1. Art and Diseño

Anne and William Hedenkamp Elementary School
930 East Palomar • Chula Vista, CA 91913 • (619) 397-5828 • Grades TK-6
Richard J. Hanks, Principal
[email protected]
http://schools.cvesd.org/schools/hedenkamp/
2013-14 School Accountability Report Card
Published During the 2014-15 School Year
Description
Hedenkamp Elementary School opened its doors to students on September 2, 2003. It is one of 45
schools in the District. It is a state-of-the-art school for the 21st century located in the
southernmost county of Chula Vista on the east side of Interstate 805.
Hedenkamp Elementary School has 40 classrooms, 12 resource rooms, a library, multipurpose
room and an administration building. The school currently has a population of 1104 students.
"EACH CHILD IS AN INDIVIDUAL
OF GREAT WORTH"
Board of Education
Marissa A. Bejarano
Leslie Bunker
Eduardo Reyes, Ed.D.
Francisco Tamayo
Glendora M. Tremper
Superintendent
Francisco Escobedo Ed.D.
[email protected]
84 East J Street
Chula Vista, CA 91910-6100
(619) 425-9600
www.cvesd.org
The Chula Vista Elementary School District is
committed to providing equal educational,
contracting, and employment opportunity to
all in strict compliance with all applicable
state and federal laws and regulations. The
District office that monitors compliance is
the Human Resources Services and Support
Office, 84 East J Street, Chula Vista, CA
91910, phone (619) 425-9600, extension
1340. Any individual who believes s/he has
been a victim of unlawful discrimination in
employment, contracting, or in an
educational program may file a formal
complaint with the District's Human
Resources Office.
Mission Statement
In a community of shared values, we the parents, staff, and community of Hedenkamp
Elementary School create lifelong learners of high character who meet and exceed State and
District Standards through quality instruction in a safe and positive environment.
As reflected in the Single Site Plan, goals are established to ensure that all students reach
proficiency in all areas of Local Measures. Data from site assessments in literacy skills and math
are administered every 6-8 weeks to gage student progress and drive instruction.
The Spanish Immersion Program, established during the opening year of 2003-04, will continue to
increase by one grade each year until it is offered kindergarten-sixth grade. Hedenkamp now
offers the Spanish Dual Immersion Program for all grade levels, kindergarten through sixth grade.
Entering the 2014-15 school year, Hedenkamp will have approximately 400 students enrolled in
Dual Immersion, about 40% of our population.
School wide, each classroom offers a consistent, rigorous, standards aligned curriculum. Grade
Level Teams collaborate for 2-3 hours monthly to develop and implement a consistent standards
plan in all four core academic areas.
A focus for this school year continues to be technology and how we integrate technology with
instruction. Each teacher now has their own laptop computer to support teaching and learning.
To begin the 2012-2013 school year, Hedenkamp purchased 100 new computers to be placed in
all classrooms in 3rd-6th grades. The 2015-16 school year will bring additional technology
including iPads, Tablets and Laptops for student use. In addition, Hedenkamp will continue our
efforts to use technology to better communicate with school staff as well as to our families and
the general Hedenkamp community.
2013-14 School Accountability Report Card for Anne and William Hedenkamp Elementary School
Page 1 of 8
District Profile
Located between the City of San Diego and United States/Mexico International Border, the Chula Vista Elementary School District is the
largest K-6 district in the state. The District currently serves more than 29,200 students. The District serves a community that features a
blend of residential areas, recreational facilities, open space, and light industry. The District currently operates 45 elementary schools
(including 5 dependent charter schools). In addition, two independent charter schools operate through CVESD. Five charter schools also
enroll middle school students, and two of those serve high school students as well.
Students experience a rigorous 21st century learning environment that is rooted in effective teaching practices and high-quality
instruction. Students receive an education that nurtures every child’s imagination, intellect, and sense of inquiry. Working together, we
will harness the potential of a collective intelligence rich with the imagination and creativity necessary for students to become
difference makers in the community.
The student population is ethnically diverse and is composed of African-American (4%), Asian (3%), Filipino (11%), Latino/Hispanic
(67%), other (1%), Pacific Islander (.6%), and White (14%). More than one-third of the students in the District are classified English
Learners, and 45% qualify for free and reduced-priced meal programs.
LOCAL CONTROL AND ACCOUNTABILITY PLAN (LCAP)
School districts are required to produce Local Control and Accountability Plans (LCAPs), demonstrating how increased resources are
linked to meeting the needs of all students. In tandem, the funding formula and accountability plans increase local decision making
authority while also enhancing transparency and accountability. Here’s where our parents, teachers and students come into play.
Together, they will help our schools determine academic priorities in support of student achievement. The state’s shift to local control is
very much aligned to how we have long operated in the Chula Vista Elementary School District, where student-based decision-making is
an expectation. Now, we will have additional resources to help us close the achievement gap.
About the SARC
2013-14 Student Enrollment by Group
Every school in California is required by state law to publish a School
Accountability Report Card (SARC), by February 1 of each year. The SARC
contains information about the condition and performance of each
California public school. Under the Local Control Funding Formula (LCFF)
all local educational agencies (LEAs) are required to prepare a Local
Control Accountability Plan (LCAP), which describes how they intend to
meet annual school-specific goals for all pupils, with specific activities to
address state and local priorities. Additionally, data reported in an LCAP is
to be consistent with data reported in the SARC.
•
•
•
•
For more information about SARC requirements, see the California
Department of Education (CDE) SARC Web page at
http://www.cde.ca.gov/ta/ac/sa/.
View this SARC online at the school and/or LEA Web sites.
For more information about the LCFF or LCAP, see the CDE LCFF
Web page at http://www.cde.ca.gov/fg/aa/lc/.
For additional information about the school, parents and community
members should contact the school at (619) 397-5828.
Group
Percent of Total Enrollment
Black or African American-------
2.7
American Indian or Alaska Native-----Asian-------
0.2
Filipino-------
27.0
Hispanic or Latino-------
47.0
Native Hawaiian/Pacific Islander
0.7
White
11.2
Two or More Races
4.8
Socioeconomically Disadvantaged
21.2
English Learners
20.0
Students with Disabilities
5.9
6.3
2013-14 Student Enrollment by Grade Level
Grade Level
Number of Students
Kinder.
148
Gr. 1--
157
Gr. 2--
144
Gr. 3--
165
Gr. 4--
144
Gr. 5--
169
Gr. 6--
142
Total--
1,069
2013-14 School Accountability Report Card for Anne and William Hedenkamp Elementary School
Page 2 of 8
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the Basic State Priority (Priority 1):
•
Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
•
Pupils have access to standards-aligned instructional materials; and
•
School facilities are maintained in good repair.
Teacher Credentials
Anne and William Hedenkamp Elementary School
12-13
13-14
14-15
Fully Credentialed
43
43
44
Without Full Credential
0
0
0
Teaching Outside Subject Area of Competence
0
0
0
12-13
13-14
14-15
Fully Credentialed
♦
♦
1307
Without Full Credential
♦
♦
15
Teaching Outside Subject Area of Competence
♦
♦
0
Chula Vista Elementary School District
Teacher Misassignments and Vacant Teacher Positions at this School
Anne and William Hedenkamp Elementary School
12-13
13-14
14-15
Teachers of English Learners
0
0
0
Total Teacher Misassignments
0
0
0
Vacant Teacher Positions
0
0
0
*
“Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total
Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Core Academic Classes Taught by Highly Qualified Teachers
2013-14 Percent of Classes In Core Academic Subjects
Core Academic Classes Taught by Highly Qualified Teachers
Location of Classes
This School
Taught by Highly Qualified Teachers
Not Taught by Highly Qualified Teachers
100.00
0.00
Districtwide
All Schools
97.86
2.14
High-Poverty Schools
96.31
3.69
Low-Poverty Schools
100.00
0.00
*
High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.
2013-14 School Accountability Report Card for Anne and William Hedenkamp Elementary School
Page 3 of 8
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15)
The Chula Vista Elementary School District follows the State’s curriculum cycle to adopt updated, high quality textbooks and related materials. The
evaluation and adoption of textbooks and instructional materials is based on recommendations by committees of our District’s school staffs and
community members.
Students are provided with an adequate supply of Board-approved textbooks for all subject areas. The reading/language arts and mathematics
curricula are aligned with California Common Core Standards.. All of our students have access to textbooks and supportive instructional materials in all
core subjects, which are in good condition. Core materials are available in both English and Spanish. An inventory of books is warehoused centrally for
growth needs at the schools.
The District’s vision is to prepare students to succeed in the 21st Century and is committed to providing students with 21st century tools, and the
necessary infrastructure to support said tools. The District and Hedenkamp have also invested in software applications to assist with formative and
summative assessments, literacy skills, mathematics and language acquisition. In addition, teachers are integrating technology tools to facilitate day to
day tasks such as attendance, report cards and electronic communication.
Textbooks and Instructional Materials
Year and month in which data were collected: August 2014
Core Curriculum Area
Textbooks and Instructional Materials/Year of Adoption
Reading/Language Arts
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0%
Mathematics
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0%
Science
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0%
History-Social Science
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook:
0%
Houghton Mifflin Reading K-6 and Houghton Mifflin Lectura K-6 Spanish.
Adopted in 2002-03.
Mc Graw Hill Mathematics K-6, English and Spanish.
Adopted in 2001-02.
Houghton-Mifflin Science series for Kindergarten to Sixth Grade English
and Spanish.
Adopted Spring 2008.
Harcourt Social Studies Kindergarten – Sixth grade (English & Spanish).
Adopted Spring 2007.
School Facility Conditions and Planned Improvements (Most Recent Year)
Classroom space at Hedenkamp Elementary School is adequate to support our school's current enrollment. The District maintains a planned program,
which ensures routine maintenance functions are performed on a scheduled basis. Hedenkamp custodial staff performs basic cleaning operations
daily.
The classrooms, playground area and staff spaces provide sufficient support for teaching and learning. Each pod of classrooms has two resource rooms
and ample hallway space for small group and pull out instruction.
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: December 19, 2014
System Inspected
Repair Status
Good
Fair
Poor
Systems:
Gas Leaks, Mechanical/HVAC, Sewer
[X]
[ ]
[ ]
Interior:
Interior Surfaces
[X]
[ ]
[ ]
Cleanliness:
Overall Cleanliness, Pest/ Vermin Infestation
[X]
[ ]
[ ]
Electrical:
Electrical
[X]
[ ]
[ ]
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
[X]
[ ]
[ ]
Safety:
Fire Safety, Hazardous Materials
[X]
[ ]
[ ]
Structural:
Structural Damage, Roofs
[X]
[ ]
[ ]
External:
Playground/School Grounds, Windows/ Doors/Gates/Fences
[X]
[ ]
[ ]
Overall Rating
Exemplary
Good
Fair
Poor
[X]
[ ]
[ ]
[ ]
2013-14 School Accountability Report Card for Anne and William Hedenkamp Elementary School
Repair Needed and
Action Taken or Planned
Page 4 of 8
B. Pupil Outcomes
2013-14 CAASPP Results by Student Group
State Priority: Pupil Achievement
The SARC provides the following information relevant to the Pupil
Achievement State Priority (Priority 4):
•
Statewide assessments (i.e., California Assessment of Student
Performance and Progress and its successor the Standardized
Testing and Reporting Program);
•
The Academic Performance Index; and
•
The percentage of pupils who have successfully completed courses
that satisfy the requirements for entrance to the University of
California and the California State University, or career technical
education sequences or programs of study.
Group
Percent of Students Scoring at
Proficient or Advanced
Science (grades 5, 8, and 10)
All Students in the LEA
71
All Student at the School
80
Male-------
82
Female-------
78
Black or African American
American Indian or Alaska Native
CAASPP Results for All Students - Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
Subject
School
District
State
*
83
68
80
68
66
71
60
59
100
Filipino-------
83
Hispanic or Latino
69
Native Hawaiian/Pacific Islander
11-12 12-13 13-14 11-12 12-13 13-14 11-12 12-13 13-14
Science
Asian-------
60
Science (grades 5, 8, and 10) assessments include California Standards Tests
(CSTs), California Modified Assessment (CMA), and California Alternate
Performance Assessment (CAPA). Scores are not shown when the number of
students tested is ten or less, either because the number of students in this
category is too small for statistical accuracy or to protect student privacy.
STAR Results for All Students - Three-Year Comparison
White------Two or More Races------Socioeconomically Disadvantaged
70
English Learners-------
52
Students with Disabilities
Students Receiving Migrant
Education Services
*
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
Subject
School
District
CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8,
and 10. Scores are not shown when the number of students tested is ten or
less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
State
10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13
ELA
76
76
75
65
68
66
54
56
55
Math
82
80
81
73
74
73
49
50
50
63
58
57
48
49
49
HSS
*
STAR Program was last administered in 2012-13. Percentages are not
calculated when the number of students tested is ten or less, either because
the number of students in this category is too small for statistical accuracy or
to protect student privacy.
Academic Performance Index Ranks - Three-Year Comparison
API Rank
API Growth by Student Group – Three-Year Comparison
Group
10-11
11-12
12-13
22
-7
-11
Filipino-------
17
-3
-1
Hispanic or Latino
12
-4
-21
Socioeconomically Disadvantaged
19
-9
-10
English Learners
24
-9
-34
All Students at the School
Black or African American
American Indian or Alaska Native
Asian-------
2010-11
2011-12
2012-13
Statewide-------
9
9
9
Native Hawaiian/Pacific Islander
Similar Schools-------
7
4
2
White-------
*
For 2014 and subsequent years, the statewide and similar schools ranks will
no longer be produced.
Grade
Level
---5--*
2013-14 Percent of Students Meeting Fitness Standards
4 of 6
5 of 6
6 of 6
24.3
28.4
29.0
Percentages are not calculated when the number of students tested is ten or
less, either because the number of students in this category is too small for
statistical accuracy or to protect student privacy.
Actual API Change
Two or More Races
Students with Disabilities
*
"N/D” means that no data were available to the CDE or LEA to report. “B”
means the school did not have a valid API Base and there is no Growth or
target information. “C” means the school had significant demographic
changes and there is no Growth or target information
2013-14 School Accountability Report Card for Anne and William Hedenkamp Elementary School
Page 5 of 8
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
•
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
Opportunities for Parental Involvement
Contact person: Richard J. Hanks and Gina C. Mazeau
Contact Person Phone Number: (619) 397-5828 ext. 5895
Parent Participation. Research shows a high correlation between parent involvement and effective schools. Parents are encouraged to be involved in
their child’s education. Curriculum nights and literacy events are held throughout the school year.
This year, Hedenkamp will communicate with families via technology. Parents are encouraged to visit www.hedenkamp.wordpress.com This site will
have daily information that focuses on school events as well as ways that parents can support their child's academic success. Parents will be able to
instantly access information that will help their child in the upcoming Smarter Balanced Assessments.
In addition, the future may allow us to video stream parent meetings, events and other activities directly to our families' homes. Technology at
Hedenkamp will be a tool to increase parent communication, parent participation and parent decision making.
Staff members and parents participate equally in the leadership at Hedenkamp. Parents are continually encouraged to play an active role in PTA, SSC,
and ELAC. Staff members serve on PTA, SSC, and ELAC as well as school and district level curriculum committees. The CVESD “Student Based Decision
Making” essential questions are used as the guiding force for all decisions.
State Priority: School Climate
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
•
•
•
Pupil suspension rates;
Pupil expulsion rates; and
Other local measures on the sense of safety.
School Safety Plan
A comprehensive School Safety Plan is developed each year by the Safety Committee which is part of the School Site Council (SSC). The plan is
approved annually by the SSC. Components of the plan are: The School Climate- Learning Styles, Languages, Positive Behavioral Support, Character and
Citizenship Education, Discipline Policies/Behavior Policies, School Resource Officers, Staff Development, Student Support Programs, After School
Programs, and Intervention Strategies to Maintain a Caring Climate. The Physical Environment- Environmental Design, Closed Campus, Entries and
Exits, Lighting, Rooms and Furnishings, Graffiti Removal and Vandalism Repair, Parking, Inter-agency Information Sharing Agreements, Safe and Clean
Restrooms, Backpack Policies, Signs and Posters. Please visit our website, www.hedenkamp.wordpress.com to view our Safe School Plan for the 20152016 school year. The School Site Council approved the School Safety Plan on October 23, 2014.
Suspensions and Expulsions
School
11-12
12-13
13-14
Suspensions Rate
0.0
0.1
0.19
Expulsions Rate
0.0
0.0
0
11-12
12-13
13-14
Suspensions Rate
0.1
0.7
0.8
Expulsions Rate
0.0
0.0
0.0
11-12
12-13
13-14
Suspensions Rate
5.7
5.1
4.4
Expulsions Rate
0.1
0.1
0.1
District
State
*
The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100.
2013-14 School Accountability Report Card for Anne and William Hedenkamp Elementary School
Page 6 of 8
D. Other SARC Information
The information in this section is required to be in the SARC but is not
included in the state priorities for LCFF.
Average Class Size and Class Size Distribution
2013-14 Adequate Yearly Progress Overall and by Criteria
AYP Criteria
School
Number of Classrooms*
Average Class Size
1-20
District
Grade
33+
13
14
12
13
14
12
13
14
12
Kinder. 19.1
24
21
7
1
3
0
5
4
0
Gr. 1--
22.1
20
22
3
3
1
4
4
6
0
Gr. 2--
21.7
20
21
2
4
2
4
4
5
0
Met Percent Proficient: Mathematics
Gr. 3--
20.3
20
21
8
2
3
0
5
5
0
Met API Criteria
Gr. 4--
30
26
24
0
1
2
5
5
4
0
Met Graduation Rate (if applicable)
Gr. 5--
30.2
29
28
0
1
5
5
5
0
Gr. 6--
30
27
28
0
6
5
5
0
Made AYP Overall
Met Participation Rate: English-Language Arts
Met Participation Rate: Mathematics
Met Percent Proficient: English-Language Arts
*
2014-15 Federal Intervention Program
Indicator
School
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement
District
1
13
Number of classes indicates how many classrooms fall into each size category
(a range of total students per classroom). At the secondary school level, this
information is reported by subject area rather than grade level.
2013-2014
Year 1
18
Percent of Schools Currently in Program Improvement
48.6
DW (determination waiver) indicates that the PI status of the school was
carried over from the prior year in accordance with the flexibility granted
through the federal waiver process.
FY 2012-13 Teacher and Administrative Salaries
Academic Counselors and Other Support Staff at this School
District
Amount
State Average for
Districts In Same
Category
Beginning Teacher Salary
$43,557
$41,507
Number of Full-Time Equivalent (FTE)
Category
Academic Counselor------Counselor (Social/Behavioral or Career Development)
.4
Library Media Teacher (Librarian)
Mid-Range Teacher Salary
$65,715
$67,890
Library Media Services Staff (Paraprofessional)
.8
Highest Teacher Salary
$87,533
$86,174
Psychologist-------
0.6
Average Principal Salary (ES)
$115,650
$109,131
Social Worker-------
Average Principal Salary (MS)
$0
$111,937
Nurse-------
0.4
Average Principal Salary (HS)
$0
$109,837
Speech/Language/Hearing Specialist
0.8
Superintendent Salary
$220,000
$185,462
Resource Specialist-------
1
Other------Average Number of Students per Staff Member
Academic Counselor------*
14
In PI
Number of Schools Currently in Program Improvement
*
12
21-32
One Full Time Equivalent (FTE) equals one staff member working full time;
one FTE could also represent two staff members who each work 50 percent
of full time.
Percent of District Budget
Teacher Salaries
42
42
Administrative Salaries
5
6
*
For detailed information on salaries, see the CDE Certificated Salaries &
Benefits webpage at www.cde.ca.gov/ds/fd/cs/.
2013-14 School Accountability Report Card for Anne and William Hedenkamp Elementary School
Page 7 of 8
FY 2012-13 Expenditures Per Pupil and School Site Teacher Salaries
Expenditures Per Pupil
Level
Average Teacher Salary
Total
Restricted
Unrestricted
7,065.48
1,848.30
5,217.18
73,116
District-------
♦
♦
6,626.52
$67,934
State-------
♦
♦
$4,690
$70,788
Percent Difference: School Site/District
-21.3
7.6
Percent Difference: School Site/ State
11.2
3.3
School Site-------
Types of Services Funded at Anne and William Hedenkamp Elementary School
Before school and after school programs are offered to improve student achievement. Students are identified using quarterly assessments as well as
weekly formative assessments. In addition, we have supported our Library Media Center with additional funding to open our Library before school
allowing students to complete homework assignments as well as using computer assisted programs in reading and mathematics.
This year, we are continuing to upgrade technology at Hedenkamp. It is of utmost importance that we provide our students with the skills necessary
to achieve at very high levels. To do so, we must provide our students with technology including computers and software to allow students to create,
problem solve and design. In addition, digital and video photography to enhance presentation skills must be requisites to enter seventh grade.
Professional Development provided for Teachers at Anne and William Hedenkamp Elementary School
Each year, the Instructional Leadership Team (ILT) plans professional development activities based on student achievement data and the Single Site
Plan goals. The ILT Professional Development plan is presented to the entire staff for approval. Professional development opportunities are offered on
Friday modified days as well as after school hours.
Topics for 2014-2015 included:
1. Common Core Writing Standards
2. Six Traits of Writing
3. Conceptual Development in Mathematics
4. Support for English Language Learners in reading comprehension through academic vocabulary development
5. Gradual Release of Responsibility
6. Listening and Speaking Common Core Standards
Topics for 2013-14 included:
1. Continued analysis of statewide and site student assessment data
2. Enhancement of GLAD strategies
3. Six Traits of Writing
4. Gradual Release of Responsibility
5. Technology Support including Promethean Technology
For the 2015-2016 school year, Hedenkamp, Camarena, Rohr, Daly, Allen, Finney, Halecrest, Loma Verde, McMillin, Rogers and Olympic View will join
together to improve our students' writing. Our students will engage in different writing prompts and teachers will come together to discuss the
students' writing and how we can improve writing in our schools. Teachers at each of these sites will provide the Professional Development for their
colleagues. Teachers will have the opportunity to choose professional development sessions that best meet their needs.
We intend to create a "cumulative effect" of instruction; improving each year on the strategies learned and implemented in each grade level.
Ultimately, students leaving our schools will have learned the necessary skills and strategies to be outstanding writers.
2013-14 School Accountability Report Card for Anne and William Hedenkamp Elementary School
Page 8 of 8