Beruflich Dokumente
Kultur Dokumente
Erica Ingber
Position:
Principal
Phone Number:
626 396-5720
Address:
E-mail Address:
The District Governing Board approved this revision of the School Plan on .
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Table of Contents
Mission Statements and School Descriptions ............................................................................................................................................3
School Data for 2015-2016 School Year (Prior Year)..................................................................................................................................4
School Improvement Progress Narrative ...................................................................................................................................................5
Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017...........................................8
Planned Improvements in Student Performance Target/Goal Page.....................................................................................................10
Summary of Expenditures in this Plan .....................................................................................................................................................35
Total Allocations and Expenditures by Funding Source ......................................................................................................................35
Total Expenditures by Object Type .....................................................................................................................................................36
Total Expenditures by Object Type and Funding Source.....................................................................................................................37
Total Expenditures by Goal .................................................................................................................................................................37
Restricted Funding Personnel ..................................................................................................................................................................38
Centralized Services .................................................................................................................................................................................39
School Site Council Membership .............................................................................................................................................................40
Recommendations and Assurances .........................................................................................................................................................41
Appendices...............................................................................................................................................................................................42
School Program Improvement (PI) Activities Plan 2015-2016 ............................................................................................................43
School Accountability Report Card......................................................................................................................................................44
Site Level Parent Involvement Policy ..................................................................................................................................................45
Site Level School/Parent Compact ......................................................................................................................................................46
Attendance Improvement Implementation Plan ................................................................................................................................47
Instructional Services ..........................................................................................................................................................................48
Comprehensive School Safety Plan Sb-187 .........................................................................................................................................53
Kindergarten Transition Plan and Objectives ......................................................................................................................................54
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Student Demographics
Culture/Climate
14-15
15-16
Attendance %
95.11
95.8
Truancy %
53%
49%
--------
African American
85
16.1%
Asian
1.7%
Hispanic/Latino
362
68.7%
White
44
8.4%
# of
17
Multiple/No Response
0.4%
# of individual students
Other
10
1%
English Learner
177
35%
# mandated
Socio-Econ. Disadvantaged
423
83%
# permissive
Special Education
30
5%
Foster Youth
12
2%
Total Enrollment:
527
Suspensions
--------------Reclassification
Target
% of students who
reclassified
% of students that moved
up by 1+ levels
-------15% increase
15% (19 students)
51% (63/123)
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Analysis
Explain why met or did not meet
Analyze and address both implementation and outcomes.
Math
English Language
Arts
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says explicitly and make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions
drawn from text.
SBAC data from 2015 identified that claim 1 in reading had the
biggest deficiency with 42% of the students in grades 3-5 not
meeting grade level standard.
In the 2015-16 school year, 55% of African american students Progress
will score proficient or advanced on the trimester assessments
in ELA and math.
English Learner students will again meet AMAO 1 and 2. 65%
of ELs will increase one level on the CELDT, and 35% will score
at levels 4 and 5.
For the 2015-16 school year, 90% of all students at Longfellow Progress
will have a parent attend 3 or more school school events as
measured by sign in sheets, teacher logs, and school passports
Parent/Community given out to all parents to keep a record of attendance at
Engagement
school events.
We again had great turn outs at both Back to School Night, Open
House and family Fridays. We however did not hand out passports.
We did provide multiple opportunities for parents to be involved
such as computer classes, ELAC meetings, volunteer trainings,
leadership trainings, and Family Fridays to name a few. 81% of the
parents came to Back to School Night and 90% came to Open
House. We average between 40-45% of parents attending Family
Fridays throughout the year.
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School Selected
Graduation
Career/College
Ready
Formerly CAHSEE
Other Successes/Challenges/Areas for Improvement not noted above as part of a specific targeted area for improvement
Success/Challenge/Area for Improvement
Analysis - What made success possible? For challenges or areas of improvement, address
the underlying needs and potential barriers.
Though challenging, teachers felt a renewed excitement about teaching and trying new
things. They saw how valuable Brain Breaks and cooperative strategies were in creating more
time on task and students retaining information. In addition, the Chromebook became
another instructional tool for the teachers to help students understand concepts.
African American students at this grade level have a growth mindset as well as excellent
study skills. The parent involvement of these students was also high.
Teacher and administrator did not have enough training or a garden curriculum and felt
uncomfortable taking classes outside on a regular basis to teach.
We had great turn out for parent events including, Parent Involvement
Work room parties, Family Fridays, Computer
classes, Back to School Night and Open House.
The teachers willingness to try a new strategy and the parents excitement about getting to
learn with the students in the classroom ended up being a great match.
Trimester assessments were not good indicators of ELA, math, closing the gap
student achievement. The assessments had less
than 20 questions, sometimes less than 10 and did
not prove to be a good way of assessing students
knowledge. Teachers were however able to look at
the standards students missed and reteach based
on that
Next year we will have bench mark assessments that go along with guided reading to give us
valuable information on students. Trimester assessments will be rewritten per the district to
reflect changes in scope and sequence and balanced literacy.
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Planned Improvements for Student Performance - Summary of School Targets for School Year 2016-2017
Area of Focus
School Targets
Math
65% of the students in grades 2-5 will score proficient or advanced on the trimester assessments in math.
60% will be proficient or advanced in English Language Arts as measured by the 2016-17 trimester assessments by focusing on standard
1:Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidance when writing or
speaking to support conclusions drawn from text.
In the 2016-17 school year, 55% of African American students will score proficient or advanced on the trimester assessments in ELA and math.
EL students will meet AMAO 1 and 2. 65% of ELs will increase one level on the CELDT, and 35% will score at levels 4 and 5.
For the 2016-17 school year, 90% of all students at Longfellow will have a parent attend 3 or more school events as measured by sign in
sheets and teacher logs.
Tier 2 interventions will be implemented for students who need a higher level of support as measured by an 30% reduction of externalizing
behaviors in classroom observations and the Universal Screener for Externalizing Behaviors.
School Selected*
Teachers in grades k-5 will teach NGSS lessons as measured by student work samples and proficiency on assessments.
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PRIORITIES
Basics (B)
Student access and enrollment in a broad course of study that includes all of the subject areas
Other indicators of student performance in required areas of study. May include performance
on other exams
Student Outcomes
Engagement
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Area of Focus:
School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
Math (LCAP: SA, CA, OSO, CCSS)
Graduation/College and Career Ready (LCAP: SA)
English Language Arts (LCAP: SA, CA, OSO, CCSS)
(High Schools only must include an indicator for CAHSEE)
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
(LCAP: SA, CA, OSO, CCSS)
Special Education,
X Parent and Community Engagement (LCAP:PI)
What are the needs that
can be identified from
outcomes?
What do we need to work
on to improve results in this
area?
In the 2015-16 school year,
Family Fridays continued to
be a great way to engage
parents and teach them
strategies to help students
at home. We averaged 4045% of the grade level
parents attending each of
the 6 events,
Provide refreshments
meetings
1,300
LCFF-LCAP
20,000
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6 times October x
through
March
2017
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student
reading
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
ongoing
August-September
2016
January 2017
student
ongoing
PESA classes
Increased
Basic Computer classes for participation
parents
Increased
Informational meetings on communication
Balanced
literacy
and parents
growth mindset
parent
electronic
from
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Area of Focus:
X School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
Math (LCAP: SA, CA, OSO, CCSS)
Graduation/College and Career Ready (LCAP: SA)
English Language Arts (LCAP: SA, CA, OSO, CCSS)
(High Schools only must include an indicator for CAHSEE)
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
(LCAP: SA, CA, OSO, CCSS)
Special Education,
Parent and Community Engagement (LCAP:PI)
What are the needs that
can be identified from
outcomes?
What do we need to work
on to improve results in this
area?
LCFF-LCAP
200
LCFF - Base
12,000
When will we
implement our
strategy?
August 2016
Throughout
year
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
x
the
August 2016
October 2016
December,
February, April
throughout
year
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the
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
August 2016
throughout
year
the
Incentive
system
in
cafeteria for rule following
behavior (caught be good
slips)
continue to teach PE with
fidelity
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Area of Focus:
School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
X Math (LCAP: SA, CA, OSO, CCSS)
Graduation/College and Career Ready (LCAP: SA)
English Language Arts (LCAP: SA, CA, OSO, CCSS)
(High Schools only must include an indicator for CAHSEE)
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
(LCAP: SA, CA, OSO, CCSS)
Special Education,
Parent and Community Engagement (LCAP:PI)
What are the needs that
can be identified from
outcomes?
What do we need to work
on to improve results in this
area?
On the 2015 SBAC, 46% of
students in grades 3-5 did
not meet standards in claim
1-Concepts
and
Procedures.
Claim #1 requires that
students explain and apply
mathematical concepts and
addresses students ability
to carry out mathematical
procedures with precision
and fluency.
in k-2 students need to
work on addition and
subtraction concpets, skills
and problem solving and
place value.
In grades 3-5 students must
be able to do multiplication
and division of whole
numbers
and
fraction
concepts and skills, and
problem
solving
with
PD on unpacking math
standards, claims on
SBAC and how to
fluency will be
assessed after
conceptual
understanding has
been developed
When will we
implement our
strategy?
LCFF-LCAP
4,000
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
x
unpacking
standards
2016
math
Sept.
math coach PD in
Oct. 2016
bimonthly
observations of
instruction by principal
teacher lesson plans
The use of SMP
language in
instruction, and
posted in the
classroom as a
resource
fluency
practice
throughout
the year
math games
will be played
weekly
throughout
the year as
warm ups to
lessons and
extensions
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weekly
Kagan structures
encourage interaction
and practice of fluency
evidence of projects
building conceptual
understanding (fact
family houses,
multiplication arrays,
etc)
Kagan
structures will
be implement
throughout
the year Aug.May 2017
PD on Front
Row and
Nearpod by
teacher for
teachers in
November
2016
Chromebook use
during math
math
project/performan
ce task every 6-8
weeks to assess
concepts
and
procedures Sept.May
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
grade level
release time
during A
Monday in
October 2016
for backward
mapping
In grades
developing
The Single Plan for Student Achievement
3-5, after
conceptual
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
understanding
of
multiplication and division,
students
will
develop
automaticity and fluency of
the facts
Teachers in grades 3-5 will
use Nearpod to engage
students
and
allow
students to interact with
concepts
Students in grades 3-5 will
also use front row to build
skills specific to student
ability need
Teachers will teach math
fluency building strategies
to parents during Family
Fridays
In grades 3-5 Motivational
Math will be used to help
students solve rigorous
multi-step
problems,
attend to precision , look
for and make use of
structure
and
express
regularity
in
repeated
reasoning.
grade level release time to
backward map instruction
and plan assessments
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/6/16
Area of Focus:
School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
Math (LCAP: SA, CA, OSO, CCSS)
Graduation/College and Career Ready (LCAP: SA)
X English Language Arts (LCAP: SA, CA, OSO, CCSS)
(High Schools only must include an indicator for CAHSEE)
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
(LCAP: SA, CA, OSO, CCSS)
Special Education,
Parent and Community Engagement (LCAP:PI)
What are the needs that
can be identified from
outcomes?
What do we need to work
on to improve results in this
area?
On the 2015 SBAC only 33%
of 3-5 grade students met
or exceeded standards. In
addition students only
averaged 51% on the
trimester assessments in
ELA.
We need to drill down
reading comprehension to
focus on Standard 1 "Read
closely to determine what
the text says explicitly and
make logical inferences
from it; cite specific textual
evidence when writing or
speaking
to
support
conclusions drawn from
text."
60% of students in grades
3-5 will meet standard on
the
benchmark
assessments.
2000-2999: Classified
Personnel Salaries
LCFF-LCAP
47,000
LCFF-LCAP
3,810
1000-1999: Certificated
Personnel Salaries
LCFF-LCAP
4,800
LCFF-LCAP
2,095
District Funded
100,000
None Specified
360
PEF
529
LCFF-LCAP
1,600
1000-1999: Certificated
Teachers will read the Daily Personnel Salaries
5 (k-5) as a book study and
4000-4999: Books And
discuss a piece at each A
Supplies
Monday meeting.
4000-4999: Books And
Teachers will be given Supplies
release time to observe 5000-5999: Services And
balanced literacy being Other Operating
implemented at other Expenditures
schools. (k-5)
Instructional Coach will
help teachers plan, model
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Summer 2016
Throughout
the
year at A Monday
meetings
teachers will get
book in August
2016
observations
at
other
schools
August-Nov. 2016
Instructional coach
will assist teachers
throughout
the
year
Data
team
meetings
for
grades 2-5 4x
throughout
the
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When will we
implement our
strategy?
year Sept,
Jan, March
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
Nov,
Book
raffles
throughout
the
year
6/6/16
1.
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
1000-1999: Certificated
Personnel Salaries
Title I
18,000
LCFF-LCAP
64,000
throughout
year
the
A
Monday
Meetings
Sept-Dec, 2016
Follow up year
round
Family Friday 3x a
year
and
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
25% intervention/resource
teacher
will
help
implementing
guided
reading and word study observations
lessons.
Unit plans and observations
smaller class size to
On the 2016-17 benchmark increase teacher time with Observations
and
assessments, 60%of 2nd small groups
assessment scores
students will meet or
exceed standards.
Teachers will have grade Number of books parents
level release day, and check out
planning time during data
team meetings and A Observations
and
Monday PD to drill down assessments
standard 1 and see what
skills need to be taught to assessments
ensure all students master
performance tasks
standard 1.
Teachers will help build
students reading stamina
by setting goals for time of
independent
reading,
frequent practice, teacher
feedback
and
helping
students make appropriate
choices of independent
reading
In
addition
to
literature,teachers will use
content area text in science
and social studies to help
students master standard
1.
During
The Single Plan for Student Achievement
Family
Fridays,
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
teachers
will
model
inspirational read alouds to
encourage reading at home
Gold slip raffle for books
weekly to create culture of
reading
Data team meetings every
8 weeks to look at student
work and implementation
of balanced literacy
1,780
Throughout
year
the
Encourage parents
to sign up for
Raining a Reader
at Back to School
Night
September Parent
training for grades
k-2
daily phonics and
phonemic
awareness
activities
LCFF-LCAP
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
meeting
assessment
classroom
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Area of Focus:
School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
Math (LCAP: SA, CA, OSO, CCSS)
Graduation/College and Career Ready (LCAP: SA)
English Language Arts (LCAP: SA, CA, OSO, CCSS)
(High Schools only must include an indicator for CAHSEE)
Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): XScience, Social Studies/History, VAPA, Technology,
(LCAP: SA, CA, OSO, CCSS)
Special Education,
Parent and Community Engagement (LCAP:PI)
What are the needs that
can be identified from
outcomes?
What do we need to work
on to improve results in this
area?
Due to the change in the
Science Standards to the
New Generation Science
Standards, there was a lack
of data on students
mastery
towards
the
standards.
In the 2016-17 school year,
teachers in grades 3-5 will
give students assessments
in science each of the 3
trimesters.
Teacher
assessments
forms
tasks
in
LCFF-LCAP
1,000
LCFF-LCAP
840
When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
and
created
google
Thinking Maps
tasks
and
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
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Area of Focus:
School Safety, Climate and Culture (safe, respectful, responsible) (LCAP: SC, SE)
Math (LCAP: SA, CA, OSO, CCSS)
Graduation/College and Career Ready (LCAP: SA)
English Language Arts (LCAP: SA, CA, OSO, CCSS)
(High Schools only must include an indicator for CAHSEE)
X Closing the Gap (must include EL reclassification goal of no less than 15% increase School Selected (circle one): Science, Social Studies/History, VAPA, Technology,
(LCAP: SA, CA, OSO, CCSS)
Special Education,
Parent and Community Engagement (LCAP:PI)
What are the needs that
can be identified from
outcomes?
What do we need to work
on to improve results in this
area?
African American students
are performing below the
school average in grades 25. In ELA, only 26% of
African American students
were
proficient
or
advanced and in math only
31% were proficient and
advanced.
The level of student
engagement, time on task,
and practice of concepts
needs to be improved in
both ELA and math so that
at least 55% of AA students
score
proficient
and
advanced on trimester
LCFF - Base
1,200
When will we
implement our
strategy?
September-May
Throughout
year
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X if included
as part of
Program
Improvement
(PI) Schools
ONLY
the
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
assessments
progress in
January-April
Classroom observations
Completed Thinking Maps
will show evidence of
students understanding.
Presentations an projects,
performance tasks
Literacy event, improved
book logs returned at
school.
the
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
opportunities to explain
reasoning verbally before
having to write about it
Family Fridays to help teach
parents strategies to help
students with ELA and math
1000-1999: Certificated
Personnel Salaries
LCFF-LCAP
50,000
LCFF-LCAP
2,300
Observations
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
to English Learners.
Teachers
will
provide
opportunities for students
to
build
and
apply
vocabulary skills daily
English Learners will receive
daily ELD that is aligned to
their English Proficiency
level.
LDRT will meet with
Newcomers 2x a week for
45 minutes to do ELD
ELs in grades 2-5 will meet
with
an
intervention
teacher 2x a week Jan.-May
Community Assistant will
translate all documents and
parent meetings
Brain Pop Subscription to
add media to new concepts
Teachers will make sure
they have students CELDT
scores when they are doing
guided reading groups to
keep individual needs in
mind.
We will have a 50% LDRT to
focus solely on the needs of
ELs
The Single Plan for Student Achievement
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/6/16
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/6/16
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/6/16
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/6/16
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When will we
implement our
strategy?
X if included
as part of
Program
Improvement
(PI) Schools
ONLY
6/6/16
Allocation
Balance (Allocations-Expenditures)
121,547.00
103,547.00
132,850
119,650.00
Total Expenditures
District Funded
100,000.00
LCFF - Base
13,200.00
LCFF-LCAP
203,425.00
None Specified
360.00
PEF
529.00
Title I
18,000.00
1,300.00
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Total Expenditures
1,300.00
236,800.00
67,000.00
12,574.00
1,600.00
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Object Type
Funding Source
Total Expenditures
100,000.00
LCFF - Base
13,200.00
LCFF-LCAP
4,340.00
118,800.00
LCFF-LCAP
67,000.00
LCFF-LCAP
11,685.00
LCFF-LCAP
1,600.00
None Specified
360.00
PEF
529.00
18,000.00
1,300.00
Total Expenditures
Goal 1
21,300.00
Goal 2
12,200.00
Goal 3
4,000.00
Goal 4
243,974.00
Goal 5
1,840.00
Goal 6
53,500.00
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Funding
Lilia Franco
EL Coach
LCFF
English Learners, CCSS, SST, instruction, EL coaching, Parent Involvement, Closing the Achievement
Gap
William Smith
Behavior Assistant
LCFF/Title 1
Connie de la Torre
Community Assistant
LCFF/Title I
Eileen Roth
Library Coordinator
LCFF/Title I
Closing the Achievement Gap, English Language Arts, CCSS resources, Parent Involvement
Mel Chidester
25%Intervention teacher
LCFF
Closing the Achievement Gap, working with small groups of students in k-2, SST coordinator
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Centralized Services
Provided by Student Support Programs
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Erica Ingber
Secondary
Students
Parent or
Community
Member
Year of
Term (1st,
2nd, etc.)
Other
School Staff
Officer Position
(President, Secretary,
etc.)
Classroom
Teacher
Name of Members
Principal
Education Code Section 64001(g) requires that the SAP/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
school site council is as follows:
Cushon Bell
1st
Nury Aravillaga
secretery
2nd
Kristy Clougherty
Chairperson
1st
Adam Chandler
Vice Chairperson
1st
Kitty Cahalan
1st
RoseAna Gonzalez
2nd
Mavis Brown
2nd
Dawn el-Rhashid
2nd
Cheryl Hinojosa
2nd
Joane Copeland-Muro
2nd
Patricia Giberson
2nd
X
X
For elementary schools there should be parity between the number of staff on the site council and the number of
parents/community members. For secondary schools, staff should make up one half of the council, students should make up one
fourth and parents/community should make up one fourth.
The minimum number of SSC members for elementary is 10 and for secondary is 12.
For any SSC, teachers should make up the majority of staff members on the SSC.
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The school site council is correctly constituted and was formed in accordance with district governing board policy and state law.
2.
The school site council reviewed its responsibilities under state law and district governing board policies, including those board
policies relating to material changes in the school plan requiring board approval.
3.
The school site council sought and considered all recommendations from the following groups or committees before adopting
this plan (Check those that apply):
X
4.
The school site council reviewed the content requirements for school plans of programs included in this Single Plan for Student
Achievement and believes all such content requirements have been met, including those found in district governing board
policies and in the LEA Plan.
5.
This school plan 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.
6.
This school plan was adopted by the school site council at a public meeting on: May 20th, 2015
The English Learner Advisory Committee had the opportunity to provide input and advice on the development of this school plan
specifically as it relates to EL students:
Meeting Date
Attested:
Erica Ingber
Typed Name of School Principal
Date
Date
Kristy Clougherty
Typed Name of SSC Chairperson
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Appendices
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WHO
WHAT
All PI Levels
PI Year
PI 3
PI 3
PI 3
PI 3
PI 3
PI 3-5
PI 4-5
PI 4-5
10
PI All levels
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All schools will address actions to promote parent involvement/engagement. School sites must work with parents through committee to develop and review site level policy
based on the criterion provided.
This must be reviewed annually and updated to reflect current practice
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Counselor: n/a
Principal Signature:
Goal: Increase the percentage of students attending at 96% or higher.
95.83
96%
Frequency
Daily/Weekly/Monthly/Yearly
Target Audience/s
Truant students
Measure of Success
Number of truancy letters will go down
each month
Frequency
Daily/Weekly/Monthly/Yearly
Target Audience/s
Monthly at
assemblies
Student
of
the
Measure of Success
Frequency
Daily/Weekly/Monthly/Yearly
Target Audience/s
When needed/monthly
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Measure of Success
The attendance of those students will
improve.
6/6/16
Do K-2 teachers observe for potential giftedness and use flexible groupings in response to observed characteristics of
giftedness in the classroom?
Are GATE students in grades 3-5 placed in cluster groupings or part-time groupings?
Are GATE students in grades 6-12 encouraged to participate in rigorous classes such as Pre AP, AP and Honors?
Are GATE services provided to students during the regular instructional school day?
Are all parents informed of the schedule of the GATE Parent Leadership meetings?
Are all parents informed of the GATE Parent Education Workshops offered by the District?
Do secondary counselors review their case loads to be aware of which students are GATE so that they can be appropriately
The Single Plan for Student Achievement
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Is there a plan to articulate the plan above to parents and teachers on an annual basis?
Does the plan inform parents and teachers of the GATE referral window of September December?
Does the school testing calendar include GATE testing administered by classroom teachers in grades 2 during the GATE testing
window of November January?
Has a process been developed at the school to review research-based characteristics of giftedness with all teachers, but with
special emphasis on 2nd grade teachers?
Do all teachers include a discussion of the ILP during the November parent conference for GATE students?
Does differentiation of instruction focus on the depth and complexity of content, advanced or accelerated pacing, and the
unique expression and application of student understanding?
Are the following instructional options used in the development of the School GATE Plan:
Individual Learning Plan
Independent projects
GATE clusters
Curriculum compacting
Vertical subject-matter acceleration
Grade skipping
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Outside tutoring
IB program
Middle School
Are high-achieving GATE students placed in accelerated or honors classes?
Does differentiation of instruction focus on the depth and complexity of content, advanced or accelerated pacing, and the
unique expression and application of student understanding?
Are the following instructional options used in the development of the School GATE Plan:
Honors class
Pre-AP classes
IB classes
Enrichment classes
Vertical subject-matter acceleration
High School
Do honors classes offered in the core subject areas of ELA and math provide a more rigorous educational experience?
Are Advanced Placement classes are available?
Is the IB diploma program available?
Do students qualify for enrollment in Honors, Advanced Placement, and/or IB classes based on teacher recommendation, GPA,
grades in the specific subject, standardized test scores, and/or portfolio or demonstration options?
Are the following instructional options used in the development of the School GATE Plan:
Honors classes
AP classes
IB classes
Career Pathways classes
All Grades
Does the Principal provide leadership in supervising and monitoring implementation of the GATE Principals Checklist to ensure
that GATE students are receiving an appropriate education?
Does the Principal lead the work of the School GATE Team (Principal, GATE Site Representative, GATE Parent) to review and
modify the GATE Principals Checklist annually as needed?
Does the School Site Council review and approve the GATE Principals Checklist annually?
Is the GATE Principals Checklist developed in response to the specific and varied learning needs of the individual school
population?
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Do elementary GATE students have the opportunity to visit secondary schools and/or shadow secondary students in Honors or
AP classes to help ease anxiety about transitioning to secondary school?
Are high school students informed of the opportunity for concurrent enrollment at Pasadena City College?
Do GATE students have access to small-group counseling sessions offered at the school and are made aware of services
available outside of the school?
Does the Principal schedule other GATE-related professional development at the school site during A meetings on any of the
following topics:
Kaplans Icons of Depth and Complexity
Kaplans Content Imperatives
Tiered Assignments
Curriculum Compacting
Flexible Grouping
Dabrowskis Over-excitabilities
Other
Does the GATE PAC review the School GATE Plan for the purpose of suggesting improvements?
Is the socioeconomic, linguistic and ethnic diversity of the school represented on the GATE Parent Advisory Committee?
Does the school regularly send a parent representative to the District GATE Parent Leadership meetings?
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--------------Principal:
Erica Ingber
2nd
3rd
4th
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Date:
(Signature)
Date:
(Signature)
In the 2002 legislative session, Senate Bill (SB) 1667, School Violence and Assembly Bill (AB) 2198, School Violent Crime were approved by the Legislature and became effective
January 1, 2003.
SB 1667 requires the following school safety plan changes:
EC 35294 requires schools to hold a public meeting at the school site to allow members of the public the opportunity to express an opinion about the plan. SB 1667 amends EC
3524.8 to require schools to notify, in writing, the public of the meeting.
This is to certify that the Pasadena Unified School District has complied with SB 1667, pursuant to EC 35294.8 to notify the public of the public meeting.
District Representative: Sonia Rodarte, Director of Child Welfare, Attendance and Safety
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One of the major challenges children have to faces in their early childhood years is the transition to kindergarten. It sets the tone and
direction of a childs school career. In 2006, the Pasadena Unified School District convened a Transition to Kindergarten Focus Committee in
conjunction with the City of Pasadenas Childcare Office, Head Start, and the Los Angeles Office of Childcare. PUSD representation on this
committee includes preschool and Kindergarten teachers and administrative leadership.
Mission
The mission of this committee is to collaborate with educators and members of the community in order to plan and develop policies that will
serve to provide effective transitions from preschool to Kindergarten.
Findings
Findings by the National Center for Early Development and Learning indicate a need for greater communication among Kindergarten
teachers, families and the school. With the support of Transition to Kindergarten Focus Committee, the PUSD organized an informational
forum for parents whose children were transitioning to Kindergarten and developed Kindergarten Readiness Packets that are distributed
annually each spring to families.
Instruction is provided to families, in English and Spanish, on the use of the materials in the kit. Materials included: pamphlets on activities
parents and children could do together to get ready for Kindergarten, arts and craft supplies, transition booklet, PreK literature selections
from Open Court, picture books and much more. Our plan is to improve and expand this effort to provide support and instruction to parents
combined with engaging school readiness materials that are given to graduating PUSD preschool students.
Actions
A key component of our Early Reading First plan is to expand promising practices to support the language development and literacy of
English learners (ELs), we continue looking to expand the promising practices being developed at our three English Learner Acquisition and
Development Pilot Program schools; Longfellow, Washington and Willard. PUSD utilizes the lessons learned from these promising English
learner strategies as well as from a successful Reading First program. We continue to seek to improve alignment, continuity and the sharing
of best practices in language development and literacy for preschool and elementary schools, our proposed professional development plan
includes training teachers in the adopted reading program (now Open Court, with potential new adoption anticipated next year) as well as
training for English learner strategies and providing ongoing coach support.
Increased communication between our preschool and Kindergarten teachers will also strengthen the transition to Kindergarten and the
types of promising practices being used at our elementary schools, including the development of Individual Learning Plans, newcomer
support, intervention strategies, Reclassification, and follow-up.
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Longfellow Elementary
Parent Involvement Policy
2016-17 School Year
I.
Longfellow has developed a written parental involvement policy with input from
parents
Parent Representatives from School Site Council, PTA, ELAC, parent of GATE
students and staff have jointly developed the parental involvement policy.
Parents, including PTA, ELAC, and Parents of GATE students, participate in the
periodic updates of the policy to meet the changing needs of parents in the
school. The SSC reviews and approves the policy.
Parents who do not speak English and whose primary language is Spanish, will
receive the Policy in Spanish.
Parents receive a copy of the parental involvement policy in Wednesday Folders.
Copies of the policy are also available during PTA and ELAC meetings, in the
Parent Work Room and the schools main office, and on the school website..
Longfellow Schools Parental Involvement Policy is available to the local
community.
II.
Involvement of Parents
1. Longfellow School offers flexible number of meetings.
PTA meetings are held the 3rd Thursday of the month at 6:15 pm
English Language Advisory Committee (ELAC) meetings are held the 1st
Wednesday of the month at 8:00 am.
School Site Council (SSC)meetings are held the 3rd Wednesday of the month at
4:00 pm.
2. Involves parents in the development of the schools Single Plan for Student
Achievement.
PTA, ELAC, and GATE parents will annually have the opportunity to review
and offer input in the schools Single Plan for Student Achievement (SPSA)
and periodic updates of the schools parental involvement policy.
III.
Communication
1. In an effort to communicate effectively to all parents, the school will use
several modes of communication to get information out to parents.
Friday Morning blacktop assembly formation will be conducive to all parents
being able to hear announcements in English and Spanish
Connect Ed phone messages will be sent in advance of meetings and events
Newsletters with information from different parent groups and school
happenings will go out on a monthly basis
The after school program LEARNS will be notified of upcoming events so they
can share it with parents at pick up times
Teachers will communicate with students and parents regarding school events
and policies
Parents will let teachers know their availability for volunteering.
Parents and staff members will make personal contact with parents in an
attempt to be more inclusive and get more parents involved.
The school will send information by email, mail, in the Wednesday folders, and
through Connect- Ed phone messages.
The school and PTA website
Important flyers and announcements will be communicated to LEARNS staff so
they can share the information with parents at pick up
regarding school activities. Parents who do not speak English and whose
primary language is Spanish, will receive all communication in English and
Spanish.
The Longfellow PTA hosts monthly blacktop coffees on the last Friday of each
month to give parents information about the school and inform them of ways
they can help.
The Longfellow PTA will host events such as workroom parties to train and get
more parents into the Parent Workroom to volunteer.
The Longfellow PTA will host a Community Picnic the first week of school.
Family Fridays offer an opportunity for parents to learn a strategy to help their
students from the classroom teacher 6 times a year.
All parents will have the opportunity to volunteer and be given the necessary
information.
V.
Accessibility
Longfellow Elementary School provides opportunities for all parents to
participate, including: parents with limited English proficiency and parents with
disabilities.
All parents will have Connect-Ed messages and printed materials
Come home in the appropriate language, either English or Spanish
All parents will be notified that they do not have to be a member of PTA to
come to meetings, events , or volunteer.
Information in the Parent Workroom will be in Spanish and English
Facilities for meetings will be conducive to discussion and adult comfort
VI.
Student
I agree to carry out the following responsibilities:
Come to school ready to learn and work hard.
Bring necessary materials, completed work assignments, and homework.
Know and follow school and class rules of being safe, responsible, and respectful of the
school, classmates, staff, and families.
Communicate regularly with my parents and teachers about school experiences so that
they can help me to be successful in school.
Make sure to get plenty of sleep, make healthy eating choices, and exercise.
Limit my TV watching and video game playing and instead study or read every day after
school.
Respect the school, classmates, staff, and families.
Be a communicator, collaborator, a critical and creative thinker.
____________________________________ ______
Student Signature/Date
Grade
Family/Parent/Guardian
I agree to carry out the following responsibilities:
Provide a quiet time and place for homework completion and limit TV viewing, video
game playing, computer and phone time.
Review homework completion and ask my child about his/her school day.
Convey the importance of reading by having daily/nightly reading time together as a
family.
Ensure that my child attends school every day, gets adequate sleep, regular medical
attention, proper nutrition and exercise.
Regularly monitor my childs progress in school.
Support the schools discipline and dress codes.
Participate at school in activities such as school decision making, volunteering and/or
attending parent-teacher conferences, Open House, and Back-to-School Night.
Communicate the importance of education and learning to my child.
Respect the school, staff, students, and families.
Find opportunities to model for students communication, collaboration, and thinking
critically and creatively.
____________________________________
Parent Signature/Date
PUSD
SUPERINTENDENT
Brian McDonald, Ed.D.
superintendent@pusd.us
BOARD OF EDUCATION
Elizabeth Pomeroy, President
District 5
pomeroy.elizabeth@pusd.us
Longfellow
Elementary School
1065 East Washington Blvd. Pasadena, CA 91104
Phone: (626) 396-5720
CDS Code: 19-64881-6021679
Erica Ingber, Principal
ingber.erica@pusd.us
Principals Message
At Longfellow, we believe that it is important to meet the needs of each and every child. We meet
the needs of the students though high interest lessons and Project Based Learning. Project
Based Learning allows the teacher to support all the students learning at their level and all
students to access the Common Core Standards at a high level. We also feel that if students are
not engaged then they are not learning. The Longfellow staff employs every effort and multiple
strategies to make sure all students are engaged, participating and most of all learning. This
can be seen in every classroom everyday in the intent focus of the students, the meaningful
assignments, and the classroom discussions. All staff members have high expectations for
students and it is an expectation that they will be able to apply and transfer learning of the
Common Core State Standards. The expert teachers at Longfellow accomplish this by excellent
classroom instruction, data analysis, and making sure that they make a personal connection
with all students.
We see parent involvement as a spectrum and invite parents to participate in any way they feel
comfortable. We attribute much of our success to the partnership between parents and staff
members. At Longfellow, we feel that all parents and students have something to contribute and
we look for avenues to make that possible. Creating a caring and nurturing environment, having
the fundamental belief that all students can learn, and developing meaningful partnerships with
parents and the community make Longfellow a wonderful place for all children.
The school monitors student attendance very closely and reports excessive
unexcused absences to designated authorities. The Abolish Chronic
Truancy (ACT) program identifies students with attendance problems and
refers them to the School Attendance Review Board (SARB). Students
are referred to SARB when they have persistent attendance and behavior
problems in school and when the normal avenues of classroom, school
and district counseling are not effective.
A. Conditions of Learning
The Federal No Child Left Behind Act requires that all teachers in core
subject areas meet certain requirements in order to be considered as
Highly Qualified. Minimum qualifications include: possession of a
Bachelors Degree, possession of an appropriate California teaching
credential, and demonstrated competence in core academic subjects. For
more information, see the CDE Improving Teacher and Principal Quality
Web page at: http://www.cde.ca.gov/nclb/sr/tq/.
2013-14
2014-15
108
101
111
1st
96
103
80
2nd
80
87
91
3rd
85
71
83
4th
70
73
76
5th
81
66
71
% of Core
Academic
Courses
Taught By
Non-Highly
Qualified
Teachers
14.5%
Asian
2.5%
School
100.0%
0.0%
Filipino
2.0%
88.8%
11.2%
Hispanic or Latino
70.6%
87.0%
13.0%
8.2%
100.0%
0.0%
White
Two or More Races
2.2%
English Learners
34.6%
Socioeconomically Disadvantaged
82.8%
0.4%
Foster Youth
1.4%
Teacher Assignment
The district recruits and employs qualified credentialed teachers. This
chart shows information about teacher credentials.
District
13-14
14-15
15-16
15-16
Fully Credentialed
19
23
21
615
Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group,
etc. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the
year for an entire semester or year.
Misassignments/Vacancies
13-14
14-15
15-16
Facility Component
System Status
Good
Poor
201- Access cover missing. (Work
order submitted.)
Interior
Cleanliness (Overall
Cleanliness, Pest/Vermin
Infestation)
Fair
Restrooms/Fountains
Structural (Structural
Damage, Roofs)
Electrical
Cleaning Process
Longfellow Elementary School provides a safe and clean environment for students, staff, and volunteers. The district governing board has adopted
cleaning standards for all schools in the district. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis
on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The Principal works daily with four
custodians to develop sanitation schedules that ensure a clean, safe, and functional learning environment.
District-Adopted Textbooks
Grade
Levels
Subject
Publisher
Adoption
Year
Sufficient
% Lacking
K-5
Mathematics
Houghton
Mifflin
2008
Yes
0.0%
K-5
Reading/
Language Arts
SRA/McGrawHill
2002
Yes
0.0%
K-5
Science
Houghton
Mifflin/
Harcourt
2007
Yes
0.0%
K-5
Social
Science/
History
Scott
Foresman
2006
Yes
0.0%
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):
Statewide assessments (i.e., California Assessment of Student Performance and Progress and its predecessor the Standardized Testing and
Reporting Program); and
The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the
California State University, or career technical education sequences or programs of study.
The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English
Language Arts/Literacy (grades 3-8 and 11) and math (grades 3-8 and 11).
California Assessment of
Student Performance and Progress
Percent of Students Meeting or Exceeding the State Standards
School
District
State
Subject
33
36
44
32
28
33
The following tables display information on student achievement at each performance level in English/Language Arts and Mathematics for the school by
student groups for grades three through five.
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
Note: A student is defined as socioeconomically disadvantaged if the student was eligible for the free or reduced-price lunch program (also known as the
National School Lunch Program or NSLP), migrant, foster youth or homeless, or neither of the students parents was a high school graduate.
Mathematics
Number
Tested
Percent
Tested
One
Two
Three
All Students
84
82
97.6
28
33
Male
84
48
57.1
31
42
Female
84
34
40.5
24
Black or African
American
84
10.7
Asian
84
Filipino
84
Student Groups
Four
Number
Tested
Percent
Tested
One
Two
Three
Four
20
20
82
97.6
20
33
28
20
17
10
48
57.1
23
38
27
13
21
24
32
34
40.5
15
26
29
29
--
--
--
--
10.7
--
--
--
--
4.8
--
--
--
--
4.8
--
--
--
--
1.2
--
--
--
--
1.2
--
--
--
--
Hispanic or Latino
84
55
65.5
27
45
16
11
55
65.5
22
42
24
13
White
84
10
11.9
--
--
--
--
10
11.9
--
--
--
--
Two or More
Races
84
3.6
--
--
--
--
3.6
--
--
--
--
Socioeconomically
Disadvantaged
84
58
69
33
38
21
58
69
22
41
26
10
English Learners
84
26
31
46
38
12
26
31
27
50
15
Students with
Disabilities
84
14
16.7
57
43
14
16.7
43
43
14
Mathematics
Number
Tested
Percent
Tested
One
Two
Three
All Students
76
74
97.4
49
26
Male
76
42
55.3
64
21
Female
76
32
42.1
28
Black or African
American
76
10.5
Asian
76
Filipino
76
Hispanic or Latino
76
White
76
Two or More
Races
Four
Number
Tested
Percent
Tested
One
Two
Three
Four
18
74
97.4
34
39
23
14
42
55.3
40
38
19
31
22
19
32
42.1
25
41
28
--
--
--
--
10.5
--
--
--
--
1.3
--
--
--
--
1.3
--
--
--
--
2.6
--
--
--
--
2.6
--
--
--
--
60
78.9
52
27
17
60
78.9
33
43
20
2.6
--
--
--
--
2.6
--
--
--
--
76
1.3
--
--
--
--
1.3
--
--
--
--
Socioeconomically
Disadvantaged
76
65
85.5
52
26
15
65
85.5
37
42
18
English Learners
76
21
27.6
81
14
21
27.6
52
38
10
Students with
Disabilities
76
11
14.5
100
11
14.5
82
Student Groups
Mathematics
Total
Enrollment
Number
Tested
Percent
Tested
One
Two
Three
Four
Number
Tested
Percent
Tested
One
Two
Three
Four
All Students
73
72
98.6
28
39
22
11
72
98.6
46
35
11
Male
73
36
49.3
28
42
22
36
49.3
39
36
11
14
Female
73
36
49.3
28
36
22
14
36
49.3
53
33
Black or African
American
73
11
15.1
45
18
27
11
15.1
55
27
18
Asian
73
4.1
--
--
--
--
4.1
--
--
--
--
Hispanic or Latino
73
51
69.9
27
47
22
51
69.9
49
43
White
73
5.5
--
--
--
--
5.5
--
--
--
--
Two or More
Races
73
4.1
--
--
--
--
4.1
--
--
--
--
Socioeconomically
Disadvantaged
73
58
79.5
31
45
21
58
79.5
50
40
English Learners
73
11
--
--
--
--
11
--
--
--
--
Students with
Disabilities
73
9.6
--
--
--
--
9.6
--
--
--
--
School
District
State
2013
2014
2015
2013
2014
2015
2013
2014
2015
49
54
57
50
52
49
59
60
56
Science
District
49
School
57
African American/Black
36
Hispanic or Latino
54
Males
60
Females
54
Socioeconomically
Disadvantaged
49
Grade Level
Four of Six
Standards
Five of Six
Standards
Six of Six
Standards
20.8%
29.2%
31.9%
C. Engagement
The table displays the suspension and expulsion rates at the school, in the
district, and throughout the state. Expulsions occur only when required by
law or when all other alternatives are exhausted.
The following are community partnerships that have been formed with
Longfellow in an effort to enhance the curricular and social aspects of the
school:
Expulsions
12-13
13-14
14-15
12-13
13-14
14-15
School
0.8%
1.5%
0.7%
0.0%
0.0%
0.0%
District
6.8%
6.4%
4.9%
0.0%
0.0%
0.0%
State
5.1%
4.4%
3.8%
0.1%
0.1%
0.1%
Extracurricular Activities
Contact Information
Parents who wish to participate in Longfellow Elementary Schools
leadership teams, school committees, school activities, or become
a volunteer may contact the main office at (626) 396-5720, or visit the
districts website at www.pusd.us.
Professional Development
Staff members build teaching skills and concepts through participation in
conferences and workshops throughout the year. For the past three years,
the district offered two staff development days.
The School Site Safety Plan is updated annually in the fall by the principal,
and Safe Schools Committee. The plan was most recently updated and
reviewed with school staff in March 2015. The key element of the Safety
Plan focuses on updating the emergency exit routes, and making sure
all staff members know emergency procedures. The school is always in
compliance with all laws, rules, and regulations pertaining to hazardous
materials and state earthquake standards. Fire, earthquake and lockdown
drills are conducted on a regular basis throughout the school year.
Class Size
The table indicates the average class size by grade level, as well as the
number of classrooms that fall into each size category.
14
15
1-20
Students
13
14
21-32
Students
15
13
33+
Students
14
15
13
14
15
By Grade Level
K
27
20
22
23
26
27
27
29
23
28
24
28
30
32
32
30
25
28
Other
27
27
The Gifted and Talented Education (GATE) program is for students who
have been tested and identified as academically talented. GATE students
receive additional challenging assignments within the classroom and
through a pull-out program.
Computer Resources
Computer skills and concepts integrated throughout standard curriculum
prepare students for technological growth and opportunities. Longfellow
has 240 Chromebooks that are rotated through the classrooms. The
school has wireless internet and a lab with 30 computers. In addition, all
classrooms have a document camera and LCD projectors and all teachers
have a Chromebook to use for direct instruction.
School Leadership
Leadership at Longfellow Elementary School is a responsibility shared
among district administration, the principal, instructional staff, students,
and parents. Principal Erica Ingber has led the school since 2007.
Prior to this position, Ms. Ingber served as a Literacy Coach, Language
Development Resource Teacher, and classroom teacher. She has 18
years of experience as an educator.
The school does not have an academic counselor. The chart displays a list
of support services that are offered to students at Longfellow Elementary
School. Note: One Full Time Equivalent (FTE) equals one staff member
working full time; one FTE could also represent two staff members who
each work 50 percent of full time.
Full Time
Equivalent
Behavior Specialist
1.0
Curriculum Resource
Teacher
1.0
Health Aide
1.0
3.0
3.0
Nurse
0.5
Psychologist
0.25
Resource Specialist
Program (RSP) Teacher
1.0
1.0
District
State
Yes
No
Yes
Mathematics
English Language
Arts
Mathematics
English Language
Arts
Mathematics
Participation Rate
Yes
Yes
No
No
Yes
Yes
Percent Proficient
N/A
N/A
N/A
N/A
N/A
N/A
Yes
Yes
Yes
N/A
Yes
Yes
School
District
In PI
In PI
2013-2014
2011-2012
Year 1
Year 3
20
90.9%
10
$6,224
$1,726
$4,498
District
From Basic/Unrestricted Sources
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.
$4,491
0.2%
State
From Basic/Unrestricted Sources
$5,348
-15.9%
$71,784
District
$70,542
Percentage of Variation
1.8%
$71,529
Percentage of Variation
0.4%
State
Beginning Teachers
$41,415
$43,062
Mid-Range Teachers
$60,566
$67,927
Highest Teachers
$85,450
$87,811
$108,937
$110,136
$109,039
$115,946
$115,962
$124,865
Superintendent
$247,200
$211,869
33.0%
39.0%
Administrative Salaries
6.0%
5.0%
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., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
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