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-1-Shadow Hills Elementary School Published: January 2016

SARC InformationEvery school in California is required by state law to publish a School Accountability Report Card (SARC) by February 1st 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 a 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 webpage at http://www.cde.ca.gov/ta/ac/sa/.

• View this SARC online at the school and/or LEA websites.• For more information about the LCFF or LCAP, see the CDE LCFF Webpage at http://www.cde.

ca.gov/fg/aa/lc/. • For additional information about the school, parents and community members should contact

the school principal or the district office.

District GoalsLEARNING FOR ALL STUDENTS

Every student will be provided a comprehensive educational program aligned with the California State Standards that increases student achievement at the highest level and increases attendance.

SAFE, POSITIVE, WELL-MAINTAINED SCHOOLS

Every student will be provided with a clean, orderly, and adequately equipped school that is organized for its educational purpose and where every student is welcomed, respected, and valued.

QUALITY STAFF PROVIDING QUALITY SERVICE

Every student will be provided with a quality education by highly qualified staff who will be continuously trained in teaching strategies, support programs, and staff development activities.

SCHOOL/HOME/COMMUNITY PARTNERSHIPS & COMMUNICATION

Every student will be supported, and relationships enhanced, through open communication with parents, students, colleagues, and the community to develop partnerships.

ACQUISITION & ALLOCATION OF RESOURCES THAT SUPPORT THE ABOVE GOALS

Every student will be supported through the strategic allocation of all resources by continuously reviewing, updating, and fully implementing all district plans.

Principal’s MessageShadow Hills Elementary School has an admirable record of continuous educational improvement. Our staff strives to provide a rigorous academic curriculum ensuring a pathway to a college or career. We were selected as a Title I Achieving School in 2002-03, recognized as a California “Shining Star” school in 2005, named a California Distinguished School in 2006 and 2010, and selected as a California Business for Educational Excellence “Honor Roll” school in 2007, 2009, 2010, 2012, 2013, and 2014. Our teachers are a well-trained and dedicated group, with 100% of the staff fully credentialed and certified under the requirements of No Child Left Behind.

Shadow Hills Elementary School14300 Shadow Drive, Fontana, CA 92337

(909) 357-5750CDS Code: 36-67710-6108070

Serving Grades Kindergarten through Five

Paul Pagano, Ed.D., [email protected]

2014-2015 School Accountability Report Card

“Every Student Successful. Engaging Schools. Empowered

Communities.”

9680 Citrus Avenue Fontana, CA 92335

(909) 357-7600www.fusd.net

Board of EducationLorena Corona, President

Mary Sandoval, Vice President/Clerk

Jesse Armendarez, MemberBarBara L. Chavez, MemberMatt Slowik, MURP, MPA,

MemberIsaac Rubalcava,

Student Board Member

District AdministrationLeslie Boozer, Ed.D., J.D.

[email protected]

Randal S. Bassett Associate Superintendent,

Business Services

Oscar Dueñas Associate Superintendent,

Student Services

David Creswell Associate Superintendent,

Human Resources

Antonio J. Cediel, Ed.D. Associate Superintendent,

Teaching & Learning

Martin Sissac Chief of School Police Services

Fontana UnifiedSchool District


In an effort to foster continual growth, staff, parents and the community are encouraged to participate in their child’s education and school-wide events to ensure a community of collaborative learners. During the 2011-12 school year, Shadow Hills became a Professional Learning Community furthering the site’s commitment to academic growth and increased student achievement. We are proud to offer a safe and welcoming environment that values and respects each child’s individuality, background, and heritage. It is our belief that by nurturing the whole child we can help our students develop into young adults ready to survive and thrive in the ever-changing world.

It is our intent to utilize the resources of Shadow Hills to support the education of all of our children, maximizing their potential and minimizing obstacles to help each child succeed to their fullest capacity. Each year we carefully examine performance data, and re-write our comprehensive school plan to make optimum use of our precious resources.

School Enrollment (School Year 2014-15)In the 2014-15 school year, Shadow Hills Elementary School served 551 students in grades K-5 on a traditional, year-round calendar. The charts display school enrollment broken down by grade and student group.

School Profile (School Year 2015-16)Shadow Hills Elementary School fosters a caring, nurturing learning environment, and takes great pride in the many accomplishments of its staff, students, and parents. In October of 2005, Shadow Hills Elementary School was selected as one of 20 schools statewide to be named a “Shining Star” school for its successful implementation of SB65 student intervention programs. In 2006 and 2010, we received the designation as a California Distinguished School which acknowledges our staff’s commitment to your child’s future.

Students are provided a challenging, standards-based curriculum designed to encourage academic achievement through individualized instruction and the implementation of effective interventions. Teaching staff are committed to promoting positive changes in student learning beyond elementary school as evidenced by monthly articulation meeting with local middle school and high school. The teachers of Shadow Hills Elementary School have established and contribute to a scholarship fund for graduating seniors who previously attended Shadow Hills as elementary students. Former students who have earned a 3.0 GPA or higher and have been accepted into a two- or four-year college program are eligible for the scholarship.

A. Conditions of Learning

State Priority: BasicThe 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.

Highly Qualified Teachers (School Year 2014-15)The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as “Highly Qualified”. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/.

Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 39 percent or less.

Teacher AssignmentThe district recruits and employs qualified credentialed teachers. This chart shows information about teacher credentials.

Enrollment Trend by Grade Level2012-13 2013-14 2014-15

K 110 108 110

1st 110 97 78

2nd 87 104 100

3rd 96 85 92

4th 81 86 80

5th 93 85 91

Enrollment by Student Group2014-15

Percentage

Black or African American 6.2%

American Indian or Alaska Native 0.2%

Asian 1.8%

Filipino 1.3%

Hispanic or Latino 86.4%

White 3.1%

Two or More Races 1.1%

English Learners 39.2%

Socioeconomically Disadvantaged 85.8%

Students with Disabilities 9.3%

Foster Youth 1.6%

NCLB Compliant Teachers% of Core Academic Courses Taught

By Highly Qualified Teachers

% of Core Academic Courses

Taught By Non-Highly Qualified Teachers

School 100.0% 0.0%

All Schools in District 99.1% 0.9%

High-Poverty Schools in District 99.1% 0.9%

Low-Poverty Schools in District N/A N/A

Teacher Credential StatusSchool District

13-14 14-15 15-16 15-16

Fully Credentialed 20 19 18 1532

Without Full Credentials 0 0 0 14

Teaching Outside Subject Area of Competence (with full credential)

0 0 0 5


Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year.

Instructional Materials (School Year 2015-16)Fontana Unified School District held a public hearing on September 16, 2015, and determined that each school within the district had sufficient and good quality textbooks, instructional materials, foreign language materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California.

All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects, Foreign Languages, Health, and Visual and Performing Arts, for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the state are reviewed by all teachers and a recommendation is made to the School Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption.

The table displays information collected in November 2015 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.

School Facilities (School Year 2015-16)Shadow Hills Elementary School provides a clean, safe, and functional environment for learning through proper facilities maintenance and campus supervision. Built in 1989, the school sits on six acres and includes a library, 18 permanent classrooms, seven portable classrooms, two computer labs, a staff lounge, a teacher work room, and a cafeteria/multipurpose room with a stage area.

Shadow Hills staff, in partnership with the PTA and FASP (Fontana After School Program), is collaborating to “reimagine” a garden and seating area behind the portables on our site. Our vision is develop a functional garden where students, parents and staff can actively participate in the creation and maintenance of a “living space” accompanied by a place to relax, read or simply enjoy the outdoors.

Ongoing maintenance by site custodians and district trade specialists ensures facilities remain up-to-date and provide adequate space for students and staff. The district’s maintenance department inspects facilities and operating systems at Shadow Hills Elementary School at least twice a year. A formal inspection report is prepared annually in accordance with Education Code §17592.72(c)(1). Fontana Unified School District uses the Facilities Inspection Tool developed by the California Office of Public School Construction to assess current conditions of the campus and identify facilities improvement needs.

Campus SupervisionEach morning as students arrive on campus, assigned teachers are stationed at the bus zones and on the playground to monitor student activities. During recess and lunch, site aides share supervision in the cafeteria and on the playground. At the end of the school day, the principal and assigned teachers oversee the parking lot, bus loading, and exit gate activities to ensure students depart in a safe and orderly manner.

Shadow Hills Elementary School is a closed campus. During school hours, all visitors must sign in at the school’s office and wear identification badges while on school grounds. Students enter through the main entrance of the school and exit through the gates by the K/1 quad and 2/3 quad.

Misassignments/Vacancies13-14 14-15 15-16

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 0 0 0

District-Adopted TextbooksGrade Levels Subject Title Publisher Adoption

Year Sufficient % Lacking

TK English/Language Arts Imagine It! SRA/McGraw Hill 2014 Yes 0.0%

K-5 English/Language Arts Open Court SRA/McGraw-Hill 2001 Yes 0.0%

K-5 English Language Development Avenue Hampton Brown 2003 Yes 0.0%

TK-5 Mathematics My Math SRA/McGraw Hill 2015 Yes 0.0%

TK-5 Science California Science Houghton Mifflin 2007 Yes 0.0%

TK-5 Social Science/History California Social Studies Houghton Mifflin 2006 Yes 0.0%


Campus MaintenanceSchool custodial staff and the district’s maintenance department work together to ensure playgrounds, classrooms, and campus grounds are well-maintained and kept safe and functioning for students, staff, and visitors. The Fontana Unified School District publishes a comprehensive custodial manual which outlines cleaning standards and prioritization guidelines. Each custodial staff member receives job training and is provided a copy of the district’s cleaning manual which defines individual responsibilities regarding maintenance procedures, daily responsibilities, performance expectations, and safety measures.

One full-time day custodian and one full-time evening custodian are assigned to Shadow Hills Elementary School and are responsible for keeping classrooms and facilities clean, safe, and in good repair and working order. Each morning before students arrive on campus, the day custodian inspects facilities for graffiti, safety hazards or other conditions that need attention. Restrooms are checked regularly throughout the day and cleaned as needed. The principal and custodians communicate daily regarding campus maintenance and safety issues.

Daily housekeeping and cleaning takes place in the evening. When students and staff are on intersession or school break, custodial teams focus on deep cleaning of carpets, floors, windows, restrooms, and other major components of the campus.

An electronic online work order process is in place for non-routine school repairs and maintenance projects. School staff submit work orders to the school secretary who forwards all work orders to the district’s maintenance department who identifies the scope of the project and then assigns the project to either district maintenance technicians/specialists or site custodians. Each site custodian is capable of handling general repairs; projects requiring specialists or third party contractors are completed by the district’s maintenance department. Emergency repairs are typically resolved immediately by either school custodians or district maintenance specialists.

The chart displays the results of the most recent facilities inspection at the school. Facilities information was collected in October 2015.

School Facility ConditionsDate of Last Inspection: 05/14/2015

Overall Summary of School Facility Conditions: Good

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

P- 19: Water stain ceiling tiles/carpet has tears; P- 22: Trip hazard/carpet is wavey/

worn; P- 24: Trip hazard/carpet has waves/floor feels loose in spots (Work orders

submitted)

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Restrooms/Fountains X RM 8: Drinking fountain has

high flow on counter (Work order submitted)

Safety (Fire Safety, Hazardous Materials) X

P- 22, P- 25: No skid paint is peeling (Work order

submitted)

Structural (Structural Damage, Roofs) X

P- 22: Dry rot on ramp; P- 23/ Pre-school: Dry rot on north

siding and skirting/dry rot ramp; P- 25: Dry rot on ramp at entry; Boys RR: Dry rot on west trim of building (Work

order submitted)

External (Grounds, Windows, Doors, Gates, Fences) X

P- 19: Trip hazard at ramp entry/asphalt raised/hole; P- 20: Trip hazard/hole

in asphalt at ramp entry; P- 24: Hole in asphalt at

entry (see pic) (Work orders submitted) Boys RR: Stall

doors are rusted/sharp edge injury hazard (Work order

submitted)


B. Pupil Outcomes

State Priority: Pupil AchievementThe 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 predecessor the Standardized Testing and Reporting Program); 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.

California Assessment of Student Performance and Progress (CAASPP)California EC Section 60640 authorized the replacement of the Standardized Testing and Reporting (STAR) Program with a new assessment program, referred to as the CAASPP. All students in grades three through eight and eleven were assessed using computer-based tests in English/Language Arts (ELA) and Mathematics; students in grades five, eight, and ten were also tested in Science. Science assessments were paper-based and included California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).

Students receive an overall score for each subject, ranging from 2,000 to 3,000. Overall scores are reported within one of four levels:

• Performance Level 1: Standard not met - Needs substantial improvement for success in future coursework.• Performance Level 2: Standard nearly met - May require further development for success in future coursework.• Performance Level 3: Standard met - Demonstrates progress toward mastery.• Performance Level 4: Standard exceeded - Demonstrates advanced progress toward mastery.

ELA results include information about the students’ performance in the areas of reading, writing, listening, and research. Reports of Mathematics results include information about students’ performance in problem solving, using concepts and procedures, and communicating mathematical reasoning.

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English Language Arts/Literacy (grades 3-8 and 11) and Math (grades 3-8 and 11). The following tables display information on student achievement at each performance level in English/Language Arts and Mathematics for the school by student groups for grades three through five.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: A student is defined as socioeconomically disadvantaged if the student was eligible for the free or reduced-price lunch program (also known as the National School Lunch Program or NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.

California Assessment of Student Performance and Progress

Percent of Students Meeting or Exceeding the State Standards

Subject School District State

English Language Arts/Literacy (Grades 3-8 and 11) 31 28 44

Mathematics (Grades 3-8 and 11) 20 17 33

California Assessment of Student Performance and Progress - Grade 3English-Language Arts Mathematics

Percent Achievement Level Percent Achievement Level

Student Groups Total Enrollment

Number Tested

Percent Tested One Two Three Four Number

TestedPercent Tested One Two Three Four

All Students 89 89 100 49 27 16 7 88 98.9 52 27 17 3

Male 89 47 52.8 60 26 11 2 46 51.7 54 30 11 4

Female 89 42 47.2 38 29 21 12 42 47.2 50 24 24 2

Black or African American 89 2 2.2 -- -- -- -- 2 2.2 -- -- -- --

Asian 89 4 4.5 -- -- -- -- 4 4.5 -- -- -- --

Filipino 89 2 2.2 -- -- -- -- 2 2.2 -- -- -- --

Hispanic or Latino 89 79 88.8 52 28 16 3 78 87.6 55 28 14 3

White 89 1 1.1 -- -- -- -- 1 1.1 -- -- -- --

Two or More Races 89 1 1.1 -- -- -- -- 1 1.1 -- -- -- --

Socioeconomically Disadvantaged 89 80 89.9 50 25 16 8 79 88.8 52 25 19 4

English Learners 89 42 47.2 52 21 19 5 42 47.2 52 26 19 2

Students with Disabilities 89 7 7.9 -- -- -- -- 7 7.9 -- -- -- --





Number Tested



All Students 88 86 97.7 34 33 23 10 88 100 45 41 8 6

Male 88 44 50 43 32 20 5 45 51.1 44 44 4 7

Female 88 42 47.7 24 33 26 17 43 48.9 47 37 12 5

Black or African American 88 7 8 -- -- -- -- 7 8 -- -- -- --

Filipino 88 1 1.1 -- -- -- -- 1 1.1 -- -- -- --

Hispanic or Latino 88 76 86.4 30 33 25 12 78 88.6 44 42 8 6

White 88 2 2.3 -- -- -- -- 2 2.3 -- -- -- --



Students with Disabilities 88 14 15.9 57 36 7 0 14 15.9 93 7 0 0




Number Tested



All Students 80 78 97.5 36 27 28 9 79 98.8 24 48 23 5

Male 80 43 53.8 42 23 28 7 43 53.8 16 56 23 5

Female 80 35 43.8 29 31 29 11 36 45 33 39 22 6

Black or African American 80 6 7.5 -- -- -- -- 6 7.5 -- -- -- --

Filipino 80 1 1.3 -- -- -- -- 1 1.3 -- -- -- --

Hispanic or Latino 80 67 83.8 40 25 27 7 68 85 25 50 21 4

White 80 3 3.8 -- -- -- -- 3 3.8 -- -- -- --

Two or More Races 80 1 1.3 -- -- -- -- 1 1.3 -- -- -- --



Students with Disabilities 80 13 16.3 77 15 8 0 13 16.3 69 23 8 0


California Standards Test (CST) - ScienceThe California Standards Test (CST), a component of the CAASPP Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in science (for grades 5, 8, and 10), for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

For detailed information regarding the results for each grade and performance level, see the CDE CAASPP Results Web site at http://caaspp.cde.ca.gov/caaspp2015/Index.aspx.

State Priority: Other Pupil OutcomesThe SARC provides the following information relevant to the Other Pupil Outcomes State Priority:

• Pupil outcomes in the subject areas of English, mathematics, and physical education.

Physical Fitness (School Year 2014-15)In the spring of each year, Shadow Hills Elementary School is required by the state to administer a physical fitness test to all students in the fifth grade. The physical fitness test is a standardized evaluation that measures each student’s ability to perform fitness tasks in six major areas. This table displays by grade level the percent of students meeting fitness standards (scoring in the “healthy fitness zone” on all six fitness standards) for the most recent testing period. Detailed information regarding this test may be found at the CDE website at http://www.cde.ca.gov/ta/tg/pf/.

California Standards Test Percentage of Students Meeting or Exceeding State Standards

Subject School District State

2013 2014 2015 2013 2014 2015 2013 2014 2015

Science (Grades 5, 8, and 10) 60 70 72 50 52 49 59 60 56

California Standards Test Percentage of Students Meeting or

Exceeding State StandardsSubgroups

Subject Science

District 49

School 72

Hispanic or Latino 74

Males 75

Females 69

Socioeconomically Disadvantaged 69

English Learners 66

Students with Disabilities 50

*Scores are not disclosed when fewer than 10 students are tested in a grade

level and/or subgroup.

Percentage of Students in Healthy Fitness Zone2014-15

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

5 22.1% 17.4% 30.2%


C. Engagement

State Priority: Parental InvolvementThe 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 school site.

Parent Involvement (School Year 2015-16)Parents are encouraged to become involved in Shadow Hills Elementary School’s learning community by volunteering at the school, attending school events, or sharing in the decision-making process. Events such as the Back-to-School Night BBQ, Open House BBQ, Annual Harvest Festival, book fairs, school cleanup days, multicultural celebrations, and school assemblies provide opportunities for parents to interact with school staff while supporting their child’s academic programs. The School Site Council, Parent Teacher Association, and English Learner Advisory Council provide opportunities for parents to have input on curricular programs and financial planning.

School-to-home communication is provided in both English and Spanish. The school newsletter, issued every six weeks, features a message from the principal, information on what’s happening at school, parent tips, grade level news, and announcements on upcoming events. Some teachers prepare class newsletters addressing homework, class activities, and relative grade level information. The school marquee and outside bulletin boards highlight important reminders and current news announcements. Connect 5 is an Internet-based telephone messaging system that forwards personalized messages from school staff to each student’s home. Parent assistance is always welcomed on campus and in classrooms.

Contact InformationParents seeking more information about volunteering their time to the school community may contact the PTA president or Outreach Consultant at (909) 357-5750. Parents are welcome to stop by the principal’s office anytime - the door is always open!

State Priority: School ClimateThe 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.

Discipline & Climate for LearningStudents at Shadow Hills Elementary School are well-behaved and conduct themselves in a responsible and respectful manner. School rules and behavior expectations are noted in the Parent/Student Handbook and posted and reviewed in all classrooms, and reinforced by the office staff to assist students in making educated decisions. Additionally, our Counselor provides monthly assemblies centered on the 40 Development Assets and Character Counts! whereby a character trait is selected and modeled throughout the entire month.

Discipline is done with dignity utilizing progressive discipline when students have difficulty following school rules. Disciplinary measures are applied in the classroom and reinforced with parent contact when necessary. If poor conduct continues, the student is referred to the principal who takes into consideration past behavior trends when meting consequences. Shadow Hills Elementary School realizes that students learn from their mistakes and provides the opportunities for students to rectify unacceptable behaviors.

At the beginning of the school year, school rules and behavior expectations are shared with students in the classroom with their teachers. Students in third, fourth, and fifth grade attend assemblies hosted by the principal on-bullying and sexual harassment policies.

The table displays the suspension and expulsion rates at the school, in the district, and throughout the state. Expulsions occur only when required by law or when all other alternatives are exhausted.

Every student has the opportunity to be recognized for outstanding academic efforts and demonstrating good citizenship. One student from each class is selected by their teacher every month and recognized as the Student of the Month for demonstrating good citizenship, maintaining positive attendance, improving in academics, overcoming personal obstacles, or experiencing high achievements.

To celebrate reading achievements, students and classes earning the highest word counts and points in Accelerated Reader are announced on the intercom system every Friday. The principal makes surprise classroom visits to recognize students for individual accomplishments and exceptional efforts. Students who arrive on time to school every day earn a collector’s dog tag; the principal visits classrooms once a month to present dog tags to qualifying students.

Safe School Plan (School Year 2015-16)In 1998, the comprehensive Safe School Plan was developed by the Safe Schools Committee and the Office of Child Welfare and Attendance to comply with Senate Bill 187 of 1997. The plan was last reviewed, updated, and discussed with school staff in October 2015. An updated copy is available to the public at the school office.

Highlights of the Safe School Plan include:

• Safe Schools’ Plan of Action• Comprehensive disaster and crisis plan• State and local discipline policies• Intervention programs for at-risk students• Addressing student aggression• Visible authoritative presence on campus• Safe transportation• Communication strategies• Conflict resolution

Suspensions & ExpulsionsSuspensions Expulsions

12-13 13-14 14-15 12-13 13-14 14-15

School 1.7% 1.1% 1.1% 0.0% 0.0% 0.0%

District 7.5% 7.2% 6.1% 0.1% 0.0% 0.0%

State 5.1% 4.4% 3.8% 0.1% 0.1% 0.1%


D. Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Adequate Yearly Progress (School Year 2014-15)No Child Left Behind (NCLB) is a Federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the State academic achievement standards for Mathematics and English/Language Arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal.

The Federal NCLB Act requires that all schools and districts meet the following AYP requirements:

• Participation rate on the State’s standards-based assessments in English/Language Arts (ELA) and Mathematics.• Percent proficient on the State’s standards-based assessments in ELA and Mathematics.• Graduation rate.

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their District) that have met their AYP, and the former school would be required to provide transportation to the new site. Results of school, District, and State performance are displayed in the chart.

More information about Title I and NCLB requirements can be found on the California Department of Education’s website http://www.cde.ca.gov/ta/ac/ay/ and the U.S. Department of Education’s website http://www.nclb.gov.

Federal Intervention Program (School Year 2015-16)Schools and districts receiving Federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts or Mathematics) or on the same indicator (graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP.

For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Adequate Yearly Progress (AYP)School District State

Made AYP Overall Yes Yes Yes

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes Yes Yes

Percent Proficient N/A N/A N/A N/A N/A N/A

Met Attendance Rate Yes Yes Yes

Met Graduation Rate N/A Yes Yes

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status In PI In PI

First Year in PI 2011-2012 2008-2009

Year in PI (2015-16) Year 2 Year 3

# of Schools Currently in PI - 40

% of Schools Currently in PI - 93.0%


Class Size DistributionThe table indicates the average class size by grade level, as well as the number of classrooms that fall into each size category.

Counseling & Support Staff (School Year 2014-15)Shadow Hills Elementary School makes every effort to meet the academic, emotional, and physical needs of its students. The school employs highly qualified personnel to provide counseling and support services.

Student Study Teams (SST) address issues that affect the ability of a student to perform at his or her best in school and recommend various intervention strategies/services to meet the unique needs of referred students.

In the 2014-15 school year, the academic counselor-to-pupil ratio was 1:551. The counselor serves the academic, social, and behavioral needs of students. The chart displays support staff available to students at the school in the reporting year. Note: 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.

The district’s Special Education Local Plan Areas (SELPA) provides a wide range of specialized instructional and support services for students with exceptional needs. The SELPA employs highly qualified professionals and special education experts to meet the unique needs of each child based upon their IEP. Shadow Hills Elementary School’s special education staff collaborates with the district’s SELPA to coordinate designated instruction and services (DIS), special education programs, and resource programs to ensure students receive instruction and services to support their individual learning needs.

Staff DevelopmentAll training and curriculum development activities at Fontana Unified School District revolve around the Common Core State Standards, Professional Learning Communities, and Response to Instruction and Intervention. The school supplements district training with site-based training focused on meeting the needs of the school based upon student assessment results and teacher input.

Fontana Unified School District plans, implements, and evaluates professional development opportunities for administrators and teachers. Staff members are encouraged to attend district sponsored training and professional development programs. In the 2012-13 school year, the district offered two staff development days. In the 2013-14 school year, five days of staff development were provided to every elementary school teacher and three days to every middle school and high school teacher. In the 2014-15 school year, no districtwide staff development days were provided.

New and veteran teachers are offered support through Peer Assistance and Review and Beginning Teacher Support Assistance programs. Each program pairs participating teachers with qualified veterans to gain the skills and knowledge to be effective in the classroom. Paraprofessionals receive specialized training to support current classroom curricula and effective instructional strategies. Classified support staff receive job-related training from department supervisors and district representatives.

Technology ResourcesShadow Hills Elementary School has a total of 157 computers. Presently, the school has two computer labs with 36 Internet- accessible computers each, one with an interactive SMART board and responders for the whole class to use. On average, kindergarten classrooms are equipped with three computers, first grade classrooms have four computers, second grade classrooms have five computers, and third-fifth grade classrooms have seven computers. The cafeteria has five computers available for student and parent use. Each teacher determines the method to integrate technology into the language arts, math, social science, and science curricula. Students use classroom and lab computers for research, creating graphics presentations, writing projects, and to access educational-based programs such as Accelerated Reader, Discover Learning and Imagine Learning. SMARTBoards™ are available to teachers to enhance classroom instruction and access instructional resources.

Availability of Additional Internet Access at Public LocationsParents may access the Internet at any of the county’s public libraries. Libraries in the local area include:

• Fontana Branch Library: (909) 822-2321• Fontana Lewis Library & Technology Center: (909) 574-4500• Kaiser High School Public Library: (909) 357-5900 ext. 8029• Summit High School Public Library: (909) 357-5950 ext. 3024

DataQuestDataQuest 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., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

13 14 15 13 14 15 13 14 15 13 14 15

By Grade Level

K 21 16 18 3 5 4 2 2 2 1 - -

1 31 22 24 - 1 - 3 2 3 - - -

2 29 32 24 - - - 3 2 3 - - -

3 32 28 31 - - - 3 3 3 - - -

4 27 29 27 - - - 3 3 3 - - -

5 31 28 30 - - - 3 3 3 - - -

Other - - 12 - - 1 - - - - - -

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Adaptive PE Aide 1 0.1

Adaptive PE Specialist As Needed

Communication Liaison 1 0.6

Counselor 1 0.5

Health Assistant 1 0.6

Outreach Consultant 1 1.0

Psychologist 1 0.5

School nurse 1 0.3

Speech & Language Therapist 1 0.4


District Expenditures (Fiscal Year 2013-14)At the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2013-14 school year. The figures shown in the Expenditures Per Pupil table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.

Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures, except for general guidelines, are not controlled by law or donor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

School Site Teacher Salaries (Fiscal Year 2013-14)The Average Teacher Salaries table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and throughout the state.

Salary & Budget Comparison (Fiscal Year 2013-14)This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district’s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website.

District Revenue Sources (Fiscal Year 2014-15)In addition to general fund state funding, Fontana Unified School District receives state and federal categorical funding for the following special programs:

• ARRA: State Fiscal Stabilization Fund• After School Learning & Safe Neighborhood Partnerships• Arts & Music Block Grant • CA High School Exit Examination • CA School-age Families Education Program • California Peer Assistance & Review• Community Based Tutoring • Economic Impact Aid (EIA)• Gifted & Talented Education (GATE)• Lottery: Instructional Materials• Partnership Academies Program• Professional Development Block Grant • Pupil Retention Block Grant • Quality Education Investment Act• Regional Occupation Centers & Programs• School & Library Improvement Block Grant• School Safety & Violence Prevention• Special Education• Staff Development• Supplemental School Counseling Program• Supplementary Programs• Targeted Instructional Improvement Block Grant• Teacher Credentialing Block Grant• Title I, II, III, IV, V• Transportation• Transportation: Special Education• Vocational Programs• Williams Case Settlement

Expenditures per PupilSchool

Total Expenditures Per Pupil $5,277

From Supplemental/Restricted Sources $558

From Basic/Unrestricted Sources $4,719

District


Percentage of Variation between School & District 197.6%

State


Percentage of Variation between School & State -11.8%

Average Teacher SalariesSchool & District

School $84,128

District $72,272

Percentage of Variation 16.4%

School & State

All Unified School Districts $72,971

Percentage of Variation 15.3%

Average Salary InformationTeachers - Principal - Superintendent

2013-14 District State

Beginning Teachers $41,006 $43,165

Mid-Range Teachers $69,104 $68,574

Highest Teachers $87,206 $89,146

Elementary School Principals $107,691 $111,129

Middle School Principals $110,317 $116,569

High School Principals $124,509 $127,448

Superintendent $225,000 $234,382

Salaries as a Percentage of Total Budget

Teacher Salaries 40.0% 38.0%

Administrative Salaries 4.0% 5.0%

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