School Accountability Report Card Reported for School Year 2004-05 Published During 2005-06
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) template are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ta/ac/sa/definitions05.asp Most data presented in this report were collected from the 2004-05 school year or from the two preceding years (2002-03 and 2003-04). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2003-04. Single-year column headings refer to the school year ending in that particular year. When no year is specified, data are from the most recent school year for which data are available. More information about SARC requirements is available at the CDE Web site at http://www.cde.ca.gov/ta/ac/sa/, including a SARC Preparation Guide at http://www.cde.ca.gov/ta/ac/sa/guide.asp and Frequently Asked Questions at http://www.cde.ca.gov/ta/ac/sa/questions.asp.
I. General Information Contact Information Information about school and district contacts.
School Information
District Information
School Name
El Portal Elementary
District Name
Lowell Joint
Principal
Linda Takacs
Superintendent
Dr. Ronald T. Randolph
Street
200 North Nada St.
11019 Valley Home Ave.
City, State, Zip
La Habra, CA 90631-4451
Whittier, CA 90603-3042
Phone Number
562-902-4211
562 943-0211
FAX Number
562 694-0022
562 947-7874
Web Site
www.ljsd.org/schools/elportal/
www.ljsd.org
E-mail Address
ltakacs@ljsd.org
mrandolph@ljsd.org
CDS Code
19-64766-6020127
SARC Contact
Margaret Randolph
School Description and Mission Statement Information about the school, its programs, and its goals.
El Portal School Profile
El Portal School serves 535 students in kindergarten through sixth grade. Our school, reopened j ten years ago, is located in a suburban, middle class area. Approximately 50% of our students are from a Hispanic background and 41% 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. 59.8% of our students scored at or above the proficient level in Math on the California Standards Test and 58.8% of our students scored at or above the Proficient level in English/Language Arts on the CST. Our API is 816, sixteen points above the State goal for the year 2014. El Portal met all but one 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 25 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 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 over 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 Information about the contact person for parental involvement and a description of organized opportunities for parental involvement at the school.
Contact Person Name
Contact Person Phone Number
562 902-4211
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, Art Masters, Family Night and Wonder of Reading 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.
II. Demographic Information Student Enrollment -- Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Kindergarten
74
Grade 9
0
Grade 1
67
Grade 10
Grade 2
83
Grade 11
Grade 3
72
Grade 12
Grade 4
77
Ungraded Secondary
Grade 5
88
Grade 6
92
Grade 7
Grade 8
Ungraded Elementary
Total Enrollment
553
Student Enrollment -- Racial and Ethnic Subgroups Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.
Racial and Ethnic Subgroup
Number of Students
Percent of Students
African American
24
4.3
Hispanic or Latino
269
48.6
American Indian or Alaska Native
1
0.2
Pacific Islander
Asian
20
3.6
White (Not Hispanic)
208
37.6
Filipino
2
0.4
Multiple or No Response
28
5.1
III. School Safety and Climate for Learning School Safety Plan Information about the currency and contents of the school's comprehensive safety plan.
Date of Last Review/Update
Date Last Discussed with Staff
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 Information about the school's efforts to create and maintain a positive learning environment, including the use of disciplinary strategies.
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 named in the award. Students who have achieved success in math are honored as part of our Math Club. Bridge Builders 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. Several leadership teams including: Drama Club, Kindness Team, Spirit Team, Press Club, Video Team, Service Team offer additional opportunities for student involvement.
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 twice received the Governor’s Reading Award for the continued success we have had in encouraging our students to read. Our students continue to excel in the P.A.R.T. program even though the statewide program does not exist today.
Fifth and sixth grade students participate in our annual District Academic Day of Excellence and many of our fifth grade students have participated in the Ocean Institute, an extracurricular science class. 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 resulted 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.
School
District
2003
2004
2005
Number of Suspensions
19
5
186
254
194
Rate of Suspensions
.04
.01
.05
.07
.06
Number of Expulsions
Rate of Expulsions
.002
IV. School Facilities School Facility Conditions -- General Information Information about the safety, cleanliness, and adequacy of school facilities, including the condition and cleanliness of the school grounds, buildings, and restrooms. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
El Portal School has 25 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. In 2004, our new primary playground equipment was installed. Student physical fitness is promoted even during playground play. We have a computer lab, used by all students, and an outside stage area as well as a multi-use room. Each classroom is equipped with a television set and we have closed circuit TV. Our office area consists of a newly renovated teacher workroom and office and a separate teacher’s lounge. Our library is a beautiful facility complete with story steps, cozy corners and study areas. Our campus has garden areas, and is clean and well manicured.
School Facility Conditions -- Results of Inspection and Evaluation Data reported are the determination of good repair as documented in a completed Interim Evaluation Instrument, including the school site inspection date, the Interim Evaluation Instrument completion date, and the date of any remedial action taken or planned. Additional information about the condition of the school's facilities may be obtained by speaking with the school principal.
Interim Evaluation Instrument Part
Facility in Good Repair
Deficiency and Remedial Actions Taken or Planned
Yes
No
Gas Leaks
X
Mechanical Systems
Windows/Doors/Gates (interior and exterior)
Interior Surfaces (walls, floors, and ceilings)
Hazardous Materials (interior and exterior)
Structural Damage
Fire Safety
Electrical (interior and exterior)
Upgrade plans in the future.
Pest/Vermin Infestation
Drinking Fountains (inside and outside)
Restrooms
Sewer
Playground/School Grounds
Other
V. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11, and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade. 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. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding CST and CAPA 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 standards).
Subject
State
English-Language Arts
52
56
58
57
59
62
35
36
40
Mathematics
54
61
34
38
Science
22
29
32
27
25
History-Social Science
37
33
CST -- Racial and Ethnic Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
White (not Hispanic)
*
46
78
47
70
18
23
CST -- Other Subgroups Data reported are the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
Male
Female
English Learners
Economically Disadvantaged
Students With Disabilities
Migrant Education
53
63
Norm-Referenced Test (NRT) Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT/6), the current norm-referenced test (NRT) adopted by the State Board of Education, are reported 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. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. 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
43
41
65
76
68
69
50
51
NRT -- Racial and Ethnic Subgroups Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
66
86
NRT -- Other Subgroups Data reported are the percent of students scoring at or above the 50th percentile for the most recent testing period.
Local Assessment Data reported are the percent of students meeting or exceeding the district standard.
Writing
K
80
90
95.8
94
81.3
79
3
4
6
7
8
9
10
11
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) for the most recent testing period. The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
9.2
7.3
10.9
11.1
11.6
10.6
24.5
26.7
22.3
26.8
28.1
25.6
28.8
30.9
25.8
27.5
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 API Base 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. 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 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments. Statewide Rank: Schools receiving an API Base score are ranked in 10 categories of equal size (deciles) from 1 (lowest) to 10 (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 1 (lowest) to 10 (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. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal. API -- Schoolwide Data reported are API Base and Growth scores, growth targets, statewide and similar schools ranks, and percent tested.
API Base Data
API Growth Data
2002
From 2002 to 2003
From 2003 to 2004
From 2004 to 2005
Percent Tested
100
99
API Base Score
817
803
805
API Growth Score
799
809
816
Growth Target
A
Actual Growth
-18
Statewide Rank
Similar Schools Rank
API -- Racial and Ethnic Subgroups Data reported are API Base and Growth scores and growth targets.
761
750
745
746
747
758
-15
-3
13
847
850
859
844
864
876
14
17
API -- Socioeconomically Disadvantaged Subgroup Data reported are API Base and Growth scores and growth targets.
732
691
704
688
701
696
-44
-8
State Award and Intervention Programs
Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, there are currently no data available to report.
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:
Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by speaking with the school principal. AYP All Criteria -- Schoolwide Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district's AYP status was approved.
Schoolwide
All Students
AYP Participation Rates and Proficiency Levels -- Schoolwide and Subgroups Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or a district. Note: "N/A" means that the student group is not numerically significant.
Schoolwide and Subgroups
N/A
Socioeconomically Disadvantaged
Students with Disabilities
Federal Intervention Program Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/ or by contacting the district office or speaking with the school principal.
First Year of Program Improvement Implementation
Year in Program Improvement (Implementation Level)
Year Exited Program Improvement
Number of Schools Currently in Program Improvement
---
Percent of Schools Currently in Program Improvement
0.0
VI. School Completion (Secondary Schools) California High School Exit Examination (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Examination (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.
These data are not required to be reported until 2006, when they can be reported for the entire potential graduating class. At that time, the data are expected to be disaggregated by special education status, English learners, socioeconomically disadvantaged status, gender, and ethnic group.
Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include grade 9 through 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 through 12 dropouts divided by grades 9 through 12 enrollment) multiplied by 100. The graduation rate, included as one of the requirements of California's definition of Adequate Yearly Progress as required by the federal No Child Left Behind (NCLB) Act, 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. No data are available for this section VII. 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 size category (i.e., number of students), by grade level, as reported by CBEDS.
Grade
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
29.0
24.7
18.0
20.3
17.0
16.8
18.5
20.6
24.0
33.5
33.0
31.5
32.5
35.0
30.5
30.7
K-3
3-4
4-8
28.0
29.5
31.0
Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area, as reported by CBEDS. No data are available for this section Class Size Reduction Participation Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.
Percent of Students Participating
100%
72.2%
28.1%
VIII. Teacher and Staff Information Core Academic Courses Taught by NCLB Compliant Teachers For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.
Percent of Classes In Core Academic Subjects Taught by NCLB Compliant Teachers
This School
90.9
All Schools in District
94.0
High-Poverty Schools in District
Low-Poverty Schools in District
94.3
Teacher Credentials Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the LEA.
Total Teachers
Teachers with Full Credential
Teachers Teaching Outside Subject Area (full credential teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)
Pre-Internship
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Misassignments Data reported are the number of placements of a certificated employee in a teaching or services position, including positions that involve teaching English learners, for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, the most currently available data are reported.
2006
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Teacher Education Level Data reported are the percent of teachers by education level, as reported by CBEDS.
Doctorate
0.7
Master's Degree plus 30 or more semester hours
12.0
9.9
Master's Degree
40.0
35.8
Bachelor's Degree plus 30 or more semester hours
32.0
39.1
Bachelor's Degree
16.0
14.6
Less than Bachelor's Degree
Vacant Teacher Positions Data reported are 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 or, if the position is for a one-semester course, a position to which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester. For the 2005-06 school year, the most currently available data are reported.
Vacant Teacher Positions
-
Teacher Evaluations Information about the procedures and criteria for 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 Information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the instructional program at the school.
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 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE.
Title
FTE
Counselor
Library Media Teacher (Librarian)
Psychologist
.5fte
Social Worker
Nurse
.33fte
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
IX. Curriculum and Instruction School Instruction and Leadership Information about the structure of the school's instructional program and the experience of the school leadership team.
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 helps 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.
One of El Portal’s many strengths is the team effort among the staff as they build a strong academic program at each grade level. El Portal staff remains committed to student success.
Professional Development Information about the program for training the school's teachers and other professional staff.
Staff development opportunities are embraced as we work together as a professional learning community. El Portal’s staff is constantly seeking ways to improve our programs. Our staff has 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. Our staff has received additional training in working with learning disabled students. The staff has also received extensive training in working with our English Language Learners. During the 2004-2005 school year all of our staff will be trained in GLAD, Guided Language Acquisition Design, training. One afternoon each week is provided by the district for the purpose of staff development. 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 Instructional Materials Information about the standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials used in the school that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, and history-social science. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. The information includes an explanation for the use of any non-adopted textbooks or instructional materials.
Core Curriculum Areas
Quality and Currency of Textbooks and Instructional Materials
Reading/Language Arts
Adoption Date June 1997 K-6, May 2002 7-8
Adoption Date K-8 October 2001
Adoption Date K-8 May 2002
Adoption Date K-8 March 2001
Availability of Sufficient Textbooks and Instructional Materials Information about the availability of sufficient standards-aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science laboratory equipment (grades 9 through 12), as appropriate. For kindergarten and grades 1 through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board.
Availability of Textbooks and Instructional Materials
Houghton Mifflin K-6, Harcourt Brace K-6, Holt 7-8
Sadlier K-6, McDougal Littell 7-8
McGraw-Hill K-6, Prentice Hall 7-8
McGraw-Hill K-6, Houghton Mifflin 7, Glencoe 8
Foreign Language
Health
McGraw-Hill Science K-6 Glencoe 7-8
Science Laboratory Equipment (grades 9-12)
Instructional Minutes Data reported compare 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
60,401
64,800
Continuation School Instructional Days Data reported are the number of instructional days offered at the school level compared to the state requirement for each grade.
Instructional Days With At Least 180 Instructional Minutes
180 days
Minimum Days in School Year Information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.
Elementary Schools – 6 Rancho Starbuck Jr. High – 11 Days
X. Postsecondary Preparation (Secondary Schools) Advanced Placement and International Baccalaureate Courses Data reported are the number of Advanced Placement (AP) and International Baccalaureate (IB) courses and classes offered, and the enrollment in various classes. The data for fine and performing arts include AP Art and AP Music, and the data for social science include IB Humanities. No data are available for this section Student Enrollment in Courses Required for University of California (UC) and/or California State University (CSU) Admission Data reported are the number and percent of student enrollment in courses required for University of California (UC) and/or California State University (CSU) admission. The percent of student enrollment is calculated by dividing the total student enrollment in courses required for UC and/or CSU admission by the total student enrollment in all courses. Note: Each student is counted in each course in which the student is enrolled. As a result of these duplicated counts, the student enrollment in all courses will, and the student enrollment in courses required for UC and/or CSU admission may, exceed the actual student enrollment figure for the school. No data are available for this section Graduates Who Have Completed All Courses Required for University of California (UC) and/or California State University (CSU) Admission Data reported are the number and percent of graduates who have completed all courses required for University of California (UC) and/or California State University (CSU) admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses required for UC and/or CSU admission by the total number of graduates. No data are available for this section SAT Reasoning Test Data reported are the average verbal and math scores for Grade 12 students at the school, district, and state level who voluntarily take the SAT Reasoning Test for college entrance. Data are also reported for total grade 12 enrollment and percent of grade 12 enrollment taking the test. Students may take the test more than once, but only the most recent score is reported at the year of graduation. The test may or may not be available to students at a given school. Detailed information regarding SAT results may be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. No data are available for this section College Admission Test Preparation Course Program Information about the school's college admission test preparation course program.
Workforce Preparation Programs Information about the school's career technical education programs and classes.
Career Technical Education (CTE) Programs Data reported are enrollment and program completion from the Report of Career-Technical Education Enrollment and Program Completion for School Year 2003-2004 (CDE 101 E-1). Data have been aggregated to the district level.
CTE Participants
Grade 9-12 CTE Students
Grade 12 CTE Students
Total Course Enrollment
Number of Concentrators
Number of Completers
Completion Rate
Number Earning Diploma
Graduation Rate
XI. Fiscal and Expenditure Data Teacher and Administrative Salaries (Fiscal Year 2003-04) Data reported are the district salaries for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. Data are also reported for teacher and administrative salaries as a percent of a district's budget. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0304.asp. Note: County offices of education are not required to report average salaries and expenditures. The CDE's School Fiscal Services Division does not calculate statewide average salary and expenditure information for county offices of education.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$34,563
$36,605
Mid-Range Teacher Salary
$66,655
$56,479
Highest Teacher Salary
$74,909
$69,452
Average Principal Salary (Elementary)
$91,012
$86,793
Average Principal Salary (Middle)
$95,188
$89,269
Average Principal Salary (High)
Superintendent Salary
$144,510
$122,177
Percent of Budget for Teacher Salaries
42.5
42.3
Percent of Budget for Administrative Salaries
5.9
District Expenditures (Fiscal Year 2003-04) Data reported are the total dollars expended in the district and the dollars expended per student at the district compared to the state average for all districts and for districts of the same type and size. Detailed information regarding expenditures may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/. Note: County offices of education are not required to report average expenditures. The CDE's School Fiscal Services Division does not calculate statewide average expenditure information for county offices of education.
State Average All Districts
Total Dollars Expended
Dollars Expended Per Student (ADA)
$20,504,452
$6,433
$6,643
$6,919
Types of Services Funded Information about the programs and supplemental services that are provided at the school through either categorical funds or other sources.
Supplemental services to schools are provided through Title I Reading Assistance Programs and English Language Development support. GATE funds support and enhance a site-based enrichment programs in grades 4 – 8. Library and Computer Lab for grades 3 – 8 are supported by Title II, Title V, and School Improvement funds. School choral programs are supported by SIP funds.