Level

% At or Above Proficient

Mean Scale Score

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

Grade 2

39

32

30

337.7

325.6

316.3

Grade 3

22

23

14

309.6

308.2

299.0

Grade 4

58

52

40

349.2

350.1

343.8

Grade 5

44

49

52

341.1

343.4

352.5

Grade 6

*

*

SA

M

PL E

Conclusions indicated by the California Standards (CST) data: With 96% of our students identified as Hispanic, this is our largest subgroup. Although we are pleased with the steady growth of our Hispanic subgroup overall, we will analyze the second and fourth grade reports in more depth to determine the substandards that need additional focus. We are very pleased that our 3rd grade and 5th grade Hispanic subgroups making gains.

The Single Plan for Student Achievement

35 of 45

1/14/14

Hispanic/Latino Students Mathematics Performance Data by Grade Level Mathematics

Grade Level

% At or Above Proficient

Mean Scale Score

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

Grade 2

67

59

47

369.0

355.1

340.5

Grade 3

43

37

42

343.7

341.3

343.7

Grade 4

59

55

48

360.2

363.8

351.8

Grade 5

65

50

57

380.1

359.4

368.0

Grade 6

*

* Performance Data by Grade Level General Mathematics (Grades 6 & 7 Standards)

Grade Level

% At or Above Proficient 2011-12

2012-13

2010-11

2011-12

2012-13

PL E

2010-11

Mean Scale Score

Performance Data by Grade Level Algebra I

Grade Level

% At or Above Proficient 2010-11

2011-12

Mean Scale Score

2012-13

2010-11

2011-12

2012-13

Performance Data by Grade Level Geometry

Grade Level

Mean Scale Score

M

% At or Above Proficient 2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

SA

Conclusions indicated by the California Standards (CST) data: 49.1% of our Hispanic students overall scored at or above proficient in Mathematics, and we are disappointed that the percentage of Hispanic students meeting AYP dropped in all our grade levels . We will use our data system (Datawise) to analyze which standards need more attention . We will identify students requiring intervention during the day (RtI Tiers 1, 2 and 3), and in After-School Program (ASES). We will use data to monitor student progress in order to provide timely intervention.

The Single Plan for Student Achievement

36 of 45

1/14/14

Appendix A: School and Student Performance Data (continued) California Standards Test English Learner Students English-Language Arts Performance Data by Grade Level English-Language Arts

Grade Level

% At or Above Proficient

Mean Scale Score

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

Grade 2

39

28

31

340.3

321.8

320.3

Grade 3

18

21

12

306.8

307.4

294.2

Grade 4

36

41

18

323.0

339.4

319.2

Grade 5

28

17

19

325.4

314.8

307.1

PL E

Conclusions indicated by the California Standards (CST) data: 34.2% of our English Learner students overall scored at or above proficient in English Language Arts and we are disappointed that the percentage of EL students meeting AYP dropped in second and fifth grade. Despite missing the target for English Learners, we are pleased that our English Learners continue to perform well in an assessment that is in English, a language that they are still learning and have not yet mastered. 73% of our students are classified as English Learners, the second highest percentage in the school district, and when we compare our English Learner's performance across other schools in our district we outperformed all but one school (which had 59% English Learners).

SA

M

We are nevertheless concerned with the downward trend we noted from 2010 to 2012. We will analyze what changed in our delivery of instruction, curriculum, or pacing between those years and determine the changes needed. We will use our data system (Datawise) to analyze which standards need more attention . We will identify students requiring intervention during the day (RtI Tiers 1, 2 and 3), and in After-School Program (ASES). We will use data to monitor student progress in order to provide timely intervention.

The Single Plan for Student Achievement

37 of 45

1/14/14

English Learner Students Mathematics Performance Data by Grade Level Mathematics

Grade Level

% At or Above Proficient

Mean Scale Score

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

Grade 2

72

59

54

375.6

354.7

352.5

Grade 3

41

38

44

342.9

342.3

343.8

Grade 4

42

45

32

338.4

350.6

324.1

Grade 5

61

31

28

374.4

319.7

311.4

Performance Data by Grade Level General Mathematics (Grades 6 & 7 Standards)

Grade Level

% At or Above Proficient 2010-11

2011-12

Mean Scale Score 2012-13

2010-11

2011-12

2012-13

Grade Level

PL E

Performance Data by Grade Level Algebra I

% At or Above Proficient 2010-11

2011-12

Mean Scale Score

2012-13

2010-11

2011-12

2012-13

Performance Data by Grade Level Geometry

Grade Level

% At or Above Proficient 2011-12

2012-13

2010-11

2011-12

2012-13

M

2010-11

Mean Scale Score

SA

Conclusions indicated by the California Standards (CST) data: 49.6% of our English Learner students overall scored at or above proficient in Mathematics, and we are disappointed that the percentage of EL students meeting AYP dropped in second, third and fifth grade grade levels. Nevertheless, we are pleased that our English Learners continue to perform well in an assessment that is in English, a language that they are still learning and have not yet mastered. 73% of our students are classified as English Learners, the second highest percentage in the school district, and when we compare our English Learner's performance across other schools in our district we ranked third in the district. The schools that scored higher have 2% and 3% English Learners, whereas we have 73%. We are nevertheless concerned with the slide downward from 2011 to 2012. We will analyze what changed in our delivery of instruction, curriculum, or pacing and determine the changes needed. We will use our data system (Datawise) to analyze which standards need more attention . We will identify students requiring intervention. We will use data to monitor student progress in order to provide timely intervention.

The Single Plan for Student Achievement

38 of 45

1/14/14

Appendix A: School and Student Performance Data (continued) California Standards Test Socio-Economically Disadvantaged Students English-Language Arts Performance Data by Grade Level English-Language Arts

Grade Level

% At or Above Proficient

Mean Scale Score

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

Grade 2

40

32

29

338.9

325.6

315.9

Grade 3

24

24

14

311.7

310.1

299.0

Grade 4

59

52

42

351.2

351.3

345.1

Grade 5

44

50

54

342.4

345.7

353.7

Grade 6

*

*

SA

M

PL E

Conclusions indicated by the California Standards (CST) data: 73.2% of our students met requirements for free or reduced lunch in 2011. We serve free breakfast and lunch to all our students. Many of our students live in single-family-homes with multiple families. Our school povides a safe-haven, opening up the school library and computer lab at 7:30 am and remaining open until 4:00 p.m. 38.4% of this subgroup performed at or above procifient . We will use our data system (Datawise) to analyze which standards need more attention . We will identify students requiring intervention during the day (RtI Tiers 1, 2 and 3), and in After-School Program (ASES). We will use data to monitor student progress in order to provide timely intervention.

The Single Plan for Student Achievement

39 of 45

1/14/14

Socio-Economically Disadvantaged Students Mathematics Performance Data by Grade Level Mathematics

Grade Level

% At or Above Proficient

Mean Scale Score

2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

Grade 2

67

59

47

369.5

355.1

339.2

Grade 3

44

37

42

346.7

341.5

343.7

Grade 4

60

56

49

360.8

364.9

354.1

Grade 5

64

51

59

379.9

360.9

370.6

Grade 6

*

* Performance Data by Grade Level General Mathematics (Grades 6 & 7 Standards)

Grade Level

% At or Above Proficient 2011-12

2012-13

2010-11

2011-12

2012-13

PL E

2010-11

Mean Scale Score

Performance Data by Grade Level Algebra I

Grade Level

% At or Above Proficient 2010-11

2011-12

Mean Scale Score

2012-13

2010-11

2011-12

2012-13

Performance Data by Grade Level Geometry

Grade Level

Mean Scale Score

M

% At or Above Proficient 2010-11

2011-12

2012-13

2010-11

2011-12

2012-13

SA

Conclusions indicated by the California Standards (CST) data: As with our overall and other subgroups, our school's performance in mathematics continues to be strong. 49.6% of students in this subgroup performed at or above proficient. Nevertheless, we will address the downward slide from 2011 to 2012 to identify standards requiring attention and align curriculum to standards, and delivery of instruction.

The Single Plan for Student Achievement

40 of 45

1/14/14

Appendix A: School and Student Performance Data (continued) These tables represent samples of ways to assist the School Site Council (SSC) in representing and analyzing data and developing conclusions regarding improvement strategies: Table 1: API by Race and Ethnicity (Information may be obtained from the API report on the California Department of Education Academic Performance Index Web page at http://www.cde.ca.gov/api.

Table 1: Academic Performance Index by Student Group PERFORMANCE DATA BY STUDENT GROUP PROFICIENCY LEVEL

All Students

Economically Disadvantaged

Hispanic

English Learners

2011

2012

2013

2011

2012

2013

2011

2012

2013

2011

2012

2013

Number Included

469

458

495

449

440

481

469

458

495

374

365

341

Growth API

768

730

711

765

726

709

768

730

711

758

721

702

Base API

755

768

730

752

765

726

754

768

730

749

758

720

Target

5

5

5

5

5

5

5

5

5

5

5

5

Growth

13

-38

-19

13

-39

-17

14

-38

-19

9

-37

-18

Yes

No

No

Yes

No

No

Yes

No

No

Yes

No

No

Met Target

PL E

Trends indicated by the data: Possible challenges (if any), and additional information needed:

When we analyze our school’s historical Academic Performance Index (API) data, we are validated in the effectiveness of our programs. We have consistently met our API targets, and have made substantial gains several years. In 11 years, we have gained 268 points. Despite a drop of 38 points in 2012, when compared to the district’s and county's API in the past three years, we outperform. We are also pleased with our Similar School Ranking of 8th decile in the state, the highest similar school ranking elementary school in the district.

SA

M

Nevertheless, we need to implement changes to reverse the slide and make positive growth in 2013. We will analyze what changed in our delivery of instruction, curriculum, or pacing and determine the changes needed. We will use our data system (Datawise) to analyze which standards need more attention . We will identify students requiring intervention. We will use data to monitor student progress in order to provide timely intervention.

The Single Plan for Student Achievement

41 of 45

1/14/14

Appendix A: School and Student Performance Data (continued) Table 2: English-language Arts AYP Information may be obtained from the AYP report on the California Department of Education Adequate Yearly Progress Web page at http://www.cde.ca.gov/ayp.

Table 2: English-Language Arts Adequate Yearly Progress (AYP) ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL

All Students

White

African-American

Asian

2012

2013

2011

2012

2013

2011

2012

2013

2011

2012

2013

Participation Rate

100

100

100

100

100

100

100

100

100

100

--

Number At or Above Proficient

202

176

168

--

--

--

--

--

--

Percent At or Above Proficient

43.1

38.4

33.9

--

--

--

--

--

--

--

--

--

AYP Target: ES/MS

67.6

78.4

89.2

67.6

78.4

89.2

67.6

78.4

89.2

67.6

78.4

89.2

Met AYP Criteria

Yes

No

No

--

--

--

--

--

--

--

--

--

PL E

2011

ENGLISH-LANGUAGE ARTS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL

Hispanic

English Learners

Socioeconomically Disadvantaged

2012

2013

2011

2012

2013

2011

2012

2013

2011

2012

2013

Participation Rate

100

100

100

100

100

100

100

100

100

100

100

100

Number At or Above Proficient

189

165

159

144

125

105

202

176

168

12

3

5

Percent At or Above Proficient

42.1

37.5

33.1

38.5

34.2

30.8

43.1

38.4

33.9

32.4

8.1

9.3

SA

M

2011

Students with Disabilities

AYP Target: ES/MS

67.6

78.4

89.2

67.6

78.4

89.2

67.6

78.4

89.2

67.6

78.4

89.2

Met AYP Criteria

Yes

No

No

No

No

No

Yes

No

No

--

--

--

Trends indicated by the data: Possible challenges (if any), and additional information needed:

When we analyze our AYP data for English Language Arts, we did not make AYP targets overall or in any of our significant subgroups. Despite missing the target for English Learners, we are pleased that our English Learners continue to perform well in an assessment that is in English, a language that they are still learning and have not yet mastered. 73% of our students are classified as English Learners, the second highest percentage in the school district, and when we compare our English Learner's performance across other schools in our district. We are nevertheless concerned with the slide downward from 2012 to 2013. We will analyze what changed in our delivery of instruction, curriculum, or pacing and determine the changes needed. We will use our data system (Datawise) to analyze which standards need more attention . We will identify students requiring intervention. We will use data to monitor student progress in order to provide timely intervention.

The Single Plan for Student Achievement

42 of 45

1/14/14

Appendix A: School and Student Performance Data (continued) Table 3: Mathematics AYP Information may be obtained from the AYP report at the California Department of Education Adequately Yearly Progress Web page at http://www.cde.ca.gov/ayp.

Table 3: Mathematics Adequate Yearly Progress (AYP) MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL

All Students

White

African-American

Asian

2012

2013

2011

2012

2013

2011

2012

2013

2011

2012

2013

Participation Rate

100

100

100

100

100

100

100

100

100

100

--

Number At or Above Proficient

277

227

241

--

--

--

--

--

--

Percent At or Above Proficient

59.3

49.6

48.7

--

--

--

--

--

--

--

--

--

AYP Target: ES/MS

68.5

79.0

89.5

68.5

79.0

89.5

68.5

79.0

89.5

68.5

79.0

89.5

Met AYP Criteria

Yes

No

No

--

--

--

--

--

--

--

--

--

PL E

2011

MATHEMATICS PERFORMANCE DATA BY STUDENT GROUP AYP PROFICIENCY LEVEL

Hispanic

English Learners

Socioeconomically Disadvantaged

2012

2013

2011

2012

2013

2011

2012

2013

2011

2012

2013

Participation Rate

100

100

100

100

100

100

100

100

100

100

100

100

Number At or Above Proficient

264

216

231

222

177

164

277

227

241

11

3

12

Percent At or Above Proficient

59.1

49.1

48.0

59.7

48.5

48.1

59.3

49.6

48.7

29.7

8.1

22.2

SA

M

2011

Students with Disabilities

AYP Target: ES/MS

68.5

79.0

89.5

68.5

79.0

89.5

68.5

79.0

89.5

68.5

79.0

89.5

Met AYP Criteria

Yes

No

No

Yes

No

No

Yes

No

No

--

--

--

Trends indicated by the data: Possible challenges (if any), and additional information needed:

When we analyze our AYP data for Mathematics, we did not make AYP targets overall or in any of our significant subgroups. Despite missing the target for English Learners, we are pleased that our English Learners continue to perform well in an assessment that is in English, a language that they are still learning and have not yet mastered. 73% of our students are classified as English Learners, the second highest percentage in the school district, and when we compare our English Learner's performance across other schools in our district . Our AYP data for Mathematics continues to be strong, despite missing our target overall and in all our significant subgroups, including English Learners. We ranked third in the district. We are nevertheless concerned with the slide downward from 2012 to 2013. We will analyze what changed in our delivery of instruction, curriculum, or pacing and determine the changes needed. We will use our data system (Datawise) to analyze which standards need more attention . We will identify students requiring intervention. We will use data to monitor student progress in order to provide timely intervention.

The Single Plan for Student Achievement

43 of 45

1/14/14

Appendix A: School and Student Performance Data (continued) Table 4: California English Language Development (CELDT) Data California English Language Development Test (CELDT) Results for 2012-13 Performance Level

K

Advanced

#

Early Advanced

#

Intermediate

#

Early Intermediate

#

Beginning

#

1

2

3

4

5

6

7

8

Total

Students Meeting CELDT Criterion

# of Students % of Students Number Tested

2

3

4

5

6

7

8

All

M

Conclusions indicated by the data:

1

PL E

K

SA

Under No Child Left Behind (Title III), there are three Annual Measurable Achievement Objectives (AMAO’s) for English Learners. AMAO 1 is the percentage of EL students who make annual progress on the CELDT. For 2011-2012, the target was 56.0%. Larsen achieved 62.2%. AMAO 2 is the percentage of English Learners attaining English Proficiency on the CELDT. The target includes two cohorts. Cohort 1 is English Learners who have been here less than five years, the target in 2011-2012 was 20.1%. Larsen achieved 15.1%. The second cohort us English Learners who have been here more than five years, the target in 2011-2012 was 45.1%. Larsen achieved 29.5%. The third AMAO, the percentage of students at proficient or advanced in both academic areas on the California Standards Tests was addressed in the previous sections. The percentage of English Learners meeting the CELDT criterion for English Proficiency on the CELDT exam (2011-2012) is reported by grade level in the table above. Although we failed to meet AMAO's 2 and 3, we nevertheless are pleased that aour students are acquiring English and are progressing through the acquisition levels. As the CELDT test measures English Learners's ability in four domains (Listening, Speaking, Reading and Writing) it is increasingly more difficult for 42% of our students who are receiving instruction in core subjects in Spanish, yet are tested in English. When we analyze CELDT and CST data for our fourth and fifth graders, we notice that they meet or exceed expected targets in state accountability systems (CELDT and CST) as well as district assessments, and that we are reclassifying them as RFEP. Nevertheless, we will analyze our CELDT historical data for trends which will guide discussion regarding our ELD program, curriculum and instruction for improvement.

The Single Plan for Student Achievement

44 of 45

1/14/14

Appendix A: School and Student Performance Data (continued) Table 5: Title III Accountability Data (AMAO 1 and 2) AMAO 2 – Attaining English Proficiency AMAO 1– Annual Growth Less than 5 Years

56-724626055016

Type

LEA/School Name

Ansgar Larsen Elementary School

# of Annual CELDT Takers

# in Cohort

% with Prior CELDT Scores

# Met AMAO 1

% Met AMAO 1

# in Cohort

# Attain Eng. Prof Level

% Attain Eng. Prof. Level

# in Cohort

# Attain Eng. Prof Level

% Attain Eng. Prof. Level

431

431

100.0%

268

62.2%

516

78

15.1%

44

13

29.5%

SA

M PL

*Currently displaying 2011-12 data until CDE release.

E

CDS Code

5 Years or More

The Single Plan for Student Achievement

45 of 45

1/14/14

HUENEME ELEMENTARY SCHOOL DISTRICT BOARD AGENDA ITEM:

BOND INSURER CREDIT RATING CHANGE

BOARD MEETING DATE:

January 27, 2014

FROM:

Dr. Christine Walker, Assistant Superintendent, Business Services Dr. Jerry Dannenberg, Superintendent STAFF COMMENT

RECOMMENDATION For Information Only BACKGROUND The June 30, 2013 financial audit made note of recent bond insurer credit rating changes. Information was provided by Bruce Kerns, Bond Underwriter, and Jon Isom, Financial Advisor, as to how this credit rating change impacts the District. From Bruce Kerns:

The rating downgrades are with respect to the various bond insurance companies that have insured the district’s bonds in the past. All the bond insurers have experienced downgrades from Moody’s, Standard & Poor’s, and Fitch as a result of the effects of the financial crisis and economic recession that became most apparent in 2008 and the years immediately following. The core cause of the financial difficulties of bond insurers was that a large portion of their capital reserves from which they would pay insurance claims was invested in collateralized mortgage securities and other investments which were revealed during the early stages of the financial crisis as having little actual value. In early 2008 there were seven bond insurers with “AAA” ratings. Now, most of those seven firms are out of business as a consequence of weak reserves and poor financial performance. The only firm of the original seven “AAA” insurers that is still active, Assured Guaranty Municipal, the successor to Financial Security Assurance, has current ratings of “AA-“ from Standard & Poor’s and “A2” from Moody’s. An insurer’s rating represents only the rating agency’s opinion of the financial strength of the respective bond insurer. The insurer’s rating does not affect the school district’s separate “underlying” ratings. Despite the downgrades in the insured ratings, the insurance is still in effect for each of the outstanding bonds and bondholders retain the benefits of the respective policies with respect to the insurer being obligated to pay

BOND INSURER CREDIT RATING CHANGE January 27, 2014 Page 2 of 2 debt service in the event that the district is unable to make sufficient payments from property taxes.

The district’s credit ratings are determined by rating agencies without regard to bond insurance. The district’s current ratings are “AA-“from Fitch Ratings and “A+” from Standard & Poor’s. The district’s most recent series of bonds, the Series A Bonds of the 2012 election, were sold in May 2013 with an underlying S&P rating of “A+” and an insured rating of “AA” from S&P due to bond insurance from Build America Mutual (“BAM”). From Jon Isom:

The insurance downgrades on the outstanding bonds do not financially affect the school district or its authorized but unissued bonds from the 2012 election. The effect is largely on those who own the district's bonds. These investors went from owning AAA insured rated bonds to AA- or lower insured rated bonds. So while the investor may have been negatively affected if he/she were to try and sell a now lower rated bond, the district is unaffected.

HUENEME ELEMENTARY SCHOOL DISTRICT BOARD AGENDA ITEM:

RATIFICATION OF CHANGE ORDERS – WIFI UPGRADE

BOARD MEETING DATE:

January 27, 2014

FROM:

Dr. Christine Walker, Assistant Superintendent, Business Services Dr. Jerry Dannenberg, Superintendent STAFF COMMENT

RECOMMENDATION It is recommended that the Governing Board ratify change orders 90-001to 90-005, 80-001 to 80-005 and 50-001 to the wifi upgrade project, as submitted. BACKGROUND Pursuant to Public Contract Code 20118.4, change orders for contracts awarded by competitive bid may be authorized by the Governing Board when the individual change orders do not exceed ten percent (10%) of the original contract value. It is recommended that the Governing Board ratify the following change orders, which represent an overall decrease of -$8,711.53 to the cost of the project: NEXUS WiFi Upgrade

Original Contract

$703,399.22

C/O 90-001 – UPS Alternate Model C/O 90-002 – External Antenna Blackstock C/O 90-003 – Remove Hathaway Pre-K C/O 90-004 – SFP to GBIC Exchange C/O 90-005 – Fiber Uplink Changes C/O 80-001 – UPS Alternate Model C/O 80-002 – Portable 47 Component Warranty EOG C/O 80-003 – Install External Antennae Pathway C/O 80-004 – SFP to GBIC Exchange C/O 80-005 – Fiber Uplink Changes C/O 50-001 – UPS Alternate Model

-$16,799.00 $1,595.11 -$160.00 $0.00 $6,363.68 -$5032.30 -$190.00 $1,895.67 $0.00 $5,230.18 -$1,614.87

Revised Contract Total

$694,687.69

HUENEME ELEMENTARY SCHOOL DISTRICT BOARD AGENDA ITEM:

AUTHORIZATION TO PUBLISH CALLS FOR BIDS FOR SUMMER 2014 FACILITIES PROJECTS

BOARD MEETING DATE:

January 27, 2014

FROM:

Dr. Christine Walker, Assistant Superintendent, Business Services Dr. Jerry Dannenberg, Superintendent STAFF COMMENT

RECOMMENDATION It is recommended that the Governing Board authorize administrative staff to publish calls for bids for summer 2014 facilities projects. BACKGROUND Pursuant to Education Code, Governing Board Policy, and Public Contract Code (PCC), the District shall publish a call for bids for public project work to be done when the contract is estimated to exceed $15,000. Throughout the current school year, staff has been reviewing the age and condition of the District school sites and have identified several potential projects for summer 2014. It is recommended the Governing Board authorize a call for bids for these projects. Examples of projects under consideration include: • • • • • •

Bookroom wing remodel/renovation at Hueneme Elementary Kitchen fire suppression systems at various school sites Interior and exterior painting at Hueneme Elementary Roof Replacements at various school sites Walk in freezer at Larsen Elementary Campus security upgrades at various school sites

Item 12.1 Second Reading and Consideration to Approve Revisions to the District Policy Manual This item was distributed and posted as a separate component of the meeting packet.

Item 12.1 includes the following policy documents: 1. 0420.4, Administrative Regulation – Charter School Authorization 2. 0420.41, Board Policy – Charter School Oversight 3. 0420.41, Exhibit – Charter School Oversight 4. 0460, Board Policy – Local Control and Accountability Plan 5. 0460, Administrative Regulation – Local Control and Accountability Plan 6. 0500, Board Policy – Accountability 7. 3100, Board Policy – Budget 8. 3100, Administrative Regulation – Budget 9. 3580, Board Policy – District Records 10. 3580, Administrative Regulation – District Records

Item 12.2 Acceptance and First Reading of a Proposed Change to the District Policy Manual

This item (along with Item 12.1) was distributed as a separate component of the meeting packet.

Only one policy document is include, i.e., Board Bylaw 9323, Board Minutes and Recordings.