ࡱ> oqjklmn nwbjbj 2V||non n l+]KKKK, , , R+T+T+T+T+T+T+$}-/0x+, , , , , x+KK+, , , , KKR+, , R+, , r*T +K6R, *>++0+*0, 0 + +0+ , , , , , , , , x+x+, , , , +, , , , 0, , , , , , , , , n ! : 2013-14 School Accountability Report Card Report (SARC) Los Angeles Unified School District, Superintendent Ramon C. Cortines, ramon.cortines@lausd.net District Telephone Number: 213-241-1000; District Website: http://www.lausd.net/  INCLUDEPICTURE "http://www.lausd.net/lausd/offices/icb/ED000766.jpg" \* MERGEFORMAT  HYPERLINK "http://www.lausd.net/"  INCLUDEPICTURE "http://www.lausd.net/lausd/offices/icb/sarc_lausd_circle.gif" \* MERGEFORMAT  BUDLONG ELEMENTARY (K-05) 5940 S BUDLONG AVE LOS ANGELES, CA 90044 Phone (323) 750-6955 Fax (323) 778-3811 CHERI D. HODO, Principal Location Code 2616 CDS Code 19-64733-6016174 INCLUDEPICTURE "http://www.lausd.net/lausd/offices/icb/ED000738.jpg" \* MERGEFORMAT  I. Data and Access DataQuest  HYPERLINK "http://dq.cde.ca.gov/dataquest/" DataQuest (http://dq.cde.ca.gov/dataquest/) is an online data tool 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., Academic Performance Index API, Adequate Yearly Progress AYP), test data, enrollment, 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 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 Message From The Principal The School Accountability Report Card is issued annually for each school in the State of California and provides an assessment of selected conditions related to the school, its resources, its successes, and the areas in which improvements may be needed. As you read this report for our school, I believe that a picture will emerge of a school dedicated to improvement, a qualified faculty that is professionally and personally committed to meeting the learning needs of students, and a student body which is motivated to perform well. Our school puts forth efforts to involve parents and community in our school and to keep them informed. This is done through meetings with groups such as Parent Teacher Student Association (PTSA)/PTA, School Advisory Councils, school volunteers and Adopt-A-School Partners. As a parent or other interested person, you may be interested in additional information regarding the school or parent/community involvement. For such information, please call the school office. CHERI D. HODO, Principal Opportunities for Parental Involvement (School Year 2013-14) Advisory Council Governance Council PTA/PTO Office Volunteer Fund Raising To participate with any of the above opportunities, contact the school principal. Student Enrollment by Grade Level (School Year 2013-14) This table displays the number of students enrolled in each grade level at the school. Grade Level Enrollment Kindergarten 164 Grade 1 152 Grade 2 148 Grade 3 142 Grade 4 146 Grade 5 156 Total Enrollment 908 Student Enrollment by Student Group (School Year 2013-14) This table displays the percent of students enrolled at the school by subgroup. Subgroups % of Students African American 16.6% American Indian or Alaska Native 3.2% Asian 0.2% Filipino 0.1% Latino 79.4% Pacific Islander 0.0% White (Not Latino) 0.4% Two Or More Races 0.0% Socioeconomically Disadvantaged 95.5% English Learners 50.8% Students with Disabilities 6.6%  Average Class Size and Class Size Distribution (Elementary) This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). Grade Level2011-122012-132013-14Avg. Class SizeNumber of ClassroomsAvg. Class SizeNumber of ClassroomsAvg. Class SizeNumber of Classrooms1-2021-3233+1-2021-3233+1-2021-3233+K23.016023.007023.00700122.734023.007022.01600217.360020.017019.02600320.251020.016024.00600422.533022.025021.02500519.061022.026022.0250 III. School ClimateOur school makes every effort to provide a safe, clean environment for learning. Classroom space is used to support our instructional program. Emergency drills are routinely held for earthquake and fire preparedness for our students and staff. School Safety Plan As required by California Education Code (CEC), Section 35294, the schools Safe School Plan was revised and reviewed with staff on the following dates: Safe School PlanDate RevisedDate Reviewed with StaffVolume 1 Prevention Programs10/23/1410/23/14Volume 2 Emergency Procedures10/08/1410/08/14 Suspensions and Expulsions This table displays the rate of suspensions and expulsions at the school and district levels for the most recent three-year period. The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment. SchoolDistrictState2011-122012-132013-142011-122012-132013-142011-122012-132013-14Rate of Suspensions0.7%0.0%0.0%2.7%1.7%0.9%5.7%5.1%4.4%Rate of Expulsions0.0%0.0%0.0%0.0%0.0%0.0%0.1%0.1%0.1% IV. School Facilities School Facility Conditions, Planned Improvements, and Needed Repairs (School Year 2014-15) The District takes great efforts to ensure that all schools are clean, safe, and functional within the available resources. The District has established cleaning standards for all school facilities in assigning and inspecting custodial work. Food service and restroom facilities are given highest priority on a daily basis to ensure the health and safety of students and staff. Other cleaning functions may be scheduled on a less than daily frequency due to the limitation of available custodial resources. School facility data is as of October 9, 2014. School Facility Conditions and Planned Improvements (School Year 2014-15)Determination of repair status is based on the most recent SARC Inspection. Additional information about the condition of the school facilities may be obtained from the school. Item InspectedRepair StatusRepair Needed and Action Taken or PlannedGas LeaksGOODMechanical/HVACGOODWindows/Doors/Gates/Fences (interior/exterior)GOODInterior Surfaces (walls, floors, and ceilings)GOODHazardous Materials (interior and exterior)GOODStructural DamagePOORSee note belowFire SafetyGOODElectrical (interior and exterior)GOODPest/Vermin InfestationGOODSinks/Drinking Fountains (inside and outside)GOODRestroomsGOODSewerGOODPlayground/School GroundsGOODRoofsGOODOverall CleanlinessGOODNote: The cited maintenance deficiencies in the category have not been repaired or mitigated to date, but have been reported via Service Call or identified as a deferred maintenance or bond project and will be completed as soon as funding becomes available. Overall Summary of School Facility Good Repair Status (School Year 2014-15) This table displays the overall summary of the results of the most recently completed school site inspection. Item InspectedFacility ConditionExemplaryGoodFairPoorOverall SummaryX V. Teachers Teacher Credentials This table displays the number of teachers assigned to the school with a full credential and without a full credential. Detailed information about teacher qualifications can be found at the DataQuest Web page  HYPERLINK "http://dq.cde.ca.gov/dataquest/" http://dq.cde.ca.gov/dataquest/. TeachersSchoolDistrict2012-132013-142014-152014-15With Full Credential41413925,019Without Full Credential000700Teaching Outside Subject Area Competencies (With Full Credential)0033,565 Teacher Misassignments and Teacher Vacancies This table displays the number of teacher misassignments (those classes that do not have a teacher with a state recognized certificate or credential) and the number of teacher vacancies (those classes without a full-time, permanent teacher). 2012-132013-142014-15Misassignments of Teachers of English Learners*003Total Teacher Misassignments* 003Vacant Teacher Positions000Note: Vacancies for the 2014-15 school year are as of October 1, 2014. Core Academic Classes Taught by No Child Left Behind (NCLB) Compliant Teachers (School Year 2013-14) NCLB compliant teachers meet the following standards: (1) a bachelor's degree, (2) a state credential (or an Intern Certificate/Credential for no more than three years), and (3) demonstrated subject-matter competence for each core subject to be taught by the teacher. This table displays the percentage of classes in core academic subjects taught by NCLB-compliant and non-NCLB compliant teachers at the school, at all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at  HYPERLINK "http://www.cde.ca.gov/nclb/sr/tq/" http://www.cde.ca.gov/nclb/sr/tq/. Percent of Classes In Core Academic SubjectsTaught by NCLB Compliant TeachersTaught by Non-NCLB Compliant TeachersThis School97.37%2.63%All Schools in District90.12%9.88%High-Poverty Schools in District89.93%10.07%Low-Poverty Schools in District96.76%3.24%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 programs. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meal program. VI. Support Staff Academic Counselors and Other Support Staff (School Year 2013-14) This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school. One FTE is defined as a staff person working 100% (i.e., full time). Two staff persons working 50% of full time also equals one FTE. Title Number of FTE Assigned to School Academic Counselor 0.80 Counselor (Social/Behavior Or Career Development) 0.00 Library Media Teacher (Librarian) 0.00 Library Media Services Staff (Paraprofessional) No Data Available Psychologist 0.80 Social Worker 0.00 Nurse 1.00 Speech/Language/Hearing Specialist 0.00 Resource Specialist (Non-Teaching) 0.00 Other 0.00 Note: Please contact school principal for updated counts of support staff for this school. VII. Curriculum and Instructional Materials Quality, Currency, and Availability of Textbooks and Instructional Materials (School Year 2014-15) As required by Education Code Section 60119, the Board of Education must annually certify, through a resolution after a public hearing, as to whether students in all District schools have sufficient textbooks or instructional materials in the core and required subject areas. Since all schools started in either July or August, there was one Williams Sufficiency hearing and resolution adoption, which was held September 30, 2014. Based on the signed certifications of all teachers, principals and Education Service Center Superintendents, LAUSD Board of Education declared sufficiency. Elementary Schools Health textbooks were purchased for grades K-5/6 in Spring 2005 and implemented in 2005-06. History/Social Science textbooks and instructional materials were adopted in Spring 2006 and implemented in 2006-07. FOSS kits were adopted for Science textbooks in Spring 2007 and implemented in 2007-08. Mathematics textbooks were adopted in Spring 2008 and implemented in 2009-10. Reading/Language Arts materials were adopted in Spring 2011 and implemented in Fall 2011. To provide sufficient textbooks in subject areas consistent with the content and cycles of the curriculum framework adopted by the State Board of Education, the Los Angeles Unified School District continued to target State textbook money, available District general funds, categorical funds, as well as any additional funding provided by the State, toward the purchase of core textbooks and instructional materials. In FY 2013-14, the District expended $27.8 million for Core and Required textbooks (including textbooks for new schools). In FY 2014-15, the district has budgeted (including carryover from 2013-14) $61 million primarily to purchase other Core and Required textbooks for school years 2014-15 and 2015-16. As of September 5, 2014, $13.4 million has already been expended. This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials. Core Curriculum AreaQuality, Currency, and Availability of Textbooks and Instructional MaterialsPercent of Pupils Who Lack Textbooks and Instructional MaterialsMost Recent SBE or Local Governing Agency Approved Textbooks and Instructional MaterialsReading/Language Arts (including ELD)Sufficient0%Yes**MathematicsSufficient0%YesScienceSufficient0%YesHistory-Social ScienceSufficient0%YesForeign LanguageSufficient0%YesHealthSufficient0%YesVisual and Performing Arts Sufficient0%YesScience Laboratory Equipment (grades 9-12)N/AN/AN/ANote: Textbook sufficiency data are as of September 30, 2014. **Note: Assembly Bill X4 2 (Chapter 2, Statutes of 2009-10 Fourth Extraordinary Session) signed on July 28, 2009, suspended the process and procedures for adopting instructional materials, including framework revisions, until the 2013-14 school year. Senate Bill (Chapter 7 of the Statutes of 2011) extended that suspension until the 2015-16 school year. As noted above, the Los Angeles Unified School District selected one of the current State adopted Reading/Language Arts programs CA Treasures for grades K-6 self-contained only. VIII. School Finances School Site Teacher Salaries (Fiscal Year 2012-13) This information provides a comparison of the average teacher salary at the school site with the average teacher salaries at the district and state levels. Average Teacher SalaryPercent Difference Between School Site andSchool SiteDistrictStateDistrictState$71,035$66,851$69,7046.3%1.9% Expenditures Per Pupil (Fiscal Year 2012-13) This information provides a comparison of the school's per pupil funding from unrestricted sources with other schools in the district and throughout the state. School Site Expenditures per PupilExpenditures per Pupil from Unrestricted SourcesPercent Difference Between School Site andTotalRestricted SourcesUnrestricted SourcesDistrictStateDistrictState$6,077$1,579$4,497$5,140$4,690-12.5%-4.1% Types of Services Funded (School Year 2013-14) This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources. Title I Title I funds are used to support effective, research-based educational strategies that close the achievement gap for students not meeting the state's challenging academic standards in English Language Arts and mathematics. Title I funds are distributed to schools with a minimum of 50% poverty on a per-pupil basis. Based on an analysis of student achievement data, Title I resources may be used for professional development, TIER II supplemental instruction and intervention, parental involvement, personalization and support for students with at-risk behaviors. Title III Title III funds assist English Learners (EL) in acquiring English fluency, gaining access to the curriculum, and achieving grade-level and graduation standards. Funds are distributed to school sites based on the number of EL students enrolled. Economic Impact Aid-Limited English Proficient (EIA-LEP) EIA-LEP is a state categorical program that provides supplemental funds to support programs for English Learners. Use of supplemental EIA funds for English Learners at the school level is administered through the Single School Plan as approved by the School Site Council and the local governing board. Typical examples include funds set aside for professional development, the purchase of supplemental materials and expenses that support paraprofessionals, supplemental resource teachers, and the operation of EL advisory committees. Teacher and Administrative Salaries (Fiscal Year 2012-13) This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found on the  HYPERLINK "http://www.cde.ca.gov/ds/fd/cs/" Certificated Salaries and Benefits Web page. CategoryDistrict AmountState Average for Districts In Same CategoryBeginning Teacher Salary$39,788$41,761Mid-Range Teacher Salary$64,553$66,895Highest Teacher Salary$78,906$86,565Average Principal Salary (Elementary)$104,385$108,011Average Principal Salary (Middle)$114,264$113,058Average Principal Salary (High)$115,542$123,217Superintendent Salary$330,000$227,183Percent of Budget for Teacher Salaries35%38%Percent of Budget for Administrative Salaries5%5% IX. Student Performance Standardized Testing and Reporting (STAR) Program The STAR Program shows how well students are doing in relation to the state content standards. The assessment under the STAR Program include English-Language Arts and Mathematics in grades 2 through 11; Science in grades 5, 8, 9, 10 and 11; and History-Social Science in grades 8, 9, 10, and 11. Student scores are reported as performance levels. Detailed information regarding the STAR Program results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE website at  HYPERLINK "http://star.cde.ca.gov" http://star.cde.ca.gov. The California Assessment of Student Performance and Progress or CAASPP, which has replaced the STAR program, is the new state academic testing program. This year, CAASPP includes computer adaptive tests in English-language arts and mathematics as well as paper-based tests for science. Note: To protect student privacy, percentages are not shown when the number of students tested is 10 or less. STAR Results for All Students - Three-Year Comparison This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). SubjectSchoolDistrictState2010-112011-122012-132010-112011-122012-132010-112011-122012-13English-Language Arts42%41%37%44%48%47%54%56%55%Mathematics57%59%51%43%44%45%49%50%50%Note: STAR Program was last administered in 2012-13. California Assessment of Student Performance and Progress/Standardized Testing and Reporting Results in Science - Three-Year Comparison This table displays the percent of students achieving at the the Proficient or Advanced level (meeting or exceeding the state standards). SubjectSchoolDistrictState2011-122012-132013-142011-122012-132013-142011-122012-132013-14Science (Grades 5, 8, and 10)44%35%49%51%52%52%60%59%60%Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). California Assessment of Student Performance and Progress Results by Student Group in Science (School Year 2013-14) GroupPercent of Students Scoring at Proficient or AdvancedAll Students in the LEA52%All Students at the School49%Male52%Female46%African American34%American Indian or Alaska NativeAsianFilipinoLatino52%Pacific IslanderWhite (Not Latino)Two Or More RacesSocioeconomically Disadvantaged49%English Learners13%Students with DisabilitiesStudents Receiving Migrant Education Services California Physical Fitness Test (School Year 2013-14) The California Physical Fitness Test is administered to students in grades 5, 7 and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the CDE website at  HYPERLINK "http://www.cde.ca.gov/ta/tg/pf/" http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. Grade LevelPercent of Students Meeting Healthy Fitness ZonesFour of Six StandardsFive of Six StandardsSix of Six Standards0516.5%19.0%19.0% X. Accountability Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1000, with a statewide target of 800. Detailed information about the API can be found at the CDE website at  HYPERLINK "http://www.cde.ca.gov/ta/ac/ap/" http://www.cde.ca.gov/ta/ac/ap/. API 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 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 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 10 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 Rank201120122013Statewide222Similar Schools643Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group - Three-Year Comparison This table displays by student group the actual API changes in points added or lost for the past three years. GroupActual API Change 2010-11Actual API Change 2011-12Actual API Change 2012-13All Students at the School4910-31African American1620-19American Indian or Alaska NativeAsianFilipinoLatino556-35Pacific IslanderWhite (Not Latino)Two Or More RacesSocioeconomically Disadvantaged4910-43English Learners58-1-24Students with Disabilities  Adequate Yearly Progress (AYP) The federal No Child Left Behind (NCLB) Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state's standards-based assessments in English-Language Arts (ELA) and Mathematics Percent proficient on the state's standards-based assessments in ELA and Mathematics Graduation rate (for high schools) Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE website at  HYPERLINK "http://www.cde.ca.gov./ta/ac/ay/" http://www.cde.ca.gov./ta/ac/ay/.  On August 6, 2013, the United States Secretary of Education awarded the NCLB Waiver to eight California school districts, including Los Angeles Unified School District, that are part of the California Office to Reform Education (CORE) Consortium. The waiver allows the CORE districts to immediately implement an alternative accountability system, instead of the AYP. This new accountability system, School Quality Improvement System, will give the participating districts more flexibility and accountability in how they measure student performance and raise academic performance at the district level. While the California Department of Education (CDE) continues to publish AYP status for LAUSD schools, beginning in 2013-14 school year, the district will implement the School Quality Improvement System. AYP Overall and by Criteria (School Year 2013-14) This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria. AYP CriteriaSchoolDistrictMade AYP OverallMet Participation Rate - English-Language ArtsMet Participation Rate - MathematicsMet Percent Proficient - English-Language ArtsMet Percent Proficient - MathematicsMet Graduation Rate Federal Intervention Program (School Year 2014-15) Under NCLB, schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years in the same content area (English-Language Arts or Mathematics) 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. Detailed information about PI identification can be found at the CDE website at  HYPERLINK "http://www.cde.ca.gov/ta/ac/ay" http://www.cde.ca.gov/ta/ac/ay. The NCLB Waiver awarded to LAUSD allows for several flexibilities from the previous accountability system. While CDE continues to identify LAUSD and certain district schools to be in PI status, the corrective actions and other interventions previously required of PI district and schools are no longer mandatory as the district implements the School Quality Improvement System in 2013-14. Using the School Quality Improvement Index, the district will identify several categories of schools for improvement, including 'Priority', 'Focus', and 'Support'. The School Quality Improvement Index will also identify 'Reward' and 'Collaborative Partner' schools that have made progress, who may be required to partner with a Priority or Focus school to support improvement efforts. School District Program Improvement Status In PI In PI First Year of Program Improvement 2013-2014 2004-2005 Year in Program Improvement 1 3 Number of Schools Currently in Program Improvement N/A 658 Percent of Schools Currently in Program Improvement N/A 83.1% Note: Cells with N/A values do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. XII. Instructional Planning and Scheduling Professional Development The professional development provided in the 2013-2014 school year was designed to deepen the knowledge of teachers and schools leaders on the implementation of the Common Core State Standards (CCSS) in English/Language Arts, mathematics, and content subjects. The professional development built on the integration of the CCSS, the Teaching and Learning Framework Rubrics, and targeted instruction for our subgroups. 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