District Information
School Name
El Portal Elementary
District Name
Lowell Joint
Principal
Mrs. Linda Takacs
Superintendent
Dr. Joe Gillentine
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) 947-7874
Web Site
E-mail Address
ltakacs@lws.lacoe.edu
CDS Code
19-64766-6020127
SARC Contact
School Description and Mission Statement
El Portal School Profile
El Portal School serves 543 students in kindergarten through sixth grade. Our school, reopened just eight years ago, is located in a suburban, middle class area. Approximately 45% of our students are from a Hispanic background and 46% Caucasian. 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. 53% of our students scored at the advanced or proficient level on the California Standards Test. Our API is 799, one point away from the State goal for the year 2014. El Portal met all of the State AYP (Adequate Yearly Progress) goals. 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 three 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
Opportunities for Parental Involvement
Linda Takacs
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. Parents and community members are volunteer readers one hour a week on campus. Our local high school students also volunteer time on our campus. Through our very active PTA, 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 our ELAC Committee 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 Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Enrollment
Grade Level
Kindergarten
74
Grade 9
0
Grade 1
79
Grade 10
Grade 2
70
Grade 11
Grade 3
69
Grade 12
Grade 4
84
Ungraded Secondary
Grade 5
92
Grade 6
72
Grade 7
Grade 8
Ungraded Elementary
Total Enrollment
543
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Number of Students
Percent of Students
Racial/Ethnic Category
African-American
8
1.5
Hispanic or Latino
237
44.9
American Indian or Alaska Native
2
0.4
Pacific Islander
0.0
Asian
20
3.8
White (Not Hispanic)
240
45.5
Filipino
4
0.8
Multiple or No Response
17
3.2
II. School Safety and Climate for Learning School Safety Plan
January 2003
Date Last Discussed with Staff
January 2004
School Programs and Practices that Promote a Positive Learning Environment
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 2002-2003, our students read over one million seven hundred pages! El Portal School has twiced 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. Many classroom activities and school wide spirit events also promote a learning environment we are proud of at El Portal.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., 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 total enrollment as reported by CBEDS 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
2001
2002
2003
Number of Suspensions
24
6
19
169
51
186
Rate of Suspensions
.04
.01
.05
.02
Number of Expulsions
Rate of Expulsions
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. Our library is a beautiful new facility complete with story steps, cozy corners and study areas.
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, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) 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 state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
State
English Language Arts
Proficient or Advanced
57
55
53
56
58
30
32
36
Not Tested
3
1
Mathematics
52
54
31
35
10
Science
28
100
History/Social Science
37
29
11
73
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
African- American
White (not Hispanic)
68
64
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
63
23
49
48
34
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level as the percent 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. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Reading
71
61
44
45
83
81
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
39
66
82
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
9
60
67
Local Assessment Data reported are the percent of students meeting or exceeding the district standard.
Writing
K
89
80
90
95
95.8
94
98.6
91
87
81.3
81.4
78.6
77.7
80.0
93
87.6
94.5
82.7
97.2
92.5
83.9
81.0
68.9
69.6
62.1
76
5
90.1
87.9
75.4
77
77.0
78
83.3
71.9
66.6
7
12
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
13.7
13.9
13.5
15.4
14.7
16.0
23.1
24.5
21.7
26.5
22.7
30.1
27.2
28.9
25.5
24.2
25.7
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 percent 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 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. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). 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 eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base 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: 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 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. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal. Schoolwide API
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
99
API Base Score
815
829
817
API Growth Score
832
840
799
Growth Target
#
A
Actual Growth
-18
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
718
765
761
767
782
746
-15
854
858
847
862
869
844
-3
API Subgroups - Socioeconomically Disadvantaged
694
712
732
714
758
688
46
-44
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
---
Applied for II/USP Funding
Received II/USP Funding
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
All Students
African American
N/A
Students with Disabilities
IV. School Completion (Secondary Schools) California High School Exit Exam (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE.
Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the one-year dropout rate is (Grades 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecutive years, plus the number of graduates. V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each category (i.e., number of students), by grade level, as reported by CBEDS.
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
30.00
28.67
29.00
19.50
17.80
18.00
20.20
19.20
16.80
18.50
28.00
30.50
33.50
27.33
29.67
31.50
32.00
27.00
35.00
K-3