School Accountability Report Card School Year 2001-2002
School Information
District Information
School Name
El Portal Elementary
District Name
Lowell Joint
Principal
Linda Takacs
Superintendent
Dr. Ron Randolph
Street
200 N. Nada St.
11019 Valley Home Ave.
City, State, Zip
La Habra, CA 90631
Whittier, CA 90603-3042
Phone Number
562 902-4211
562 943-0211
FAX Number
562 694-0022
562 947-3620
Web Site
www.ljsd.K12.ca.us./elportal
www.ljsd.ca.us
Email Address
Ltakacs@lws.lacoe.edu
jlaurich@lws.lacoe.edu
CDS Code
19-64766-6020127
SARC Contact
John Laurich
School Description and Mission Statement
El Portal School Profile
El Portal School serves 520 students in kindergarten through sixth grade. Our school, reopened just eight years ago, is located in a suburban, middle class area. Approximately 37% of our students are from a Hispanic background, 56% Caucasian and the remaining 7% from other ethnic groups. The high expectations of our staff are mirrored in the high expectations of our families. We are a dedicated school community working together to provide a high level of academic excellence to our students. We are committed to the growth of our students academically, socially, emotionally, and physically. National and state measures show the consistent high quality of education that students receive at El Portal. 75.9% of our students scored above the 50% on the latest standardized tests. This year our students exceeded their API growth rate by 11 points. El Portal provides a broad based curriculum and stresses an education that includes personal integrity, social responsibility, and a study of our national heritage. El Portal offers differentiated instruction focused to meet the needs of our diverse population. We have quality programs structured to meet the needs of all students including our Title One students, English Language Learners, and Special Education students. Our 24 full time teachers are highly trained and are supported by an excellent support staff including a computer technician, library technician, four instructional assistants, an English Language Specialist, and two instructional assistants to aid in the instructional of our English Language Learners. A nurse, school psychologist, and specialists in reading, speech and language, art and music also provide students excellent care. Our school environment promotes learning and our facilities are well maintained. Each classroom is air-conditioned and attractive. Our grounds are colorful and well manicured. We have state of the art playground equipment that offers a fun and safe playground experience for our children. El Portal boasts a large, beautiful new library with 12,000 volumes offering a wide variety of reading experiences for our students. Not only is the physical environment inviting, but we also offer an array of exciting activities to promote school spirit. Student achievement and good citizenship is recognized on a regular basis. Our CARE awards program (Character, Attitude, Responsibility,Effort) reflects our commitment to encouraging healthy values in each child on our campus.
El Portal Mission Statement
It is the mission of El Portal School to create for our students a strong educational foundation and to encourage and develop in students Character, a Passion for Learning, and Academic Excellence. Our staff, parents, and community members work closely together to help each child reach his/her potential. It is our goal to develop in students a strong foundation in America’s values, traditions and heritage and to teach our students to embrace the diversity of others on campus and in the community. Collaboration between school and home is an integral part of the success of El Portal School. Working together as a school community, El Portal provides a safe, child-centered environment that provides students with the essential skills to become life-long learners. El Portal is a school where students and staff approach the learning process eagerly, with enthusiasm, passion, and wonder. The staff provides an atmosphere that fosters creativity, individuality, cooperation, and understanding. The staff is trained in numerous teaching styles and utilizes a variety of strategies to provide an exciting and well-balanced instructional program designed to meet the needs of all students. The curriculum is comprehensive and challenging, one that builds skills and knowledge while developing critical thinkers and productive members of society. El Portal School is the doorway to adventure where we Believe, Achieve and Succeed.
Opportunities for Parental Involvement
Contact Person Name
Contact Person Phone Number
Parents at El Portal have many opportunities for involvement and are highly visible on our campus. Parents volunteer daily in our library, and in our classrooms. Many parents work one hour per day as volunteer readers. Through our very active PTA, with a membership of 288, parents sponsor many programs on our campus: Fall Festival, Red Ribbon Week, Donuts for Dad, Muffins for Mom, fundraisers that support our field trips and assemblies, the Reflections Program, and Family Night are some of the many activities that take place through our PTA.
Parents also help throughout the year as room parents who help plan special events for our children. Parents are also involved in Student Study Team meetings and School Site Council. Parent involvement on our campus is an integral part of the success of our campus programs.
I. Demographic Information Student Enrollment, by Grade Level
Grade Level
Enrollment
Kindergarten
86
Grade 9
Grade 1
71
Grade 10
Grade 2
77
Grade 11
Grade 3
78
Grade 12
Grade 4
75
Ungraded Secondary
Grade 5
59
Grade 6
88
Grade 7
Grade 8
Ungraded Elementary
Total
534
Student Enrollment, by Ethnic Group The percentage of students is the number of students in a racial/ethnic category divided by the school's most recent California Basic Educational Data System (CBEDS) total enrollment.
Racial/Ethnic Category
Number of Students
Percentage of Students
African-American
3
0.6
Hispanic or Latino
204
38.2
American Indian or Alaska Native
11
2.1
Pacific Islander
0
0.0
Asian-American
9
1.7
White (Not Hispanic)
288
53.9
Filipino-American
Other
16
3.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
January 2002
Date Last Discussed with Staff
January 2003
El Portal has in place a comprehensive school safety program. A disaster and crisis intervention plan is current and reviewed each year. A school wide discipline plan is reviewed and followed with appropriate positive and negative consequences outlined to provide a fair and consistent program for all students. The program is designed to assist students in learning how to make appropriate choices. Guidelines for behavior are reviewed with all students. El Portal’s school programs help to provide a safe and appropriate learning environment for all students. The learning environment reflects an academic focus and El Portal maintains high expectations and standards for achievement and behavior. Pride in the physical environment is stressed and a safe, orderly campus is maintained. Visitors on our campus are expected to wear an identifying badge at all times and our campus is secured throughout the school day. El Portal Safety Patrol is used to help maintained an organized and safe pick up and drop off of students entering and exiting our campus. We review safety procedures monthly with fire drills and earthquake drills.
School Programs and Practices that Promote a Positive Learning Environment
A variety of programs on our campus promote a positive learning environment. Our monthly awards program offers: Student of the Month, Very Important Panther, and CARE drawings. Quarterly we award our Honor Roll members in grades 4-6. Our Kids CARE award (Character, Attitude, Responsibility, Effort) is given to those students who have shown they exhibit the qualities in the name of the award. Students who have achieved success in math are honored as part of our Math Club. Pizza with the Principal encourages additional students who might not receive other honors or awards.
Participation in Student Council promotes quality leadership skills on campus and those students organize, among other things, Random Acts of Kindness Week and our Red Ribbon Week festivities, which promote our positive learning environment.
Our reading program, Panther All Star Reading Team, promotes a love of reading for all our students. For the school year 2001-2002, our students read over one million seven hundred pages! During the last two years, El Portal School has received the Governor’s Reading Award for the continued success we have had in encouraging our students to read.
Fifth and sixth grade students participate in our annual district Academic Day of Excellence and also in the district art festival. Many classroom activities and school wide spirit events also promote a learning environment we are proud of at El Portal.
Suspensions and Expulsions The number of suspensions and expulsions is the total number of incidents that result in a suspension or expulsion. The rate of suspensions and expulsions is the total number of incidents divided by the school's California Basic Educational Data System (CBEDS) total enrollment for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2000-01
2001
2002
2000
Suspensions (number)
7
24
6
175
169
51
Suspensions (rate)
.01
.04
.05
.02
Expulsions (number)
Expulsions (rate)
School Facilities
El Portal School has 26 classrooms, ten of which are bungalows. Primary and upper grade classrooms are separated and each has its own spacious playground area. Our three kindergarten classes have their own enclosed play area. In 2002, new upper grade playground equipment was installed which has state of the art equipment, swings, and two regulation size soccer goals. We have a computer lab, used by all students, and an outside stage area as well as a multi-use room. Our office area consists of a newly renovated teacher workroom and office and a separate teacher’s lounge. This year we have doubled the size of our library and it is a beautiful new facility complete with story steps, cozy corners and study corners.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only). Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. California Standards Tests (CST) The California Standards Tests show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
State
2
---
50
43
63
62
32
56
65
68
30
34
4
54
57
58
33
36
5
55
28
31
60
53
8
48
10
29
CST - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
74
70
38
41
47
37
42
40
26
22
21
18
CST - Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
CST - History/Social Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
CST - Subgroups - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
Male
Female
English Learners
Not-English Learners
Socioeconomically Disadvantaged
Not Socioeconomically Disadvantaged
Migrant Education Services
45
27
39
64
15
72
20
44
61
67
CST - Subgroups - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
69
13
25
CST - Subgroups - Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
CST - Subgroups - History/Social Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
CST - Racial/Ethnic Groups - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
African- American
Asian- American
Filipino- American
White (not Hispanic)
100
CST - Racial/Ethnic Groups - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
73
CST - Racial/Ethnic Groups - Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
CST - Racial/Ethnic Groups - History/Social Science Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)
Stanford 9 (SAT 9) Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. SAT 9 - Reading Percentage of students scoring at or above the 50th percentile
80
83
49
81
79
46
66
76
35
SAT 9 - Mathematics Percentage of students scoring at or above the 50th percentile
93
84
90
82
87
85
91
52
SAT 9 - Subgroups - Reading Percentage of students scoring at or above the 50th percentile
SAT 9 - Subgroups - Mathematics Percentage of students scoring at or above the 50th percentile
89
95
94
SAT 9 - Racial/Ethnic Groups - Reading Percentage of students scoring at or above the 50th percentile
SAT 9 - Racial/Ethnic Groups - Mathematics Percentage of students scoring at or above the 50th percentile
98
Local Assessment Percentage of students meeting or exceeding the district standard
Reading
Language
Mathematics
1999
K
1
95.8
98.6
81.3
81.4
78.6
77.7
80.0
87.6
94.5
82.7
97.2
92.5
83.9
81.0
68.9
69.6
62.1
92
90.1
87.9
75.4
77.0
83.3
71.9
66.6
12
California Fitness Test Percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
24.6
30.8
20.0
29.7
31.6
27.9
22.2
23.4
21.5
39.9
46.7
32.7
25.9
27.3
25.0
22.7
21.0
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target. Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested. Statewide Rank: Schools receiving an API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education Web site at http://api.cde.ca.gov/ or by speaking with the school principal School Wide API
API Base Data
API Growth Data
From 1999 to 2000
From 2000 to 2001
From 2001 to 2002
Percentage Tested
API Base Score
800
815
829
API Growth Score
832
840
Growth Target
#
A
Actual Growth
17
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
691
718
765
767
782
841
854
858
862
869
API Subgroups - Socioeconomically Disadvantaged
686
694
712
714
758
API-Based Awards and Intervention Programs California program data are based on API growth data from the previous academic year. ***The II/USP Program was not funded for the year 2002.
California Programs
Federal Programs
Eligible for Governor's Performance Award
YES
Recognition for Achievement (Title 1)
Eligible for II/USP
NO
***
Identified for Program Improvement (Title 1)
Applied for II/USP $
Exited Title 1 Program Improvement
Received II/USP $
IV. School Completion (Secondary Schools) No data are available - Elementary School V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms for each range of students, by grade level, as reported by CBEDS.
Grade
Avg.
1-20
21-32
33+
26.33
30.00
28.67
20.00
19.50
17.80
19.20
20.20
19.00
18.50
26.67
28.00
30.50
24.50
27.33
29.67
29.00
32.00
27.00
K-3
3-4
4-8
25.00
19
15.00
18.00
Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms for each range of students, by subject area, as reported by CBEDS.
Subject
1-22
23-32
English
Science
Social Science
Class Size Reduction Participation California's K-3 Class Size Reduction program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher.
Percentage of Pupils Participating
100%
VI. Teacher and Staff Information Teacher Credential Information Part-time teachers are counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Number of Teachers
Full Credential (full credential and teaching in subject area)
Teaching Outside Subject Area (full credential but teaching outside subject area)
Emergency Credential (includes District Internship, University Internship, Pre-Interns and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Evaluations
All teachers are evaluated throughout the school year. Tenured teachers are observed once during the year and a formal evaluation follows annually. Probationary teachers are observed at least three times a year with two formal evaluations.
Substitute Teachers
El Portal School has a list of fully qualified substitute teachers from which to call if a teacher classroom teacher is away from their assignment.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE. No data are available for this section VII. Curriculum and Instruction School Instruction and Leadership
Lowell Joint School District provides excellent leadership in the area of curriculum and instruction. Teachers are given a variety of instructional strategies and materials from which to draw as they implement the curriculum. Each teacher has a District Curriculum Guide, Balanced Literacy Book, a Patriotic Guide, and a Character Education Handbook. Each of these resources help the teacher to create a balanced educational program. El Portal teachers are all highly trained and state and district standards are the focus of classroom instruction.
Teachers use a wide variety of assessment tools to evaluate student achievement. Class instruction is modified and adjustments made to make sure that all students are able to learn to the best of their potential.
All students use a basal math text and supplemental materials including: Mountain Math, Math for Today, Bellwork, manipulatives, timed math facts, word problems, and teacher made materials. In some grades, students are grouped for an optimal learning environment.
Reading and Writing are focuses in every classroom and at least twice each quarter students are taken through the entire writing process. In addition to the Reading/ Language Arts text, teachers use Mountain Language, Daily Oral Language, and a variety of materials that support comprehension and critical thinking skills. Phonics Pathways, speaking and listening skill exercises and GATE materials supplement the program. Nightly reading homework and color coding strategies help focus on reading across the curriculum as skills are developed.
A strength of El Portal is the team effort among the staff as they build a strong academic program at each grade level.
Professional Development
El Portal’s staff is constantly seeking ways to improve our programs. Our staff has, for two years, received training in reading comprehension strategies. Several of our teachers have attended seminars in Math and Reading and have brought the material back to the staff and presented an inservice to the staff. This year the staff received additional training in working with learning disabled students. One afternoon each week is provided by the district for the purpose of staff development. At least half of the El Portal staff has received training in working with English Language Learners. Grade level teams meet on a regular basis to evaluate instructional strategies and to implement new methods to provide the best possible instruction.
Quality and Currency of Textbooks and Other Instructional Materials
Each student is provided with a textbook in all basic areas. All textbooks are state adopted texts that are updated every seven years. A wide variety of additional materials are provided for each student’s use. Our library has a large assortment of additional materials to supplement the core curriculum.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
36,000
53,220
50,400
55,450
54,000
64,800
Total Number of Minimum Days
El Portal School has three minimum days a year.
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2000-2001) Statewide data categories used for comparison are determined by type (Elementary, High, and Unified) and enrollment, as defined in Management Bulletin 02-04. The statewide average for principals is aggregated by district. There is no statewide average calculated for Common Administration Districts.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
32343
34611
Mid-Range Teacher Salary
62375
53100
Highest Teacher Salary
70098
65312
Average Principal Salary (Elementary)
83762
80909
Average Principal Salary (Middle)
83715
Average Principal Salary (High)
Superintendent Salary
139220
109512
Percentage of Budget for Teacher Salaries
42.86
43.49
Percentage of Budget for Administrative Salaries
5.68
5.90
Additional Compensation for Administrators
Expenditures (Fiscal Year 2000-2001)
State Average All Districts
Total Dollars
Dollars per Student (ADA)
19704156
6039
6092
6360
Types of Services Funded