Executive

Summary School Accountability Report Card, 201112

For Bayshore Elementary
Address: Principal: 155 Oriente St., Daly City, CA, 94014-1530 Mr. Jake Hodgson, Principal Phone: Grade Span: (415) 467-0442 K-4

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 201112 school year. School finances and school completion data are reported for the 201011 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 201213 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

Bayshore Elementary School is located in the northeast corner of San Mateo County, less than one mile from San Francisco, and three blocks from the historic Cow Palace. It is one of two small schools serving the Bayshore communities of Daly City and Brisbane. Bayshore has an ethnically diverse population of students who live within walking distance to the school. Bayshore has a dedicated teaching staff, supportive parents, a small community feeling, and a wealth of school spirit. The school mascot is a bear and the school motto is, Together, we can shine brighter!

Student Enrollment
Group Number of students Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Enrollment 240 9.6% 0.0% 13.3% 21.7% 42.1% 5.0% 1.3% 7.1% 85.0% 42.5% 5.8%

Teachers
Indicator Teachers with full credential Teachers without full credential Teachers Teaching Outside Subject Area of Competence Misassignments of Teachers of English Learners Total Teacher Misassignments Teachers 10 0 0 0 0

Student Performance
Subject English-Language Arts Mathematics Science History-Social Science Students Proficient and Above on STAR* Program Results 35% 47% 0% 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 2012 Growth API Score (from 2012 Growth API Report) Statewide Rank (from 2011 Base API Report) Met All 2012 AYP Requirements Number of AYP Criteria Met Out of the Total Number of Criteria Possible 201213 Program Improvement Status (PI Year) no Met 12 of 17 Year 3 Result 721 2

*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 The school passed its most recent Williams Review with no deficiencies. There are no health or safety repairs currently needed. Cosmetic and minor repairs are made as needed. The school staff performs regular safety inspections. Repairs Needed There are currently no repairs needed. A new drinking fountain was recently installed as it was deemed a deficiency on our last inspection. No other repairs are needed at this time. Corrective Actions Taken or Planned No corrective actions needed at this time.

Curriculum and Instructional Materials

Core Curriculum Area Reading/Language Arts Mathematics Science History-Social Science Foreign Language Health Visual and Performing Arts Science Laboratory Equipment (grades 9-12) Pupils Who Lack Textbooks and Instructional Materials 0% 0% 0% 0% N/A N/A N/A N/A

School Finances
Level School Site District State Expenditures Per Pupil (Unrestricted Sources Only) $6,523 $5,791 $5,455

School Completion
Indicator Graduation Rate (if applicable) Result N/A

Postsecondary Preparation
Measure Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma Graduates Who Completed All Courses Required for University of California or California State University Admission Percent N/A N/A

School Accountability Report Card

Reported Using Data from the 201112 School Year
Published During 201213
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 Californias 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 201213)
School School Name Street City, State, Zip Phone Number Principal E-mail Address Bayshore Elementary 155 Oriente St. Daly City, CA, 94014-1530 (415) 467-0442 Mr. Jake Hodgson, Principal jhodgson@bayshore.k12.ca.us District Name Phone Number Web Site Superintendent E-mail Address CDS Code District Bayshore Elementary (415) 467-5443 www.bayshore.k12.ca.us Toni Presta tpresta@bayshore.k12.ca.us 41688586043392

School Description and Mission Statement (School Year 201112) Bayshore Elementary School is located in the northeast corner of San Mateo County, less than one mile from San Francisco, and three blocks from the historic Cow Palace. It is one of two small schools serving the Bayshore communities of Daly City and Brisbane. Bayshore has an ethnically diverse population of students who live within walking distance to the school. Bayshore has a dedicated teaching staff, supportive parents, a small community feeling, and a wealth of school spirit. The school mascot is a bear and the school motto is, Together, we can shine brighter!
Mission Statement: The Bayshore School District believes that education is a process through which staff, students, families and community work together to provide students with the knowledge, skills, attitudes, and experiences they need to contribute to and participate in society.

Opportunities for Parental Involvement (School Year 201112) Parents are encouraged to participate in daily activities, such as the morning announcement circle, and in the classrooms, playground, or cafeteria volunteering. Parents also attend such events as Back to School Night, Family Literacy Night, Read Across America, school performances, special day time events, Music in Action concert series, and as field trip chaperones. Parents participate in parent teacher conferences with teachers, support classroom activities, and assist in school fundraising activities. There is an active Parent Teacher Organization which meets monthly and plans monthly events ranging from car washes and movie nights, to multi-cultural food events. The districts School Advisory Committee meets under the direction of the administration to discuss academic issues and plan expenditures. The English Learner Advisory Council also meets with the School Advisory Committee. Student Enrollment by Grade Level (School Year 201112)
Grade Level Kindergarten Grade 1 Grade 2 Grade 3 Number of Students 54 44 51 47 Grade Level Grade 4 Grade 5 Ungraded Elementary Total Enrollment Number of Students 44 0 0 240

Student Enrollment by Student Group (School Year 2011-12)

Group Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Percent of Total Enrollment 9.6% 0.0% 13.3% 21.7% 42.1% 5.0% 1.3% 7.1% 85.0% 42.5% 5.8%

Average Class Size and Class Size Distribution (Elementary)

Grade Level Avg. Class Size 22.5 15 15 14.6 22 200910 Number of Classes* 1-20 K 1 2 3 4 0 3 3 3 0 2132 2 0 0 0 2 33+ 0 0 0 0 0 19.0 18.3 18.5 19.5 23.0 Avg. Class Size 201011 Number of Classes* 120 2 3 2 2 1 2132 0 0 0 0 1 33+ 0 0 0 0 0 27.0 22.0 16.7 15.7 22.0 Avg. Class Size 201112 Number of Classes* 120 0 1 2 2 1 2132 2 1 1 1 1 33+ 0 0 0 0 0

* 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 201112) The school safety plan was re-written in the 2011-2012 school year. It is revised annually. Key elements include: Child Abuse Reporting procedures, Disaster procedures, Suspension/Expulsion policies, Procedures to notify staff of dangerous pupils, Sexual Harassment policies, Procedures for safe ingress and egress of pupils, discipline policies and practices. The district has a school uniform policy. Suspensions and Expulsions
Rate* Suspensions Expulsions School 200910 10.2% 0% School 201011 2.3% 0% School 201112 8.2% 0% District 200910 8.5% 0% District 201011 5.1% 0% District 201112 10.4% 0%

* 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 201213)
The Bayshore campus is composed of the main building, the multi-purpose room, and seven portable

buildings. The Bayshore Family Resource Center is also housed on the elementary school campus and it is run by the San Mateo County Human Services Agency. In 2008-09, the old kindergarten yard was transformed into an edible garden where students have opportunities to garden with their classes and eat the fruits and vegetables that they have grown. In 2009, following a power outage, Bayshore School received funding from Pacific Gas and Electric to replace its damaged telephone system. There are no major facility improvements planned for 2012-13. Within its budget constraints, the district maintains the Bayshore campus in a clean, safe and attractive way for its students, staff, and parents. The last facilities inspection was done in August of 2012. Custodial staff does daily, weekly and monthly facility inspections and makes repairs as needed to keep facilities in good repair.

School Facility Good Repair Status (School Year 201213)

System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Rating
Note: Cells shaded in black do not require data.

Repair Status Exemplary Good X X X X X X X X Good Fair Poor

Repair Needed and Action Taken or Planned

V. Teachers
Teacher Credentials
School 200910 12 0 0 School 201011 12 0 0 School 201112 10 0 0 District 201112 18 0 0

Teachers With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential)

Teacher Misassignments and Vacant Teacher Positions

Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions 201011 0 0 0 201112 0 0 0 201213 0 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 201112) 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 bachelors 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 This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District

Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers 100.00% 100.00% 100.00%

Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers 0.00% 0.00% 0.00%

0.00%

0.00%

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 201112)
Title Academic Counselor Counselor (Social/Behavioral or Career Development) Library Media Teacher (librarian) Library Media Services Staff (paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other: Family Resource Center Number of FTE* Assigned to School 0 0 .5 .5 0 .4 0 0 .7 0 1 Average Number of Students per Academic Counselor 0

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.

VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 201213) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the schools use of any supplemental curriculum or nonadopted textbooks or instructional materials. Year and month in which data were collected: August 2012

Core Curriculum Area Reading/Language Arts Mathematics Science History-Social Science Foreign Language Health Visual and Performing Arts Science Laboratory Equipment (grades 9-12)

Textbooks and instructional materials/year of adoption Houghton Mifflin/Sufficient/2007 Marshall Cavendish-Singapore Math/Sufficient/2007 FOSS/Sufficient/2007 Harcourt/Sufficient/2007 N/A N/A N/A N/A

From most recent adoption? Yes Yes Yes Yes N/A N/A N/A N/A

Percent students lacking own assigned copy 0% 0% 0% 0% N/A N/A N/A N/A

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 201011)
Level School Site District Percent Difference School Site and District State Percent Difference School Site and State Total Expenditures Per Pupil $9,772 Expenditures Per Pupil (Supplemental / Restricted) $3,249 Expenditures Per Pupil (Basic / Unrestricted) $6,523 $5,791 13% $5,455 20% Average Teacher Salary $61,581 $60,337 2% $57,019 8%

Note: Cells shaded in black do not require data.

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

Types of Services Funded (Fiscal Year 201112) Narrative provided by the LEA. Teacher and Administrative Salaries (Fiscal Year 201011)
Category Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Superintendent Salary Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries District Amount $41,878 $62,920 $79,944 $91,452 State Average For Districts In Same Category $38,625 $55,530 $70,729 $92,955 $96,092 $94,993 $106,757 38.00% 6.00% 36.00% 7.00%

Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

IX. Student Performance

Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the

state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

Standardized Testing and Reporting Results for All Students Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject 2009 10 EnglishLanguage Arts Mathematics Science HistorySocial Science 26% 33% 0% 0% School 2010 11 36% 43% 0% 0% 2011 12 35% 47% 0% 0% 2009 10 39% 38% 49% 33% District 2010 11 40% 43% 22% 30% 2011 12 41% 53% 46% 35% 2009 10 52% 48% 54% 44% State 2010 11 54% 50% 57% 48% 2011 12 56% 51% 60% 49%

Note: 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.

Standardized Testing and Reporting Results by Student Group Most Recent Year
Percent of Students Scoring at Proficient or Advanced Group All Students in the LEA All Students at the School Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged EnglishLanguage Arts 41% 35% 35% 36% 17% Mathematics 53% 47% 45% 49% 25% Science 46% 0% 0% 0% 0% History- Social Science 35% 0% 0% 0% 0%

50% 43% 32% 0% 0% 0% 33%

78% 54% 39% 0% 0% 0% 46%

0% 0% 0% 0% 0% 0% 0%

0% 0% 0% 0% 0% 0% 0%

English Learners Students with Disabilities Students Receiving Migrant Education Services

19% 42%

26% 33%

0% 0%

0% 0%

Note: 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.

California Physical Fitness Test Results (School Year 201112) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a schools test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.
Grade Level 5 7
Note: 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.

Percent of Students Meeting Fitness Standards Four of Six Standards Five of Six Standards Six of Six Standards

X. Accountability
Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/. Academic Performance Index Ranks Three-Year Comparison This table displays the schools statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state.
The similar schools API rank reflects how a school compares to 100 statistically matched similar schools. A similar schools rank of 1 means that the schools academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the schools academic performance is better than at least 90 of the 100 similar schools. API Rank Statewide Similar Schools 2009 1 1 2010 1 1 2011 2 2

Academic Performance Index Growth by Student Group Three-Year Comparison

Group All Students at the School Black or African American American Indian or Alaska Actual API Change 200910 -12 Actual API Change 201011 65 Actual API Change 201112 -6

Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities

7 -20

74 94

-1 2

Note: 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.

Academic Performance Index Growth by Student Group 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, LEA, and state level.
2012 Growth API Group All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Number of Students 132 12 0 18 34 56 7 4 1 111 68 12 715 717 577 799 798 691 School 721 601 Number of Students 301 27 0 53 88 105 18 9 1 244 135 30 740 746 594 824 805 725 622 LEA 752 590 Number of Students 4,664,264 313,201 31,606 404,670 124,824 2,425,230 26,563 1,221,860 88,428 2,779,680 1,530,297 530,935 State 788 710 742 905 869 740 775 853 849 737 716 607

Adequate Yearly Progress The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the states standards-based assessments in ELA and mathematics Percent proficient on the states standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools)

For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Overall and by Criteria (School Year 201112)

AYP Criteria Made AYP Overall Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics Met Percent Proficient - English-Language Arts Met Percent Proficient - Mathematics Met API Criteria Met Graduation Rate School No Yes Yes No No No N/A District No Yes Yes No Yes Yes N/A

Federal Intervention Program (School Year 201213) 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 (ELA or mathematics) or on the same indicator (API or 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.
Indicator Program Improvement Status First Year of Program Improvement Year in Program Improvement Number of Schools Currently in Program Improvement Percent of Schools Currently in Program Improvement
Note: Cells shaded in black do not require data.

School In PI 2009-2010 Year 3

District In PI 2012-2013 Year 1 2 66.7%

XI. School Completion and Postsecondary Preparation

This section is not applicable to Bayshore Elementary School.

XII. Instructional Planning and Scheduling

Professional Development This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.
All teachers participate in formal staff development each year. In previous years, teachers have participated in more than 60 hours of staff training. In addition, teachers participate in formal and informal staff development on Wednesdays. New teachers participate in BTSA training and all elementary teachers receive individual math and language arts coaching funded by local and state grants. Teachers also participate in science trainings put on by the Academy of Sciences in San Francisco as well as ongoing literacy support and training through San Francisco State University.

Bayshore Elementary
Bayshore Elementary

School Accountability Report Card, 2011-2012

Provided by the Ed-Data Partnership

For more information visit www.ed-data.org