Executive Summary School Accountability Report Card, 2010–11
For Garfield Elementary
Address: / 1640 22nd Ave., Oakland, CA, 94606-4710 / Phone: / (510) 535-2857Principal: / Nima Tahai, Principal / Grade Span: / K-5
This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2010–11 school year. School finances and school completion data are reported for the 2009–10 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2011–12 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.
About This School
Garfield Elementary School provides a quality education for ALL students.Our mission is to provide a safe place where students of diverse cultures join together in a community of active learners. Our staff, parents, and community members work hard to ensure that Garfield students become productive, caring, and creative adults in the 21st century.
Student Enrollment
Group / EnrollmentNumber of students / 581
Black or African American / 15.8%
American Indian or Alaska Native / 0.7%
Asian / 29.6%
Filipino / 1.7%
Hispanic or Latino / 47.0%
Native Hawaiian or Pacific Islander / 0.7%
White / 2.1%
Two or More Races / 1.0%
Socioeconomically Disadvantaged / 85.9%
English Learners / 68.5%
Students with Disabilities / 6.7%
Teachers
Indicator / TeachersTeachers with full credential / 33
Teachers without full credential / 1
Teachers Teaching Outside Subject Area of Competence / 0
Misassignments of Teachers of English Learners / 0
Total Teacher Misassignments / 0
Student Performance
Subject / Students Proficient and Above on STAR* Program ResultsEnglish-Language Arts / 39%
Mathematics / 57%
Science / 39%
History-Social Science / 0%
*Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment.
Academic Progress*
Indicator / Result2011 Growth API Score (from 2011 Growth API Report) / 749
Statewide Rank (from 2010 Base API Report) / 2
Met All 2011 AYP Requirements / no
Number of AYP Criteria Met Out of the Total Number of Criteria Possible / Met 23 of 24
2011–12 Program Improvement Status (PI Year) / Year 5
*The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.
School Facilities
Summary of Most Recent Site Inspection
School facility is in good condition.Repairs Needed
Repair is completed on gas leak. All new windows, interior surfaces, restrooms renovated and new roof.Corrective Actions Taken or Planned
N/ACurriculum and Instructional Materials
Core Curriculum Area / Pupils Who Lack Textbooks and Instructional MaterialsReading/Language Arts / 0
Mathematics / 0
Science / 0
History-Social Science / 0
Foreign Language / 0
Health / 0
Visual and Performing Arts / 0
Science Laboratory Equipment (grades 9-12) / 0
School Finances
Level / Expenditures Per Pupil (Unrestricted Sources Only)School Site / $4,994.70
District / $7,091.39
State / $5,455
School Completion
Indicator / ResultGraduation Rate (if applicable) / N/A
Postsecondary Preparation
Measure / PercentPupils Who Completed a Career Technical Education Program and Earned a High School Diploma / N/A
Graduates Who Completed All Courses Required for University of California or California State University Admission / N/A
School Accountability Report Card
Reported Using Data from the 2010–11 School Year
Published During 2011–12
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.
· 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/.
· For additional information about the school, parents and community members should contact the school principal or the district office.
I. Data and Access
Ed-Data Partnership Web Site
Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.
II. About This School
Contact Information (School Year 2011–12)
School / DistrictSchool Name / Garfield Elementary / District Name / Oakland Unified
Street / 1640 22nd Ave. / Phone Number / (510) 879-8582
City, State, Zip / Oakland, CA, 94606-4710 / Web Site / www.ousd.k12.ca.us
Phone Number / (510) 535-2857 / Superintendent / Anthony Smith
Principal / Nima Tahai, Principal / E-mail Address /
E-mail Address / / CDS Code / 01612596001846
School Description and Mission Statement (School Year 2010–11)
Mission:Garfield Elementary School provides a quality education for ALL students. The school’s mission is to provide a safe place where students of diverse cultures join together in a community of active learners. Our staff, parents, and community members work hard to ensure that Garfield students become productive, caring, and creative adults in the 21st century.
Our Vision:
Garfield has a guiding vision of ensuring that all students have equal access to the core program within the context of the heterogeneous, mixed ability, classroom. Our philosophy is to provide quality education with high expectations, so that all students will meet or exceed the California State Standards and be allowed to reach their highest potential.
Our Goals:
We are moving towards the district and nationwide goal that all students will be able to read and write at grade level, in English, by the end of 3rd grade. We would like to support the goals of First Five and Reading First by creating a pre-school program which has a focus on English Language Immersion, kindergarten transition and school readiness. We strive to become a model school for English Language Development and Academic English Development.
Opportunities for Parental Involvement (School Year 2010–11)
Garfield Complementary Learning Council is the decision making body for the GFLC composed of parents, teachers, administrators, community based organizations and community members. There are monthly meetings utilizing modified consensus for decision-making, steers content and growth plan, review proposals and approves partnerships and projects, currently identifying ways to link into faculty council and school site council, and create and implement a 3 year strategic plan.Developing an effective and engaging instructional program guided by teacher inquiry and research.
We also realize that maximum participation of family and community in schools is useless if the instruction in the classrooms is not effective. Our instructional program is driven by student data gathered by the teachers themselves. All teachers participate in action-research in their classrooms and throughout the school to make informed decisions about assessment, curriculum, pedagogy, and student services. Student data identifies student needs, and student needs drive our program.
Student Enrollment by Grade Level (School Year 2010–11)
Grade Level / Number of Students / Grade Level / Number of StudentsKindergarten / 79 / Grade 8 / 0
Grade 1 / 98 / Ungraded Elementary / 0
Grade 2 / 103 / Grade 9 / 0
Grade 3 / 100 / Grade 10 / 0
Grade 4 / 103 / Grade 11 / 0
Grade 5 / 98 / Grade 12 / 0
Grade 6 / 0 / Ungraded Secondary / 0
Grade 7 / 0 / Total Enrollment / 581
Student Enrollment by Subgroup (School Year 2010–11)
Group / Percent of Total EnrollmentBlack or African American / 15.8%
American Indian or Alaska Native / 0.7%
Asian / 29.6%
Filipino / 1.7%
Hispanic or Latino / 47.0%
Native Hawaiian or Pacific Islander / 0.7%
White / 2.1%
Two or More Races / 1.0%
Socioeconomically Disadvantaged / 85.9%
English Learners / 68.5%
Students with Disabilities / 6.7%
Average Class Size and Class Size Distribution (Elementary)
Grade Level / Avg. Class Size / 2008–09 Number of Classes* / Avg. Class Size / 2009–10 Number of Classes* / Avg. Class Size / 2010–11 Number of Classes*1-20 / 21-32 / 33+ / 1-20 / 21-32 / 33+ / 1-20 / 21-32 / 33+
K / 20.0 / 5 / 0 / 0 / 20.6 / 4 / 1 / 20.0 / 4 / 0 / 0
1 / 17.7 / 6 / 0 / 0 / 20.0 / 4 / 1 / 19.4 / 5 / 0 / 0
2 / 19.5 / 6 / 0 / 0 / 18.3 / 6 / 20.4 / 5 / 0 / 0
3 / 19.2 / 6 / 0 / 0 / 17.8 / 6 / 19.8 / 5 / 0 / 0
4 / 21.2 / 5 / 0 / 0 / 21.0 / 1 / 4 / 21.8 / 4 / 1 / 0
5 / 22.6 / 2 / 3 / 0 / 20.8 / 2 / 4 / 22.8 / 1 / 3 / 0
6
Other
* Number of classes indicates how many classes fall into each size category (a range of total students per classroom).
III. School Climate
School Safety Plan (School Year 2010–11)
The school reviewed, revised and submitted to the Board in 07-08 an updated Safety Plan that included: school site safety programs, procedures for complying with school safety laws, and Disaster/Emergency/Crisis Response procedures. The Garfield Safety Plan is reviewed and updated annually since we are constantly growing and our site is constantly evolving. The safety plan includes procedures for regular occurrences such as drills, basic first aid, and supervision schedules and expectations. It also includes emergency procedures and responsibilities for emergencies including earthquake, fire, environmental hazard, armed intruder or attack, or serious illness or accident. The plan includes professional development for the staff around the procedures.Suspensions and Expulsions
Rate* / School 2008–09 / School 2009–10 / School 2010–11 / District 2008–09 / District 2009–10 / District 2010–11Suspensions / 18.34% / 17.36% / 9.12% / 14.79% / 14.16% / 12.26%
Expulsions / 0.00% / 0.00% / 0.00% / 0.15% / 0.16% / 0.19%
* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.
IV. School Facilities
School Facility Conditions and Planned Improvements (School Year 2011–12) - Data provided by Department of Facilities on 12/14/2011
School facility is in good condition. Repair is completed on gas leak. All new windows, interior surfaces, restrooms renovated and new roof.School Facility Good Repair Status (School Year 2011–12)
System Inspected / Repair Status / Repair Needed and Action Taken or PlannedExemplary / 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 / Good
Note: Cells shaded in black do not require data.
V. Teachers
Teacher Credentials
Teachers / School 2008–09 / School 2009–10 / School 2010–11 / District 2010–11With Full Credential / 38 / 34 / 33 / 1882
Without Full Credential / 2 / 0 / 1 / 120
Teaching Outside Subject Area of Competence (with full credential) / 1 / 0 / 0 / N/A
Teacher Misassignments and Vacant Teacher Positions
Indicator / 2009–10 / 2010–11 / 2011–12Misassignments of Teachers of English Learners / 0 / 0
Total Teacher Misassignments* / 0 / 0
Vacant Teacher Positions / 0 / 0
Note: “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 (School Year 2010–11)
The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/
Location of Classes / Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers / Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified TeachersThis School / 96% / 4%
All Schools in District / 86% / 14%
High-Poverty Schools in District / 86% / 14%
Low-Poverty Schools in District / 92% / 8%
Note: 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. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program.
VI. Support Staff
Academic Counselors and Other Support Staff (School Year 2010–11)
Title / Number of FTE* Assigned to School / Average Number of Students per Academic CounselorAcademic Counselor / 0
Counselor (Social/Behavioral or Career Development) / 0
Library Media Teacher (librarian) / 0
Library Media Services Staff (paraprofessional) / 1
Psychologist / 0
Social Worker / 0
Nurse / 0
Speech/Language/Hearing Specialist / 0
Resource Specialist (non-teaching) / 3
Other / 22
Note: Cells shaded in black do not require data.
* 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.