School Site:_Don Benito
MISSION STATEMENTS AND SCHOOL DESCRIPTIONS
Pasadena Unified District Mission Statement
2011-2012
School Vision
All stakeholders believe that every child can and will learn. The school is committed to providing each student with the highest quality educational experience. The school wants all the students to become happy, productive citizens of the new century. Providing students with the skills, knowledge, and values necessary to meet today’s challenges will achieve this goal.
School Mission
As a fundamental school, Don Benito holds a more traditional approach to learning. There are three primary areas that are crucial to Don Benito’s educational philosophy. The three areas are:
Academics: A fundamental school approaches learning from a more traditional perspective. The school believes in the importance of a skill-based curriculum but realizes that students must also be engaged in purposeful activities in order to make meaning for them. It is the goal of the school to have all students reading by the end of third grade. In the primary grades, students learn to read. On the other hand, in the elementary grades, students read to learn.
Behavior: Everyone at Don Benito has high expectation for student behavior. Students are expected to abide by the guidelines that have been set up for a safe and orderly school. Teachers are expected to emphasize positive discipline strategies in their classrooms. Positive discipline teaches future correct and appropriate behaviors. It teaches students self-control.
School Environment: It is the goal of Don Benito to provide a safe, clean, and happy learning environment for the students. Students are to be made to feel accepted, comfortable, and free of fear and intimidation. The school stresses an atmosphere of openness and encourages as many of the parents as possible to help in the classroom and on campus.
School Profile Description
Pasadena is located just 15 minutes from downtown Los Angeles, at the base of the San Gabriel Mountains.
Don Benito Fundamental School is one of 20 elementary schools in the Pasadena Unified School District, which also includes three middle schools, and five high schools. Upon entering the campus, one is greeted by colorful murals depicting scenes from favorite children’s books. This serves to create a calm and friendly environment that is inviting for both children and adults
Grade / Average Class Size By Grade Level
K / 26
1 / 30
2 / 29
3 / 30
4 / 32.75
5 / 28
· Student enrollment figures/trends-This year we have 678 students which is approximately 50 students below our predicted enrollment. Since Don Benito is treated like all the other PUSD schools, in which it is based on an open enrollment, even though we are not technically a neighborhood school, we are not in the position to increase our student population; rather it is controlled in house.
· School districts receive financial support from the state for the education of the students they serve based on how many students attend each day.Most importantly, attendance is critical to academic achievement and regular daily attendance is a priority at Don Benito Fundamental School. The following table shows the actual monthly attendance rates at the school for the past two years.
Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences fairly administered. Parents are advised of their responsibilities, including proper notification of when and why students are absent. Independent study is available for students who require extended leaves from school. The school monitors student attendance very closely and reports excessive unexcused absences to designated authorities.
Students are referred to the district’s School Attendance Review Board (SARB) when they have persistent attendance and behavior problems in school and when the normal avenues of classroom, school and district counseling are not effective.
Chart / | / Data
2007-08 / 2008-09 / 2009-2010 / 2010-11 2011-12
K / 110 / 104 / 120 / 118 114
1st / 131 / 106 / 100 / 110 122
2nd / 117 / 116 / 110 / 107 109
3rd / 118 / 111 / 108 / 100 126
4th / 124 / 123 / 118 / 128 101
5th / 122 / 120 / 115 / 112 106
6th / 84 / 67
· Poverty level –Currently Don Benito is at 39.6%.
Demographics 2011-12 data
White / 28.5%African American / 15%
America Indian / .3%
Hispanic / 35%
Asian / 9%
Multiple / 7%
Filipino / 2%
· Feeder program and schools-Don Benito has always prided itself on being a feeder school into Marshall and emerging to feed into Sierra Madre’s upper campus.
· School facilities, including technology, library and media resources-Don Benito Fundamental School was originally constructed in 1950 and is currently comprised of 25 classrooms, a library, a computer lab, a staff lounge, a multipurpose room, and three playgrounds. The most recent renovations to the campus occurred in 2001 when additional bungalows were added to accommodate the eventual admission of sixth grade students. At that time as well, the school also received air conditioning upgrades to a number of existing classrooms. The chart below displays the results of the most recent school facilities inspection.
· How the school community works together to establish and promote
the culture of the school-Parents and the community are very supportive of the educational programs at Don Benito Fundamental School.There is a high level of parent participation in the Parent Teacher Association (PTA), which funds the following programs on campus with the assistance of the annual fund: classroom music teacher, computers and other technological equipment, field trips, and campus beautification.
There have been several major programs implemented in collaboration with the parent community, such as the Flintridge and LaSalle tutorial programs, School Beautification Days, classroom wish list, comprehensive library program, and an organized classroom volunteer program.
· Description of how the school provides individual student academic assessment results in language the parents understand, including an interpretation of those results-We explain to all of our parents that all communications can be translated upon request in their home language, other than Spanish which we offer on all letters sent home currently. In addition, this year we would like to offer all families literacy nights and math nights so that all families have the resources in how to support their children at home. We have staff that can provide translations so that it is more accessible and families have the support they need.
Table of Contents
§ School Mission and Vision Statement 1
§ Table of Contents 4
§ Cover sheet with CDS code 5
§ SARC 7
§ Tier III Summary Analysis and Narrative and Data Forms 8
§ Planned Improvement for Student Achievement Targets
o Six (6) from each site
§ Math 20
§ ELA 23
§ Closing the Gap; must include Tier II for EL 26
§ Parent and Community Involvement 32
§ Safe and Orderly Learning Environment 28
§ School selected ( Science, Social Studies/History, VAPA or Technology) 31
o High School ONLY CAHSEE
§ Parent Involvement Policy 33
§ Parent Compact 38
§ Gate Check Off 39
§ Safety Plan Check Off 44
§ Pre-K- Kindergarten Transition Plan ( Elementary Only) 45
§ Site Program and Resources 46
§ Budget Summary 47
§ Restricted Funding Personnel 48
§ Centralized Services ( Provided by Special Programs) 49
§ School Site Council Membership 50
§ Recommendations and Assurances 52
Pasadena Unified School District
sCHOOL aCCOUNTABILITY pLAN
2011-2012
The Single Plan for Student Achievement
Don Benito Fundamental School
19-64881-6021554
CDS Code
Date of this revision: __9/12/2011
The Single Plan for Student Achievement (SAP/SPSA) is a plan of actions to raise the academic performance of all students to the level of performance goals established under the California Academic Performance Index. California Education Code sections 41507, 41572, and 64001 and the federal No Child Left Behind Act (NCLB) require each school to consolidate all school plans for programs funded through the School and Library Improvement Block Grant, the Pupil Retention Block Grant, the Consolidated Application, and NCLB Program Improvement into the Single Plan for Student Achievement.
For additional information on school programs and how you may become involved locally, please contact the following person:
Contact Person: Julianne S. Reynoso
Position: Principal
Telephone Number: (626) 396-5870
Address: 3700 Denair Street, Pasadena, CA 91107
E-mail Address:
The District Governing Board approved this revision of the School Plan on
______
PASADENA UNIFIED SCHOOL DISTRICT
Highly Qualified Teachers
Definition/Criteria and Parent Notification
Title I of the Elementary and Secondary Education Act requires States to ensure that all teachers teaching core academic subjects be highly qualified. The statute further requires that local educational agencies that receive Title I funds to reserve a specified amount of Title I funds to ensure that teachers who are not highly qualified become highly qualified.
The "Highly Qualified" criteria applies to all teachers - in Title I and non-Title I public schools - who teach in core academic subject areas. The federal regulations do not apply to non-core academic subject area teachers such as those in most vocational (workforce development/career-technical education) programs or physical education.
The Core content areas include: English, reading, language arts, mathematics, science, foreign languages, civics and government, social studies, economics, arts, history, geography, and kindergarten through Grade 5 (K-5.
To be designated “Highly Qualified,” new elementary and new special education teachers must pass a rigorous state test (currently PRAXIS II). Middle school, high school, and special subject teachers (e.g., art, music, second languages, etc.) can be designated “Highly Qualified” by passing a rigorous state test (currently PRAXIS II), or by having an academic major or the equivalent in the content area, or by having a graduate degree in the content area, or by having National Board Certification in the area.
Up until April 2007, teachers who were not new to the profession could be designated "Highly Qualified" through the HOUSSE (High, Objective, Uniform, State-Standard of Evaluation).
NCLB requires Title I schools to notify each parent in the school whose child is being taught for four or more weeks by a teacher who is not “Highly Qualified” regardless of whether or not the teacher is being paid with Title I funds.
Districts must notify the parents of students attending Title I schools that they may request and the district must provide (in a timely manner) information regarding the professional qualifications of students’ classroom teachers including, at a minimum, the following:
· Whether the teacher has state qualifications and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.
· Whether the teacher is teaching under an emergency license or waiver through which the state qualifications or licensing criteria have been waived.
· The bachelor's degree major of the teacher and any other graduate certification or degree held by the teacher, and the field or discipline of the certification or degree.
· Whether the child is provided services by paraprofessionals and, if so, their qualifications.
Schools must work and collaborate with HR department to ensure appropriate placement of staff based on Highly Qualified status. Should a class be taught by a teacher not having met the criteria the school and district must work together to ensure timely notification to parents.
INSERT SARC
Insert the latest, always a year behind.
TIER III SUMMARY NARRATIVE
RESULTS: API/AYP CHANGE FROM PRIOR YEAR TO CURRENT YEAR
Indicator / 2010 / 2011 / Target for 2012 / Change+/-API Target Met / Yes / No / Yes / No
AYP ELA(including subgroup targets)
*Hispanics / x / x / 70%
AYP Math (including subgroup targets)
*African American
*ED / x / x / 70%
Achievement Gap Decrease
Sub-Group API
2009 / 2010 / 2011 / Total Change +/-
Latino / na / 800 / 848 / +48
White / 942 / 928 / -16
Black / 805 / 851 / +46
ELL / 725 / 811 / +86
Special Education / na / 731 / /
ED* / 777 / 834 +57
REPORT DATA AND GOAL FOR THE 2011-2012 SCHOOL YEAR:
ela / mATH / WRITING / ELLTarget
82% / Target
88% / Target
75% / Target
50%
School-wide percent at proficient last year/current year for each subgroup for each goal
10 / 11 / 10 / 11 / 10 / 11 / 10 / 11
· School
wide
· Latino
· White
· Black
· ELL
· Sp Ed.
· ED* / 70
74
57
25
52
53 / 75
63
82
67
51
50
61 / · School wide
· Latino
· White
· Black
· ELL
· Sp Ed
· ED / 73
77
54
42
64
55 / 80
72
85
72
67
60
67 / · School wide
· Latino
· White
· Black
· ELL
· Sp Ed
· ED / NA / · School wide
· Latino
· White
· Black
· ELL
· Sp Ed
· ED
*Economically Disadvantaged
TIER III SUMMARY NARRATIVE
SUMMARY AND ANALYSIS STATEMENT:
School-wide 2011 English Language Arts Summary and Analysis:
English Language Arts 75
STAR Multi-Year Performance Level:
Year
/Advanced
/ Proficient / Basic / Below Basic / Far Below Basic2006 / 32 / 32 / 27 / 7 / >1
2007 / 30 / 33 / 25 / 7 / 5
2008 / 30 / 32 / 26 / 9 / >1
2009 / 39 / 30 / 24 / 5 / 3
2010 / 39 / 31 / 20 / 8 / <3
2011 / 47 / 28 / 17 / 5 / 3
STAR Multi-Year Cluster Performance by Proficiency and Advanced:
Second Grade
Year / Word Analysis and Vocabulary Development / Reading Comprehension / Literary Response and Analysis / Writing Strategies / Written Conventions2007 / 75 / 70 / 54 / 72 / 77
2008 / 79 / 66 / 65 / 70 / 80
2009 / 79 / 74 / 82 / 80 / 71
2010 / 68.4 / 67.3 / 71.4 / 70.4 / 66.3
2011 / 83 / 80 / 87 / 80 / 84
Third Grade
Year / Word Analysis and Vocabulary Development / Reading Comprehension / Literary Response and Analysis / Writing Strategies / Written Conventions2007 / 54 / 49 / 45 / 50 / 61
2008 / 47 / 47 / 50 / 59 / 54
2009 / 80 / 72 / 79 / 78 / 74
2010 / 67.6 / 56.9 / 75.5 / 61.8 / 64.7
2011 / 76 / 72 / 78 / 65 / 69
Fourth Grade
Year / Word Analysis and Vocabulary Development / Reading Comprehension / Literary Response and Analysis / Writing Strategies / Writing Applications / Written Conventions2007 / 58 / 57 / 68 / 55 / 20 / 55
2008 / 72 / 62 / 71 / 65 / 76 / 74
2009 / 83 / 74 / 79 / 72 / 63 / 75
2010 / 79.8 / 80.8 / 83.8 / 76.8 / na / 76.8
2011 / 83 / 69 / 72 / 67 / 74
Fifth Grade