Heber Elementary School District Heber Elementary School€¦ · Homework At Heber Elementary...

1Heber Elementary School Published: January 2011

Principal’s MessageAt Heber Elementary School we are excited about the many improvements we continue to make to our campus, curriculum, instruction, and assessment program. During the 2009-2010 school year, our students continued to make gains in the Annual Performance Index (API) and the Annual Yearly Progress (AYP).

All K-6th grade teachers have been trained in the Open Court Reading (OCR) Program and 7th & 8th grade teachers have been trained in the Holt program. Both of these English Language Arts programs (OCR and HOLT) have been fully implemented in the classrooms to ensure that students are receiving instruction in grade level content standards. Our Math assessment program includes a quarterly proficiency test that is administered to all K-8 students. This test is aligned to our curriculum, instruction, and to the rigor of the state’s Content Standards Test (CST). Teachers, coaches, and administrators have been working together to ensure that our students continue to be academically successful every year.

Mission StatementThe Heber Elementary School staff will provide all our students with a safe and meaningful educational experience where all students will be challenged to learn to their highest potential so that they may lead successful lives and improve the society in which they live. We provide students with at grade-level content standards.

Community, District, and School ProfileThe Heber Elementary School District is located in Imperial County, six miles from the US/Mexico border. Heber is a small, rural, agricultural community with a population of approximately 4,900. The Heber Elementary School District is a one site school district serving grades kindergarten through eighth grade. At the beginning of the 2009-10 school year, 1,101 students were enrolled at Heber Elementary School. Student demographics are illustrated in the chart.

Discipline & Climate for LearningHeber Elementary School believes that meaningful learning must occur in a safe, disciplined, and positive environment. Students at Heber Elementary School are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy, and acceptance of others. Parents and students are informed of school discipline policies at the beginning of each school year at Back-to-School Night, in the Parent Handbook and through regular communication between parents and school. A marquee also helps to keep parents and the community informed of school events.

The suspensions and expulsions table illustrates total number of incidents for all grade levels as well as a percentage of total enrollment (number of suspensions divided by total enrollment). Suspensions are expressed in terms of total infractions, not total number of students, as some students may have been suspended on several occasions. Expulsions occur only when required by law or when all other alternatives are exhausted.

1052 Heber Ave.Heber, CA 92249

(760) 337-6530

www.heber.k12.ca.us

Serving Grades Kindergarten through Eight

Patricia MarcialPrincipal

Board of Trustees

Martin NolascoPresident

Patsy Becerra Clerk

Margarito Huerta Member

Diahna Garcia-RuizMember

Martha SotoMember

District Administration

Jaime SilvaSuperintendent

Julie SticklesProjects Director

Michael DickersonDirector of Maintenance,

Operations & Transporation

Cynthia DickersonBusiness Manager

David ValdezFood Services Manager

Heber Elementary School

Heber Elementary School District

“Making Our Dreams Happen”2009-2010 School Accountability Report Card

Student Enrollment by Ethnic Group2009-10

Percentage

African American 0.0%

Asian 0.1%

Hispanic or Latino 99.1%

Pacific Islander 0.1%

White 0.6%

None Reported 0.1%

Suspensions & ExpulsionsSchool District

07-08 08-09 09-10 07-08 08-09 09-10

Suspensions 167 54 43 167 54 43

Suspension Rate 17.3% 5.2% 3.9% 17.3% 5.2% 3.9%

Expulsions 0 0 0 0 0 0

Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%


Extracurricular ActivitiesHeber Elementary School recognizes that extracurricular and enrichment activities help to enrich the educational and social development and experiences of students. The district encourages and supports student participation in extracurricular activities without compromising the integrity and purpose of the educational program.

Heber Elementary School offered the following programs:

• Arts and Crafts • Dance classes • After-school sports • After-school tutoring• Library (Allows students to check out books and take reading quizzes

after-school.)

Heber Elementary School also participates in the Imperial County Educational Athletic Association League, where student athletes compete against other county schools in the following sports:

• Girls volleyball • Boys soccer • Girls & Boys softball • Girls & Boys basketball

HomeworkAt Heber Elementary School homework is a fundamental part of the learning process, which helps to develop basic academic and study skills as well as promote student responsibility and self-discipline. Homework is assigned on a regular basis for all grade levels and major subject areas; each teacher determines the appropriate measure of homework for his or her students. Students are expected to complete their homework assignments in a timely manner and to the best of their ability. Parents are encouraged to provide a supportive environment for homework activities and to be responsible for reviewing homework assignments with their child. After-school tutoring programs are available at Heber Elementary School for students who are performing below grade level.

School Enrollment & AttendanceSchool 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 Heber Elementary School. Student attendance is carefully monitored by Student Information Services (SIS) to identify those students struggling with excessive absences.

Regular attendance at Heber Elementary School is a necessary part of the learning process and is critical to academic success. 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. The school monitors student attendance very closely and makes phone calls to parents on a daily basis, sends letters home, and works with the County Probation Officer and a school counselor if attendance becomes a problem. Heber Elementary School encourages regular attendance by awarding for perfect attendance.

Students are referred to Heber Elementary School 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.

The SARB is composed of parents, representatives from the school district and members of the community, including representatives from law enforcement, welfare, probation and mental health.

The chart illustrates the trend in enrollment for the last three years.

Class SizeParent volunteers and instructional aides assist teachers in the classroom. The table indicates the average class size by grade level, as well as the number of classes offered in reference to their enrollments.

Class Size ReductionIn 1996, state legislature approved implementation of the Class Size Reduction (CSR) program that provides funding to hire additional teachers to assist schools in reducing K-3 class sizes. Heber Elementary began implementing CSR for grades kindergarten through three in 1996-1997. The table displays the percentage of K-3 classrooms that participated in CSR for the past three school years.

Curriculum DevelopmentThe writing and implementation of Heber Elementary School District’s curriculum is an ongoing process, as school leadership is constantly looking at “How do we make this better.” The district’s curriculum facing guides are updated on a regular basis to ensure alingment between the state standards, district goals, and the statewide assessments. All professional development and curriculum development at Heber Elementary School supports and reflects the California State Content Standards and Frameworks. Teachers work collaboratively to align classroom curriculum instruction and assessment and ensure that all students meet or exceed state proficiency levels.

Heber Elementary School District evaluates the curriculum in several ways:

• Utilizes embedded assessments within the curriculum to determine student progress and effectiveness

• Classroom visits by the Principal, Assistant Principal, Director of Special Projects & Superintendent

• Teacher collaboration in grade level meetings

Curriculum planning is accomplished through a careful analysis of the state frameworks, district policies, the needs of students, assessment results, and research. All curriculum decisions are made with input from the Leadership Team, and Committees formed by lead teachers to make and support recommended adjustments and improvements.

Enrollment Trend by Grade Level2007-08 2008-09 2009-10

K 125 122 116

1st 116 134 140

2nd 119 111 131

3rd 98 134 134

4th 100 103 130

5th 107 113 103

6th 103 112 114

7th 89 107 121

8th 110 101 112

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

08 09 10 08 09 10 08 09 10 08 09 10

K 21 20 19 1 4 6 5 2 - - - -

1 23 19 17 - 7 8 5 - - - - -

2 19 19 19 6 6 6 - - - - - -

3 19 18 19 5 8 6 - - - - - -

4 25 20 18 - 4 7 4 1 - - - -

5 26 28 24 - - - 4 4 4 - - -

6 25 22 24 - - - 4 5 5 - - -

7 - - 24 - - - - - 5 - - -

8 - - 22 - - - - - 5 - - -

Other 16 - - 1 - - - - - - - -

CSR Participation2007-08 2008-09 2009-10

K 100% 100% 100%

1 100% 100% 100%

2 100% 100% 100%

3 100% 100% 100%


Textbooks & Instructional MaterialsHeber Elementary School District held a public hearing on September 23, 2010 and determined that the district had sufficient and good quality textbooks, instructional 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 for use in the classroom and to take home. The most recent textbook adoptions for Heber Elementary School are shown in the chart.

LibraryHeber Elementary School’s library is stocked with thousands of supplemental and recreational reading books that are available for students to check out. Students visit on a regular basis during school hours and also during the library’s extended after-school hours. The library is staffed by a part-time library assistant. Computer resources within the library are connected to the Internet so students are able to access resources and information online to improve their research skills.

Computer ResourcesComputer skills and concepts are integrated throughout standard curriculum to help prepare students for technological growth and opportunities. Each classroom has at least two computers that are internet accessible for student use. Students receive computer-assisted instruction on a regular schedule. Heber Elementary School’s computer lab houses 31 workstations and is staffed by a part-time computer specialist. Students are trained on numerous software programs, such as SuccessMaker and Reading Counts.

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the Heber Branch of the Imperial County Free Public Library. For library hours and other information please call (760) 336-0737 or visit the website at http://www.co.imperial.ca.us/library/branch.htm

Parent & Community InvolvementParents and the community play an important role in the education of students at Heber Elementary School. Parents are very active and supportive at Back-to-School Night, the Migrant program and Parent-Teacher conferences.

Parent training is provided through Dataworks to build strong parental involvement in the child’s educational process at home by forging a working partnership between parents and schools.

Contact InformationParents who wish to participate in Heber Elementary School’s leadership teams, school committees, school activities, or become a volunteer, may contact the school’s main office at (760) 337-6530.

Student Achievement & TestingVarious measures of student achievement are used as an ongoing part of the quality instructional program at Heber Elementary School. These measure students’ actual progress as well as the effectiveness of the instructional program. Additional site assessments for Heber Elementary School include English Language Learners Assessment, Title I and Special Education assessments, and numerous assessments tied to the curriculum.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

6th-8th History/Social Studies

Holt, Rinehart & Winston 2006 Yes 0.0%

K-5 History/Social Studies McGraw-Hill 2006 Yes 0.0%

6th-8th Mathematics Glencoe/McGraw Hill 2008 Yes 0.0%

K-5 Mathematics

Houghton Mifflin-

California Math

2008 Yes 0.0%

7th-8th Reading/English

Holt, Rinehart & Winston 2003 Yes 0.0%

K-3 Reading/English

SRA/McGraw-Hill 2000 Yes 0.0%

4th-6th Reading/English

SRA/McGraw-Hill 2002 Yes 0.0%

K-5 Science Harcourt 2007 Yes 0.0%

6th-8th Science Holt, Rinehart & Winston 2007 Yes 0.0%


California Standards TestThe California Standards Test (CST), a component of the STAR 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 English/language arts, mathematics, social science, and science, 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 results on course specific tests, please see http://star.cde.ca.gov.

Physical FitnessIn the spring of each year, Heber Elementary School is required by the state to administer a physical fitness test to all students in grades five and seven. The Physical Fitness Test measures each student’s ability to perform fitness tasks in six major areas. Students who meet or exceed the standards in all six fitness areas are considered to be physically fit or in the “Healthy Fitness Zone” (HFZ). *Data for the 2009-10 school year was unavailable at the time of publication.

Federal Intervention ProgramSchools 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 (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

California Standards Test (CST)Subject School District State

2008 2009 2010 2008 2009 2010 2008 2009 2010

English/Language Arts 34 41 42 34 41 42 46 50 52

Mathematics 42 52 58 42 52 58 43 46 48

Science 19 24 32 19 24 32 46 50 54

History/Social Science 8 18 36 8 18 36 36 41 44

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

California Standards Test (CST)Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

All Students - District 42 58 32 36

All Students - School 42 58 32 36

African American * * * *

American Indian * * * *

Asian * * * *

Filipino * * * *

Hispanic or Latino 42 58 32 36

Pacific Islander * * * *

Caucasian * * * *

Males 38 58 37 39

Females 47 57 25 33

Socioeconomically Disadvantaged 41 57 32 39

English Learners 25 48 11 11

Students with Disabilities 8 42 * *

Migrant Education 39 58 22 23

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI Not in PI

First Year in PI - -

Year in PI (2010-11) - -

# of Schools Currently in PI - 0

% of Schools Identified for PI - 0.00%


Academic Performance IndexThe Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet.

Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools.

The first table displays the school’s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the current Growth API at the school, district, and state level.

No Child Left BehindNo 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 (ELA) 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 Adequate Yearly Progress (AYP) requirements:

• Participation rate on the state’s standards-based assessments in ELA and mathematics.

• Percent proficient on the state’s standards-based assessments in ELA and mathematics.

• API as an additional indicator. • Graduation rate (for secondary schools).

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 the transportation to the new site. Results of school and district performance are displayed in the table.

Teacher AssignmentThe Heber Elementary School District recruits and employs the most qualified credentialed teachers. For the 2009-10 school year, Heber Elementary School had 61 fully credentialed teachers who met all credential requirements in accordance with State of California guidelines.

Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. 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 year. For the 2010-11 school year, the most current data are reported.

Growth APISchool District State

All Students 771 771 767

Hispanic or Latino 771 771 715

Socioeconomically Disadvantaged 767 766 712

English Learners 755 754 691

API School Results07-08 08-09 09-10

Statewide Rank 1 2 4

Similar Schools Rank 7 9 10

All Students

Actual API Change 43 49 18

Hispanic or Latino


Socioeconomically Disadvantaged


English Learners


* Statewide and similar schools ranks are based on the first year listed. (Example: the 07-08 rank is

consistent with the 2007 school year.)

Adequate Yearly Progress (AYP)School District

Made AYP Overall No No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient No Yes No Yes

API School Results Yes Yes

Graduation Rate N/A N/A

Teacher Credential StatusSchool District

07-08 08-09 09-10 09-10

Fully Credentialed 35 38 61 61

Without Full Credentials 13 15 0 0

Working Outside Subject 0 0 0 0

Misassignments/Vacancies08-09 09-10 10-11

Misassignments of Teachers of English Learners 0 0 4

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 4

Vacant Teacher Positions 0 0 0


Highly Qualified TeachersThe 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” no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.

Professional Development & SupportStaff members build teaching skills and concepts through participation in conferences and workshops throughout the year. The district offered seventeen staff development days during the last three school years where teachers were offered a broad based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies. Staff development topics included:

• Explicit Direct Instruction Model • Data Analysis• Math Standards • Reading Comprehension• English Language Development • Collaboration• Backward Mapping • STAR Testing• Fluency • ELA Standards• Content Areas • Lesson Design

Heber School District participates in both the Beginning Teachers Support and Assessment (BTSA), which is a mentoring program for new teachers, and Peer Assistance and Review (PAR), a program that pairs exemplary teachers with others to assist in teaching strategies.

Counseling & Other Support ServicesIt is the goal of Heber Elementary School to assist students in their social and personal development as well as academics. The district provides special attention to students who experience difficulties in academic achievement, coping with personal and family issues, decision-making, or handling the stress of peer pressure.

The counselor-to-pupil ratio is 1:1,101. Imperial County Office of Education provides the following services to the district on an “as needed” basis: Psychologist, Nurse/Health Aide, Speech/Language Specialist, Probation Assistant, and Prevention Specialist. A list of the counseling and support staff available to all students at Heber Elementary School is shown in the chart.

English Language LearnersStudents needing assistance in learning English receive special instruction at many different levels. For the newcomers to the English language, part-time teachers offer a pull-out program. In the primary grades, English Language Learners are offered instruction from the “Hampton Brown Avenues” curriculum. Students learning English in the upper grades are taught based upon the WRITE program. A student is classified as fluent English speaking when he/she is able to progress in the instructional program without further language assistance.

Individualized InstructionHeber Elementary School provides instruction to all students in the least restrictive environment possible. Students with special needs are accommodated with a variety of options. Once a student is identified as having special needs, an Individual Education Plan (IEP) is developed for that student. The IEP defines the individualized instruction and assistance a student will receive which includes sessions with the Special Day Class Teacher and the Resource Teacher.

GATEAll GATE students’ specific needs are met through flexible groupings, teacher knowledge of GATE characteristics, instructional strategies, and ongoing progress monitoring. The GATE students are grouped in grade-level clusters throughout the entire school day. The grade-level cluster groups are taught by a GATE trained, certificated, or teacher in training who provides differentiated instruction throughout the school day.

School Facilities & SafetyThe Heber Elementary School campus is comprised of three different sections of buildings; one for the primary grades which was built in 1974, one for the middle grades, which was built in 1952, and one for the junior high grades which was built in 1974. In the summer of 2008, the junior high school multi-purpose room, classrooms and some offices were remodeled. Also, during the summer of 2009, Heber added portables in the primary and middle grades. The facility strongly supports teaching and learning through its ample classroom and playground space.

NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 100.0% 0.0%

District 100.0% 0.0%

High-Poverty Schools in District 100.0% 0.0%

Low-Poverty Schools in District 0.0% 0.0%

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Bilingual Aide 9 3.9

Computer Lab Aide 1 0.4

Counselor (K-6) 1 0.4

ELL/Migrant Lead Teacher 1 1.0

English Language Development (ELD) Teacher

2 0.8

Health Aide 1 As Needed

Prevention Specialist 1 As Needed

Psychologist 1 As Needed

Reading Coach 1 1.0

Resource Clerk 1 1.0

Resource Instructional Assistant 1 1.0

RSP Aide 1 1.0

SDC Instructional Aide 4 2.2

Special Day Class (SDC) Teacher 2 2.0

Speech and Language Specialist 1 As Needed


SafetyDistrict administration and the Heber Elementary Board of Trustees have placed a great emphasis on campus safety and security. Teachers supervise students on campus before school and during recess. After school students are walked to the gate by their teachers. All visitors must sign in at the principal’s office and receive proper authorization to be at the school. Visitors are asked by the school site staff to display their pass at all times.

Heber Elementary School makes it a priority to maintain a safe, healthy, nurturing and orderly school campus that encourages positive attitudes in students and staff. Heber Elementary School’s Safety Plan is revised annually each spring by a committee made up of an administrator, a certificated staff member, a classified staff member, department managers and a community member. The plan’s key elements include, emergency procedures, staff responsibilities and safety preventative measures for staff and students. Fire drills are held once a month; earthquake drills are held twice a year.

The chart displays the results of the most recent facility inspection.

Cleaning Process & ScheduleThe district governing board has adopted cleaning standards for Heber Elementary School. A joint effort between students and staff helps keep the campus clean and litter-free. The school is on a regular cleaning schedule with each classroom being swept or vacuumed and the trash emptied. The cafeteria, and all restrooms are cleaned daily. Grounds are groomed on a rotating basis, with trash, lawn, and plumbing issues addressed daily.

Maintenance & RepairDistrict maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. One full-time and four part-time custodians ensure that all classrooms and facilities are in adequate condition. A work order process is used to ensure efficient service that emergency repairs are given the highest priority. At the time of publication, 100% of restrooms are in complete working order.

Deferred Maintenance BudgetThe district participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, paving, and floor systems.

Due to budget cuts and flexibility offered to school districts by the state, Heber Elementary has not accounted for a deferred maintenance program for the 2010-11 school year.

Teacher & Administrative SalariesThe table displays average 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 districts 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 California Department of Education’s website www.cde.ca.gov.

School Facility ConditionsDate of Last Inspection: 09/17/2010

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

106-2nd - Linoleum separating. 119-K - Hole in floor by door. Boys RR (3) - Graffiti on stall. Kitchen - Baseboard is missing inside. 121-

K - Carpet wrinkled in corners. 230-4th - Mount shelves to wall. Computer Lab - Tear in wall. Girls

RR - 225 - Ceiling to floor cracks - all corners. Cafeteria - Floor is lifted by S. door. Floor is

cracking ceiling and south wall. JR High RR Boys - Cracks ceiling and wall duct is missing grill. JR

High Girls RR - South wall by door - cracking. Tile missing by drainage. BLDG. 225 - Soffit - paint is

cracking. South wall has cracks.

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X Cafeteria - IT Room cluttered.

Electrical X

Principals Office Jr. High - 1 light missing - bulbs on order. Cafeteria - Remove old Nexus wiring.

120 - Cover all light cords. Outside Library - Light cord covers.

Restrooms/Fountains X

206-6th - Faucet and drinking fountain. Kitchen - Repair above sink in custodial closet. Boys RR - Toilet leaks. Girls RR - Toilet leak. Girls RR (2) - Leaking toilet. Girls RR (3) - Brick missing - graffiti

on stall door. Boys RR - 225 - Leaking urinals. 120 - Girls restroom toilet leaks.

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X BLDG. 215-216 - Wall on west outside is

cracked. Wall outside storage next to 221.

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

X

Playground - Slide broken - jungle gym broken. 120 - Cement around poles throughout campus is broken - cracks in cement throughout. S. of Cafeteria - Remove cement. Outside Library -

Soffits are cracked north of library - whole area cement is cracked. BLDG. 215-216 - Cement

damage/ Cement on northwest corner and east end broken. BLDG. 225 - Cement by pole -

severe damage. BLDG. 215-216 - Door frame cracked. Portables - Fix gate.

Average Salary InformationTeachers - Principal - Superintendent

2008-09 District State

Beginning Teachers $36,796 $41,154

Mid-Range Teachers $61,216 $63,517

Highest Teachers $75,233 $80,951

Elementary School Principals $97,876 $102,080

Middle School Principals $97,876 $105,643

High School Principals - $111,347

Superintendent $122,976 $150,626

Salaries as a Percentage of Total Budget

Teacher Salaries 40.3% 41.4%

Administrative Salaries 6.4% 6.1%


School Site Teacher SalariesState law requires comparative salary and budget information to be reported to the general public. For comparison purposes, the California Department of Education has provided average salary data from school districts throughout the state having less than 1,000 Average Daily Attendance (ADA).

The table illustrates the average teacher salary at the school and district and compares it to the average teacher salary at the state level (based on 2008-09 financial statements).

Expenditures & Services FundedHeber Elementary School District spent an average of $7,987 to educate each student (based on 2008-09 audited financial statements). The table provides a comparison of a school’s per-pupil funding from unrestricted sources with other schools in the district and throughout the state.

In addition to general fund state funding, the Heber Elementary School District received state and federal categorical funding for the following support programs:

• Title I, Part A (Basic Grant)• Title II, Part A (Teacher Quality)• Title III, Part A (LEP Students) • Title V, Part A (SDFSC) • Title V, Part A (Innovative) • School Safety & Violence Prevention • Economic Impact Aid • Peer Assistance Review (PAR) • TUPE

Data SourcesData within the SARC was provided by Heber Elementary School District, retrieved from the 2009-10 SARC template, and/or located on Dataquest (http://data1.cde.ca.gov/dataquest). Dataquest is a dynamic system maintained by the California Department of Education (CDE) that provides reports for accountability. It includes Academic Performance (API), Adequate Yearly Progress (AYP), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Average Teacher SalariesSchool & District

School $56,278

District $56,278

Percentage of Variation -

School & State

All Elementary School Districts $64,193

Percentage of Variation 12.34%

Expenditures per PupilSchool

Total Expenditures Per Pupil $8,386

From Restricted Sources $3,361

From Unrestricted Sources $5,025

District


Percentage of Variation between School & District 40.08%

State


Percentage of Variation between School & State 11.55%

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