1. education
2. school

Christa McAuliffe School
Oxnard Elementary School District
3300 Via Marina Avenue • Oxnard, CA 93035 • (805) 385-1560
Christine Anderson, Principal
[email protected]
2011-2012 School Accountability Report Card
OESD Mission Statement
District Administration
Jeff Chancer
Superintendent
Lisa Cline
Assistant Superintendent,
Business Services
Sean Goldman
Assistant Superintendent,
Human Resources &
Support Services
Catherine Kawaguchi
Assistant Superintendent,
Educational Services
Chief Academic Officer
Board of Trustees
Veronica Robles-Solis
President
Ana Del Rio-Barba
Clerk
Ernie Morrison
Member
Denis O’Leary
Member
Albert Duff, Sr.
Member
* Data in this report are
reflective of the 20102011 school year unless
otherwise noted.
We guarantee that each student is academically competitive and inspired to perseverant hope.
District Vision
Tomorrow’s Leaders through Education, Empowerment, and Inspiration.
District Beliefs
• Every individual has inherent worth.
• Everyone is responsible for their own actions.
• Everyone desires to be treated with respect and dignity.
• Everyone can be a successful learner.
• Learning begins at birth and never ends.
• The higher the expectation, the higher the achievement.
• The entire community is responsible for the well being of its children.
• The entire community is responsible for contributing to the improvement of our community.
• Diversity enhances learning and enriches life.
• An effective education empowers the individual and enhances the quality of life in the community.
• The family experience is crucial to the healthy development of a child.
• Ethical behavior is essential to the well being of society.
• A strong work ethic and opportunity are essential for reaching one’s potential.
• Change is inevitable, challenging, and creates possibilities for progress.
Principal’s Message
Thank you for your interest in reading our School Accountability Report Card. It is our hope that you gain a
better understanding of our school components after you read this document. I invite you to visit our campus
in person in order to experience the positive atmosphere and the energy that is committed to our students.
We take great pride in Christa McAuliffe School.
Visitors often share how impressed they are with our students’ behavior, attitudes, and warm supportive
learning environment that is so prevalent throughout the classrooms and school. We are a staff truly
committed to providing an outstanding education to all children.
Parent & Community Involvement
McAuliffe School benefits from an extremely active and involved Parent Teacher Association (PTA). The PTA
works with the community through various school fundraisers, activities, and field trips. Parents are also
welcome to participate in the School Site Council, GATE Advisory Council, English Learner Advisory Council,
the Parent Outreach Program, parent workshops, Parent Education Nights for GATE students, and Parent
Institute for Quality Education (PIQE).
Parents are advised at school announcements through ConnectEd., an online program allowing mass emails
and messages from school staff to be delivered as information becomes available. For additional information
about the school, parents may also review the district newsletter at www.oxnardsd.org. A new electronic sign
was also installed at the front of the school with information for parents.
Community & School Profile
Situated along a beautiful stretch of Pacific coastline, Oxnard is the largest city in Ventura County. Oxnard
is a rare combination of relaxed seaside atmosphere and a thriving business environment. Oxnard is an
international city enjoying an ethnically diverse population of over 193,000 residents.
www.oxnardsd.org
McAuliffe Elementary School
1
Published: December 2011
All students may also receive support through a before and after-school
EL lab and tutoring program. Oxnard Scholars is an after-school program
also offered to students and more information can be obtained by emailing
[email protected]. In addition to enrichment activities and outdoor
education, students have access to the STAR and Campfire USA after
school program, Monday through Friday.
McAuliffe School was established in the seaside community of Oxnard,
in Ventura County, and is one of 22 schools in the Oxnard Elementary
School District. During the 2010-11 school year, McAuliffe School served
940 students in kindergarten through sixth grade on a traditional schedule.
Student body demographics are illustrated in the chart.
Student Enrollment by Ethnic Group
Extracurricular Activities
2010-11
Students are encouraged to participate in the school’s additional academic
and extracurricular activities, which are an integral part of the educational
program. Extracurricular activities and programs at McAuliffe School
include:
Percentage
African American/Black
5.1%
American Indian
0.3%
Asian
3.0%
Filipino
5.4%
Hispanic or Latino
66.1%
Pacific Islander
• Governor’s Challenge • Parent Education Nights • Basketball • Cheerleading • Drama • Garden Project • Artist in the Classroom • Walk Across America
• Sixth Grade Science Camp
• Renzulli Learning
-
White
18.0%
Two or More
2.1%
None Reported
-
Student Recognition
Discipline & Climate for Learning
Positive recognition creates a learning environment that fosters respect
for the individual and promotes self-esteem. Awards ceremonies are held
monthly and at the end of the year. Awards and recognition programs at
McAuliffe School include:
Students at McAuliffe School are encouraged to treat students, staff,
school property, and themselves with respect. The school adheres to basic
student rules, which are outlined in the District Parent/Student Handbook.
Student behavioral expectations, as well as procedures and consequences,
are clearly stated within the handbook. In addition, a school newsletter is
distributed bi-monthly, and regular bulletins and classroom rules are sent
home to update families of any special events or changes in policy.
• Student-of-the-Month • Attendance & Citizenship Awards • Most Improved Awards • Classroom Awards • Perfect Attendance Incentive Program
Students, parents, and staff work hard to ensure a safe and orderly
learning environment. Well-managed classrooms, and clearly defined
expectations and consequences have resulted in an environment where
learning flourishes. The Safety and Behavior Committee has developed
a set of schoolwide rules and procedures for discipline. As a last resort,
students may be referred to the Learning Director or Principal to resolve
discipline issues. In the next year we will be implementing Olweus, and
anti-bullying program.
School districts receive financial support from the state for the education
of the students they serve based on how many students attend each day.
Most importantly, attendance is critical to academic achievement. Student
attendance is carefully monitored to identify those students exhibiting
excessive absences. The chart illustrates enrollment at the school over the
past three years.
Enrollment Trend by Grade Level
2008-09
Suspensions & Expulsions
Suspensions
Suspension Rate
Expulsions
Expulsion Rate
District
08-09
09-10
10-11
08-09
09-10
10-11
20
77
45
1716
1679
1936
2.2%
7.9%
4.8%
11.1%
10.8%
12.2%
0
0
0
21
3
5
0.0%
0.0%
0.0%
0.1%
0.0%
0.0%
2009-10
2010-11
K
115
93
65
1st
157
115
119
2nd
126
139
126
3rd
103
134
148
4th
132
178
139
5th
135
153
182
6th
141
158
161
Attendance, tardy, and truancy policies are clearly stated, consistently
enforced, and consequences are fairly administered. Parents are advised
of their responsibilities, including proper notification of when and why
students are absent. The office staff makes daily phone calls to parents
when children are absent. When a student has repeated tardies or
unexcused absences, a letter is mailed home, and a parent conference
may be scheduled with the Outreach Consultant to resolve any problems.
Homework
Homework is a fundamental part of the learning process that helps
to develop basic academic and study skills as well as promote student
responsibility and self-discipline. Homework is assigned on a regular basis
for all grade levels and major subject areas. Each teacher determines
the appropriate level of homework for his or her students. Students are
expected to complete their homework assignments in a timely manner and
to the best of their ability. Parents are encouraged to provide a supportive
environment for homework activities and to review homework assignments
with their child.
In the event of habitual truancy, students may be referred to the district’s
School Attendance Review Board (SARB). The SARB is utilized when
students have persistent attendance and behavior problems in school, and
when the normal avenues of classroom, school, and district counseling
are not effective. The school holds min-SARB meetings for students with
excessive tardies.
Tutoring is available for all students after school in the computer labs and
through the Homework Club.
McAuliffe Elementary School
• Principal’s Recess
• Accelerated Reader Awards
• Academic Awards
• McAuliffe Writers Guild
School Enrollment & Attendance
The suspensions and expulsions table illustrates total cases for the school
and district for all grade levels, as well as the percentage of total enrollment
(number of suspensions divided by total enrollment). Suspensions are
expressed in terms of total infractions, not total number of students,
as some students may have been suspended on several occasions.
Expulsions occur only when required by law or when all other alternatives
are exhausted.
School
• GATE Magnet Program
• Jr. Great Books
• Talent Show
• Homework Club
• Computer Club
• Art & Author’s Fair
• Track
• EL Computer Lab
• Battle of the Books
• Student Store
2
Published: December 2011
Class Size
In the infrequent event that a substitute is unavailable, an administrator will
assume the position.
The following chart shows average class size by grade level, as well as the
number of classes offered in reference to their enrollment.
Curriculum Development
Class Size Distribution
McAuliffe School’s curriculum is written in compliance with the state
framework and model curriculum standards dictated by the State
Department of Education. The District Curriculum Committee is the
primary leadership team responsible for monitoring and evaluating the
curriculum. Decisions concerning curriculum improvement are then made
through a collaborative effort among school representatives, ensuring that
all changes are schoolwide, not isolated to a single class or grade.
Classrooms Containing:
Average
Class Size
09
10
11
1-20
Students
09
10
11
21-32
Students
09
33+
Students
10
11
09
10
11
By Grade Level
K
19
25
30
6
-
1
20
26
27
8
2
19
27
27
7
3
20
22
29
4
32
31
34
5
33
35
6
35
-
K-3
-
-
3
2
-
-
-
-
-
-
4
5
-
-
-
-
2
-
5
4
-
-
-
5
2
-
-
4
5
-
-
-
-
-
-
3
3
-
1
3
5
35
-
-
-
2
-
-
2
5
4
34
34
-
-
-
-
-
-
4
4
5
27
30
-
-
-
-
1
-
-
-
-
The school continues to implement the Avenues content embedded
instruction series for English Language Development (ELD). The teaching
staff has also placed a strong focus on regular grade-level collaboration,
with specific emphasis on review and/or implementation of intervention
and enrichment programs.
Teacher Assignment
Oxnard Elementary School District recruits and employs only the most
qualified credentialed teachers. The chart illustrates the number of fully
credentialed teachers for the past three school years.
Teacher Credential Status
School
Instructional Time (includes Minimum days)
During the 2010-11 school year, McAuliffe School offered 180 days of
instruction, including six minimum days. Minimum days are scheduled
for parent-teacher conferences and curriculum planning. All instructional
time offered during the 2010-11 school year exceeded the annual minute
requirements specified in the California Education Code.
Instructional Minutes By Grade Level
Minutes Required
District
08-09
09-10
10-11
10-11
Fully Credentialed
40
38
35
694
Without Full Credentials
0
0
0
0
Working Outside Subject
0
0
0
54
Teacher misassignments reflect the number of placements within a school
for which the certificated employee in the teaching or services position
(including positions that involve teaching English learners) does not hold a
legally recognized certificate or credential.
Actual Minutes
K
36,000
36,000
1st
50,400
53,916
2nd
50,400
53,916
3rd
50,400
53,916
4th
54,000
54,960
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 year. For the 2011-12 school year, the most current
available data are reported.
5th
54,000
54,960
Misassignments/Vacancies
6th
54,000
54,960
09-10
10-11
11-12
Misassignments of Teachers of English Learners
0
0
0
School Leadership
Misassignments of Teachers (other)
1
1
0
Leadership at McAuliffe School is a responsibility shared among district
administration, the principal, instructional staff, students, and parents.
Primary leadership duties at the school have been assumed by Principal
Christine Anderson for the past eight years. Prior to this position, Ms.
Anderson was an administrator for three years at the San Joaquin County
Office of Education and Principal for two years at Merryhill Schools.
She has 35 years of experience in education and received her Ph.D. in
Educational Leadership.
Total Misassignments of Teachers
1
1
0
Vacant Teacher Positions
0
0
0
Highly Qualified Teachers
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
Bachelor’s Degree, possession of an appropriate California teaching
credential, and demonstrated competence in core academic subjects.
Staff are encouraged to participate on various committees that make
decisions regarding the priorities and direction of the educational plan.
These teams ensure that instructional programs are consistent with
students’ needs and comply with district goals. Avenues of opportunity
include:
• District Site Leadership Team • English Learner Advisory Council • Grade Level Teams
• Parent-Teacher Organization (PTO) • Student Monitoring Team
NCLB Compliant Teachers
• School Site Council
• Student Council
• GATE Advisory Council
• Safety Committee
• Staff liason for after school
% of Core
Academic
Courses
Taught
By NCLB
Compliant
Teachers
% of Core
Academic
Courses
Taught By
Non-NCLB
Compliant
Teachers
Substitute Teachers
School
100.0%
0.0%
Substitute teachers are fully trained and credentialed or have received
emergency credentials by the state. When teachers are absent from their
assigned classes, the district uses only qualified substitute teachers.
District
100.0%
0.0%
High-Poverty Schools in District
100.0%
0.0%
Low-Poverty Schools in District
-
-
McAuliffe Elementary School
3
Published: December 2011
California Standards Test
The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance
in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets
standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).
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, mathematics, social science, and science, for the most recent three-year period.
The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for
the most recent testing period.
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.
California Standards Test (CST)
Subject
English/Language Arts
School
District
State
2009
2010
2011
2009
2010
2011
2009
2010
2011
47
63
62
36
37
38
50
52
54
Mathematics
49
64
63
43
45
46
46
48
50
Science
34
64
54
33
35
37
50
53
57
*
*
*
24
29
34
41
44
48
History/Social Science
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
California Standards Test (CST)
Subgroups
Subject
English/
Language
Arts
Mathematics
Science
History/
Social
Science
District
38
46
37
34
School
62
63
54
*
African American/
Black
51
69
*
*
*
*
*
*
American Indian
Asian
10
95
*
*
Filipino
81
79
*
*
Hispanic or Latino
59
58
48
*
Pacific Islander
White
*
*
*
*
66
68
75
*
Males
60
63
55
*
Females
65
62
54
*
Socioeconomically
Disadvantaged
56
59
49
*
*
*
*
*
57
68
*
*
Migrant Education
*
*
*
*
Two or More
Races
*
*
*
*
English Learners
Students with
Disabilities
*Scores are not disclosed when fewer than 10 students are tested in a grade level
and/or subgroup.
Federal Intervention Program
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 (English/Language Arts 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.
McAuliffe Elementary School
4
Federal Intervention Programs
Program Improvement (PI) Status
School
District
Not in PI
In PI
First Year in PI
-
2004-2005
Year in PI (2011-12)
-
Year 3
# of Schools Currently in PI
-
19
% of Schools Identified for PI
-
86.36%
Published: December 2011
Academic Performance Index
API School Results
The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually
measures the academic performance and progress of individual schools in California. The state
has set 800 as the API score that schools should strive to meet.
Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size
(deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high
school).
2008
2009
2010
Statewide
4
4
7
Similar Schools
2
2
4
08-09
09-10
10-11
Group
All Students at the School
Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other
schools with similar demographic characteristics. Each set of 100 schools is ranked by API
score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to
similar schools.
Actual API Change
14
77
-8
79
-16
34
8
Hispanic or Latino
Actual API Change
The first table displays the school’s API ranks and actual API point changes by student group for
the past three years.
18
White
Actual API Change
The second table displays, by student group, the 2011 Growth API at the school, district, and
state level.
18
Socioeconomically Disadvantaged
Actual API Change
8
82
-10
93
-31
English Learners
Actual API Change
37
Growth API
School
Number
of
Students
District
Growth
Score
Number
of
Students
State
Growth
Score
Number
of
Students
Growth
Score
All Students at the School
717
830
11,510
722
4,683,676
778
Black or African American
37
828
230
729
317,856
696
Asian
22
976
142
882
398,869
898
Filipino
41
909
217
865
123,245
859
Hispanic or Latino
471
810
10,217
711
2,406,749
729
White
131
853
595
802
1,258,831
845
Two or More Races
13
825
45
814
76,766
836
Socioeconomically Disadvantaged
462
798
10,003
707
2,731,843
726
English Learners
187
781
6,807
682
1,521,844
707
Students with Disabilities
57
778
1,158
589
521,815
595
Adequate Yearly Progress
No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It
mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have
limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. Schools
must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal.
The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:
• 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.
• API as an additional indicator.
• Graduation rate (for secondary schools).
There are several consequences for schools that do not meet
the AYP standards, including additional tutoring and replacing
of staff. Students would also be allowed to transfer to schools
(within their district) that have met their AYP, and the former
school would be required to provide the transportation to the new
site. Results of school and district performance are displayed in
the chart.
Adequate Yearly Progress (AYP)
School
District
No
No
Made AYP Overall
English Language
Arts
Mathematics
English Language
Arts
Mathematics
Participation Rate
Yes
Yes
Yes
Yes
Percent Proficient
No
No
No
Met AYP Criteria
No
API School Results
Yes
Yes
Graduation Rate
N/A
N/A
Physical Fitness
In the spring of each year, the school is required by the state to administer a physical fitness test to all students in grade five. Results of student
performance are compared to other students statewide who took the test. The physical fitness test measures each student’s ability to perform fitness
tasks in six major areas. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the “healthy
fitness zone” (HFZ). During the 2010-11 school year, 20.1% met four out of six standards, 25.0% met five out of six standards, and 30.4% met all six
fitness standards.
McAuliffe Elementary School
5
Published: December 2011
Textbooks & Instructional Materials
Teacher Evaluation & Staff Development
Oxnard School District held a Public Hearing on October 6, 2010 and
determined that each school has sufficient and good quality textbooks,
instructional materials, or science lab equipment pursuant to the settlement
of Williams vs. the State of California. All students, including English
Learners, are given their own individual standards-aligned textbooks or
instructional materials, or both, in core subjects for use in the classroom
and to take home. The chart below displays data collected in October
2011, regarding textbooks in use during the 2010-11 school year.
A constructive evaluation process promotes quality instruction and is a
fundamental element in a sound educational program. Evaluations and
formal observations are designed to encourage common goals and to
comply with the state’s evaluation criteria and district policies. Temporary
and probationary teachers are evaluated twice a year and permanent
teachers are evaluated every other year.
Evaluations are conducted by the principal who has been trained and
certified for competency to perform teacher evaluations. Teachers are
evaluated on their performance of district-adopted criteria, which include:
District-Adopted Textbooks
Grade
Levels
Subject
Publisher
Adoption
Year
Sufficient
%
Lacking
K-5
English as
a Second
Language
Hampton
Brown
Avenues
2004
Yes
0.0%
6th
English as
a Second
Language
Hampton
Brown
Highpoint
2001
Yes
0.0%
K-6
English/
Language
Arts
Houghton
Mifflin
2003
Yes
0.0%
4th-6th
Mathematics
Glencoe/
McGraw
Hill
2008
Yes
0.0%
K-6
Mathematics
Scott
Foresman
2008
Yes
0.0%
6th
Science
Glencoe/
McGraw
Hill
2008
Yes
0.0%
K-5
Science
MacMillan/
McGraw
Hill
2008
Yes
0.0%
6th
Social
Science/
History
Glencoe/
McGraw
Hill
2007
Yes
0.0%
K-5
Social
Science/
History
Pearson
Scott
Foresman
2007
Yes
0.0%
• Classroom Control & Management
• Instruction
• Teacher-Staff Relationships
• Personal Characteristics
Evaluations are also based on the California Standards for the Teaching
Profession, which include:
• Engaging and Supporting all Students in Learning
• Understanding and Organizing Subject Matter for Student Learning
• Assessing Student Learning
• Creating and Maintaining Effective Environments for Student Learning
• Planning Instruction and Designing Learning Experiences for all
Students
• Developing as a Professional Educator
Staff members build teaching skills and concepts through participation
in conferences and workshops throughout the year. For the past three
years, the district has sponsored two staff development days annually
where teachers are offered a broad-based variety of professional growth
opportunities in curriculum, teaching strategies, and methodologies. In
addition, a Beginning Teacher Support and Assessment (BTSA) facilitator
works with beginning teachers in improving their skills and addressing the
California Standards for the Teaching Profession.
Counseling & Support Staff
In addition to academics, the staff strives to assist students in their social
and personal development. Staff members are trained to recognize at-risk
behavior in all students. The school values the importance of on-site
counseling and has procedures in place to ensure that students receive
the services they need. All staff are devoted to helping students deal with
problems and assisting them to reach positive goals. The chart displays a
list of support services that are offered to students.
For a complete list, visit http://www.axiomadvisors.net/livesarc/
files/56725386107551Textbooks_1.pdf
Counseling & Support Services Staff
Number of
Staff
Full Time
Equivalent
Computer Technicians
2
0.6
English Language
Support Specialist
1
0.5
Instructional Assistants
4
1.9
Intervention Specialist
1
0.5
Library/Media
Technician
1
0.8
Outreach Counselor
1
0.5
Psychologist
1
0.5
Reaching Coach
1
1.0
Resource Specialist
Program (RSP) Teacher
1
1.0
RSP Aide
1
1.0
Special Day Class
(SDC) Teacher
2
2.0
Speech and Language
Specialist
1
0.9
Library Information
The school’s library, staffed by a part-time Library/Media Technician, is
stocked with hundreds of educational and recreational books, magazines,
and video- and audiotapes. The computer workstation within the library is
connected to the Internet so students are able to access resources and
information online.
Computer Resources
Computer skills and concepts integrated throughout standard curriculum
prepare students for technological growth and opportunities. All classrooms
have an average of four Internet-connected computers. The two computer
labs, staffed by one part-time Computer Technician, contain a total of 80
computers for student use. Students receive computer-assisted instruction
on a regular schedule. Software and instructional materials are also
available to promote literacy and higher achievement among students.
Additional Internet Access/Public Libraries
For additional research materials and Internet availability, students are
encouraged to visit the Oxnard Public Library, which contains numerous
computer workstations.
McAuliffe Elementary School
6
Published: December 2011
At Risk Interventions
Special needs students at McAuliffe School are identified early and appropriate interventions are utilized by classroom teachers and school staff. A
coordinated services team helps with initial identification of learning challenges. Students who still exhibit difficulties are referred to the Student Study
Team for consideration, which could include special education, counseling, and other alternative educational approaches.
English Learners
The school provides a Structured English Immersion (SEI) class where most of the basic academic instruction in math and reading is conducted in
English. The school also provides bilingual software in the subject areas of reading and math.
Special Education
McAuliffe School provides a Resource Specialist Program, which is tailored to the Individualized Educational Plan (IEP) of each student with physical,
emotional or learning disabilities. The school psychologist, a speech and language therapist, two RSP teachers, an RSP aide, and two special day
class teachers work together to ensure all special needs students receive a quality education. Whenever possible, special education students are
mainstreamed into traditional classrooms.
GATE
The Gifted and Talented Educational (GATE) Program for the Oxnard Elementary School District is provided through McAuliffe Elementary School. All
students who qualify for the GATE program have the option of transferring schools. The students are selected on the basis of test scores, achievement,
and staff recommendations. Testing takes place in October and February and referrals are made by a teacher or parent.
School Facilities
McAuliffe School, originally constructed in 1989, is currently comprised of 38 classrooms, two SDC classrooms, a library, two computer labs, a multipurpose room, an RSP/Speech room, 2 SDC rooms, a teachers’ lounge, and two playgrounds.
Renovations to the campus have been ongoing since 2005 and were initiated with new roofing on all buildings and the pouring of concrete under the
picnic tables. The school also received perimeter fencing during the 2007-08 school year. Students raised money for a new playground which was
installed over summer 2008. In 2010 a new sensory room was created for an SDC class and a quiet room created in the other SDC class.The chart
displays the results of the most recent school facilities inspection, provided by the district in October 2011.
Cleaning Process
The 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.
School Facility Conditions
Date of Last Inspection: 07/28/2009
Overall Summary of School Facility Conditions: Exemplary
Items Inspected
Facility Component
System Status
Good
Systems (Gas Leaks, Mech/
HVAC, Sewer)
X
Maintenance & Repair
Interior
X
A scheduled maintenance program is administered
by the school’s custodial staff on a regular basis, with
heavy maintenance functions occurring during vacation
periods. Additionally, a scheduled maintenance program is
administered by the district to ensure that school grounds
and facilities remain in excellent repair. A work order
process is used when issues arise that require immediate
attention. Emergency repairs are given the highest priority;
repair requests are completed efficiently and in the order in
which they are received.
Cleanliness (Overall
Cleanliness, Pest/Vermin
Infestation)
X
Electrical
X
Restrooms/Fountains
X
Safety (Fire Safety,
Hazardous Materials)
X
Structural (Structural
Damage, Roofs)
X
Deferred Maintenance Budget
External (Grounds, Windows,
Doors, Gates, Fences)
X
The State School Deferred Maintenance Budget Program
provides state matching funds on a dollar-for-dollar basis,
to assist school districts with expenditures for major repair
or replacement of existing school building components.
Typically, this includes roofing, plumbing, heating, air
conditioning, electrical systems, interior or exterior painting,
and floor systems.
Fair
Deficiency & Remedial
Actions Taken or Planned
Poor
For the 2011-12 school year, Oxnard Elementary School District has budgeted $521,173 for the deferred maintenance program, which represents 0.04%
of the district’s general fund budget. Deferred maintenance projects for this school include replacing the flooring in the administration building.
McAuliffe Elementary School
7
Published: December 2011
School Safety
School Site Teacher Salaries
The safety of students and staff is a primary concern of McAuliffe School.
Supervision is provided to ensure the safety of each student before school,
during breaks, at lunch, and after school. Supervision is a responsibility
shared among playground aides, teachers, and the school principal. All
visitors to the campus must sign in at the office and wear a visitor’s pass
at all times.
State law requires comparative salary and budget information to be
reported to the general public. At the time of publication, the most recent
salary comparison data from the State of California was for the 2009-10
school year. For comparison purposes, the California Department of
Education has provided average salary data from elementary school
districts having above 5,000 average daily attendance statewide. The
chart illustrates the average teacher salary at the school and compares it
to the average teacher salaries at the district and state levels.
To safeguard the well-being of students and staff, a comprehensive School
Site Safety Plan has been developed by the Safety Committee, comprised
of classified staff, teachers, and the principal. The Safety Plan is updated
annually in the fall; all revisions and updates are reviewed immediately
with the staff.
Average Teacher Salaries
School & District
Key elements of the Safety Plan focus on playground supervision, disaster
kits, and emergency procedures.
The school is in compliance with the laws, rules, and regulations pertaining
to hazardous materials and state earthquake standards. Safety drills are
held regularly, fire drills are held monthly, earthquake drills and intruder/
campus secure drills are held once a trimester.
School
$88,366
District
$71,272
Percentage of Variation
23.98%
School & State
Data Sources
Data within the SARC was provided by Oxnard School District, retrieved
from the 2010-11 SARC template, located on Dataquest (http://data1.cde.
ca.gov/dataquest), and/or Ed-Data website.
All Elementary School Districts
$69,419
Percentage of Variation
27.29%
District Expenditures
Based on 2009-10 audited financial statements, Oxnard Elementary
School District spent an average of $8,058 to educate each student. The
chart provides a comparison of the school’s per pupil funding (from both
restricted and unrestricted sources) with district and state (unrestricted)
sources.
Dataquest is a search engine, maintained by the California Department of
Education (CDE), which allows the public to search for facts and figures
pertaining to schools and districts throughout the state. Among the data
available, parents and community may find information about school
performance, test scores, student demographics, staffing, and student
misconduct/intervention. Ed-Data is a partnership of the CDE, EdSource,
and the Fiscal Crisis and Management Assistance Team (FCMAT) that
provides extensive financial, demographic, and performance information
about California’s public kindergarten through grade twelve school districts
and schools.
Expenditures per Pupil
School
Total Expenditures Per Pupil
$4,296
From Restricted Sources
$1,076
From Unrestricted Sources
$3,220
Contact Information
District
Parents who wish to participate in the school’s leadership teams, activities,
or to become a volunteer may contact the office at (805) 385-1560. The
district website (http://www.oxnardsd.org) provides a variety of resources
for parents, students, and community members.
From Unrestricted Sources
$5,119
Percentage of Variation between School & District
State
From Unrestricted Sources
Teacher & Administrative Salaries
The following chart displays district salaries for teachers, principals, and
superintendents, and compares these figures to the state averages for
districts of the same type and size. Teacher and administrative salaries as
a percent of a district’s budget are also listed below.
In addition to general state funding, Oxnard Elementary School District
received state and federal categorical funding for the following support
programs:
Teachers - Principal - Superintendent
• Economic Impact Aid (EIA-LEP)
• School Improvement Plan (SIP)
• Peer Assistance and Review (PAR)
• Gifted and Talented Education (GATE)
• Title I, Part A - Educationally Disadvantaged Students
• Title II, Part A - Teacher Quality & Class Size Reduction
• Title III, Part A - Limited English Proficient (LEP)
• Title IV, Part A - Safe & Drug Free Schools & Communities
• Title V - Innovative Programs
• Tobacco Use Prevention Education (TUPE)
• American Reinvestment & Recovery Award
• SIG (School Improvement Grant)
2009-10
District
State
$41,711
$41,692
Mid-Range Teachers
$69,109
$68,251
Highest Teachers
$83,348
$86,582
Elementary School Principals
$107,568
$108,334
Middle School Principals
$112,123
$111,791
-
$113,648
$212,900
$180,492
Superintendent
-40.96%
District Revenue Sources
Average Salary Information
High School Principals
$5,455
Percentage of Variation between School & State
Beginning Teachers
-37.09%
Salaries as a Percentage of Total Budget
Teacher Salaries
41.8%
42.7%
Administrative Salaries
4.3%
5.6%
McAuliffe Elementary School
8
Published: December 2011