School Accountability Report Card

School Accountability Report Card
School Year 2001-2002

School Information		District Information
School Name	Meadow Green Elementary	District Name	Lowell Joint
Principal	Liz Kaneshiro	Superintendent	Ronald T. Randolph
Street	12025 S. Grovedale Dr.	Street	11019 Valley Home Ave.
City, State, Zip	Whittier, CA 90604-3754	City, State, Zip	Whittier, CA 90603-3042
Phone Number	(562) 902-4241	Phone Number	(562) 943-0211
FAX Number	(562) 902-9208	FAX Number	(562) 947-3620
Web Site	www.ljsd.org/meadowgreen	Web Site	www.ljsd.org
Email Address	lkaneshi@lws.lacoe.edu	Email Address	jlaurich@lws.lacoe.edu
CDS Code	19-64766-6020192	SARC Contact	John Laurich, Asst. Supt.

School Description and Mission Statement

School Profile

Meadow Green Elementary School, one of six schools in the Lowell Joint School District, is located in a suburban community in an unincorporated area of Los Angeles County. The current enrollment of Meadow Green is 545 students in preschool through grade six. The ethnic make-up of this population includes fifty-one percent white, forty-four percent Hispanic and five percent other ethnic backgrounds. Twenty-seven percent of the students participate in the free or reduced lunch program. The average class size in grades 1-3 is eighteen and for grades 4-6, twenty-seven. The Meadow Green staff consists of twenty-seven certificated and twenty-seven classified employees. Meadow Green is a single track, Title I year round school that provides a regular kindergarten through sixth grade program, a special education preschool and kindergarten program, and a myriad of support programs and student opportunities that enhance our educational program. They include:

Reading Assistance Program (RAP)

Resource Specialist Program

Open GATE Program

English Language Development Program (ELD)

Speech and Language services for identified students

Character Education Program

Patriotic Program

P.R.I.D.E. Recognition Program (Personal Responsibility in Daily Effort)

Art Program for grades four through six

Technology access through the Computer Lab and Library Media Center

Student Leadership Teams

PTA-sponsored enrichment activities such as special assemblies, field trips, and student activities

Opportunities for community service projects such as food drives and greeting cards for the elderly

The instructional programs at Meadow Green are firmly aligned to the Lowell Joint School District Standards, which follow the State Frameworks and Standards. The goal for all students is to achievement at or above grade level in all areas curricular areas. Teachers, students, and parents all work toward this goal in a concerted effort to provide the highest quality educational program. Meadow Green is now for its safe and orderly learning environment. The rate of suspensions is very low at .01% and the use of drugs on campus is nonexistent.

Mission Statement

The mission of Meadow Green School is to encourage students and staff to seek excellence in academic achievement and personal conduct. We are committed to fostering in students self-direction, self-motivation, self-discipline, and the ability to recognize the importance of learning. We believe that a close partnership between home, school, and community is essential to our children’s success, and that by working together, we can foster productive citizens and life-long learners.

We believe:

that all students can learn, deserve access to a rich instructional program, and should have an equal opportunity to learn in a safe and nurturing environment.
in teaching good citizenship and developing in students an appreciation of country.
that all students are valuable and gain ability, self esteem, and pride through their achievements and accomplishments.
that a strong home-school connection is essential to develop student’s personal responsibility in both school and homework.

Opportunities for Parental Involvement

Contact Person Name	Liz Kaneshiro	Contact Person Phone Number	(562) 902-4241
Meadow Green Elementary School parents are involved on many different levels. They are partners with the school as they work to get their children to school on time each day and as they assist in the completion of homework in a timely manner. Parents are encouraged to sign a learning compact at the beginning of the school year that outlines the responsibilities of teachers, students, and parents in the support of the educational program of our school. Parents are also active participants in raising funds that provide for school field trips and assemblies. In addition, PTA funds support the school-wide PRIDE Program that enhances student’s Personal Responsibility In Daily Effort. Parents also serve on the School Site Council, which is the primary site-based decision making body on campus. This council consists of school staff, teachers, and parents and makes decisions on major budget expenditures of Title I and School Improvement Programs. As volunteers, parents regularly assist in supporting classroom teachers and the educational program by assisting in the classroom. The PTA provides a forum for parents to regularly participate in school activities and functions such as student-centered activities and fund raisers. Various grade levels perform at monthly PTA meetings and parents are invited and encouraged to attend. Parents are invited to attend monthly awards assemblies that honor students for citizenship and achievement. They accompany classes on field trips and assist with special projects and presentations at school. Meadow Green holds an annual Holiday Program, Grandparent’s Day, and a Volunteer Tea, all aimed at inviting and encouraging parental involvement. Both Back-to-School Night and Open House are excellent opportunities for parents to participate in school functions and become an active part in the school and their child’s education.

I. Demographic Information

Student Enrollment, by Grade Level

Grade Level	Enrollment	Grade Level	Enrollment
Kindergarten	83	Grade 9
Grade 1	65	Grade 10
Grade 2	76	Grade 11
Grade 3	74	Grade 12
Grade 4	79	Ungraded Secondary
Grade 5	83
Grade 6	95
Grade 7
Grade 8
Ungraded Elementary	12	Total	567

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	Racial/Ethnic Category	Number of Students	Percentage of Students
African-American	8	1.4	Hispanic or Latino	251	44.3
American Indian or Alaska Native	0	0.0	Pacific Islander	2	0.4
Asian-American	10	1.8	White (Not Hispanic)	291	51.3
Filipino-American	4	0.7	Other	1	0.2

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update

October 2002

Date Last Discussed with Staff

October 2002

Meadow Green Elementary School is committed to the safety and security of each student.

To maintain these conditions which contribute to the best possible learning environment, the School Safety Plan includes the following elements:

1. School Crime Assessment: Meadow Green Elementary School provides compiled school crime information each month for the California Safe School Assessment as mandated by the State of California. This information is analyzed at the school site to determine what steps may be taken to reduce incidents of crime.

2. Child Abuse Reporting: Teachers and other school employees are required by law to report any cases of suspected child abuse or child neglect. Reports are investigated by the Department of Social Services to determine if any follow-up on the report is necessary.

3. Disaster Procedures: In order to ensure the safety of students and school personnel, the school safety committee has created a comprehensive Disaster Preparedness Plan. This Disaster Plan is revised and reviewed annually. Emergency fire drills are held once a month and evaluated for effectiveness.

4. School Discipline: Meadow Green Elementary School has created a school-wide discipline plan in order to communicate high standards and expectations and to hold students accountable for their behavior. The discipline plan is given to every student and reviewed in student assemblies or classroom presentations. Staff members consistently enforce the school-wide standards. Meadow Green also has a strong positive component to its discipline policy. This includes a PRIDE program of recognition for citizenship, good behavior, and responsibility. An awards program recognizes students for their positive choices.

5. Sexual Harassment Policy: Meadow Green Elementary School strictly adheres to LJSD policies that prohibit sexual harassment or discrimination of any kind. The sexual harassment policy is distributed to each student at the beginning of the school year, and employees are advised of their rights.

6. School-wide Dress Code: Meadow Green Elementary School believes that a clearly defined dress code contributes to a positive school environment. The primary standards for student dress and grooming include: the student should be neat and clean at school, and the student should not wear clothing that compromises safety or modesty or that is disruptive to the educational process. Each student receives annually a written copy of the school dress code.

7. Safe and Orderly Environment: Meadow Green Elementary School believes a safe and orderly environment is necessary to ensure a positive learning experience for all students. Regular supervision of students is the core of creating and maintaining a safe and orderly environment. Teachers, administrators, campus supervisors and parent volunteers consistently supervise and interact with students to reinforce behavioral expectations and safety standards.

School Programs and Practices that Promote a Positive Learning Environment

Among the many programs and practices which contribute to the positive atmosphere are the following:

• Positive reinforcement programs take place in classrooms throughout our school.

• Character Education Citizens of the Month are recognized for selected traits and are recognized at the monthly school-wide PRIDE Assembly. Students of the Month are also selected and recognized at the assembly for their effort toward improvement.

• Quarterly students are recognized for math achievement in the Math Club.

• Opportunities exist for teachers at all grade levels to send students to the principal for recognition of special achievements.

• A Homework Club supports and extends learning opportunities for students and is held twice a week. This club is run by several volunteer teachers for a total of sixty minutes a week.

• The school librarian supervises an after school Reading Club twice a week for thirty minutes each day. Students are able to join in for an extended reading adventure to encourage a love of reading and improve reading skills.

• Students who make improvement in the areas of academics or behavior are selected by teachers monthly and have "Lunch with the Principal"

• Meadow Green has established a school-wide reading incentive program to encourage and support a love of reading.

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	2001	2002	2000	2001	2002
Suspensions (number)	12	7	2	175	169	51
Suspensions (rate)	.02	.01	.004	.05	.05	.02
Expulsions (number)	0	0	0	0	0	0
Expulsions (rate)	0	0	0	0	0	0

School Facilities

Meadow Green school was built in 1962. There are twenty-eight classrooms on campus. Safe and clean schools are fundamental necessities of a successful academic environment. Our Maintenance Department is proud to impart solutions and services integral to providing a safe environment conducive to learning. Safety inspections are held annually to ensure the maintenance of an optimal learning environment.

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)

Grade Level	School			District			State
Grade Level	2000	2001	2002	2000	2001	2002	2000	2001	2002
2	---	58	56	---	63	62	---	32	32
3	---	48	65	---	65	68	---	30	34
4	---	46	41	---	58	56	---	33	36
5	---	34	51	---	50	55	---	28	31
6	---	45	35	---	54	53	---	31	30
7	---			---	58	50	---	32	33
8	---			---	48	59	---	32	32
9	---			---			---	28	33
10	---			---			---	31	33
11	---			---			---	29	31

CST - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
Grade Level	2000	2001	2002	2000	2001	2002	2000	2001	2002
2	---	---	71	---	---	74	---	---	43
3	---	---	63	---	---	70	---	---	38
4	---	---	34	---	---	47	---	---	37
5	---	---	59	---	---	50	---	---	29
6	---	---	37	---	---	56	---	---	32
7	---	---		---	---	42	---	---	29
8	---	---		---	---	40	---	---	26
9	---	---		---	---		---	---	22
10	---	---		---	---		---	---	21
11	---	---		---	---		---	---	18

CST - Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
Grade Level	2000	2001	2002	2000	2001	2002	2000	2001	2002
9	---	---		---	---		---	---	33
10	---	---		---	---		---	---	31
11	---	---		---	---		---	---	28

CST - History/Social Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	School			District			State
Grade Level	2000	2001	2002	2000	2001	2002	2000	2001	2002
9	---	---		---	---		---	---	24
10	---	---		---	---		---	---	24
11	---	---		---	---		---	---	32

CST - Subgroups - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2	56	56	13	62	35	64
3	57	73	43	68	50	70
4	36	50	25	42	38	42
5	46	55	0	57	50	51
6	24	45	0	38	11	48
7
8
9
10
11

CST - Subgroups - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
2	76	66	63	72	65	74
3	63	63	38	66	47	69
4	25	47	25	34	38	33
5	59	60	44	61	77	53
6	33	41	0	40	17	48
7
8
9
10
11

CST - Subgroups - Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
9
10
11

CST - Subgroups - History/Social Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	Male	Female	English Learners	Not-English Learners	Socioeconomically Disadvantaged	Not Socioeconomically Disadvantaged	Migrant Education Services
9
10
11

CST - Racial/Ethnic Groups - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
2					50		61
3					59		67
4					34		49
5					32		63
6					30		40
7
8
9
10
11

CST - Racial/Ethnic Groups - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
2					69		71
3					63		62
4					29		38
5					53		58
6					33		43
7
8
9
10
11

CST - Racial/Ethnic Groups - Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9
10
11

CST - Racial/Ethnic Groups - History/Social Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade Level	African- American	American Indian or Alaska Native	Asian- American	Filipino- American	Hispanic or Latino	Pacific Islander	White (not Hispanic)	Other
9
10
11

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

Grade Level	School			District			State
Grade Level	2000	2001	2002	2000	2001	2002	2000	2001	2002
2	77	76	75	80	80	83	49	51	53
3	61	71	74	71	81	79	44	46	47
4	61	62	61	67	71	68	45	47	49
5	63	51	65	64	65	68	44	45	46
6	70	70	60	78	69	71	46	47	48
7				64	73	65	46	48	48
8				71	69	72	49	50	49
9							35	35	34
10							34	34	34
11