A Progress Report Card
for
ALISO SCHOOL
1997-98
A Message from Mr. Chris Gutierrez, Principal
The School Report Card was established by Proposition 98, an initiative passed by California voters in November, 1988. The report card, to be issued annually by local school boards for each elementary and secondary school in the state, provides parents and other interested individuals a variety of information about the school, its resources, its successes, and the areas in which improvements are needed.
This year, our district report card has changed. First, we want the report card to be informative for students, teachers, and parents. To this end, we have taken great care to align what is taught within the curriculum, to what is assessed. Second, students have become the center of our process by having them summarize for their parents those areas that their teacher is reporting. Consider this process like a three legged stool: student, parents, and teacher. Each one is accountable for the success of the learning.
The process of change can be intimidating. Overall, only the most positive feedback from parents, students and teachers has permeated this new approach. The overarching belief by all is that students are active participants in the report card process. Parents and teachers will continue to provide educational experiences closely linked to academic, critical thinking, and problem solving skills. Self-esteem, citizenship, and the promotion of understanding for the appreciation of cultural diversities will best be measured in the school environment by a quality school where all children can be successful.
SCHOOL PROFILE
Aliso School is an upper elementary school serving 401 students in grades three through five. The ethnic distribution of students at Aliso School, as reported in the 1997-98 California Basic Educational Data System, is as follows:
| Amer.Indian/Alaska Native | .25% |
| Asian | 1.50% |
| Black | .25% |
| Filipino | .75% |
| Hispanic | 56.35% |
| Pacific Islander | .50% |
| White | 40.40% |
Expenditures and Services offered
Last year the total cost of operating the Carpinteria Unified School District was about $14,593,000 or approximately $4,799 per student. This included funds spent for general education, special education, state, and federally-funded special projects. Sixty-four percent of the total budget was spent in the classroom for teachers, instructional aides, books, supplies, and equipment. Approximately 15% of the budget was spent at the school sites for support services such as the libraries, counselors, site administrators, and clerical staff. The remaining 21% covers district support services in the areas of financial, payroll, custodial, grounds, maintenance, etc.
In addition to state and local revenues received for general education, Aliso School also receives special state and federal funds to supplement and enhance its basic program of education. The use of these funds is determined at the site level. Presently the school receives special funds from the following programs: (1) School Improvement, (2) State Compensatory Education, (3) Gifted and Talented, and (4) Special Education.
Budget Percentages and Average Salaries
| Data Category | C.U.S.D | State Average |
| Beginning Teacher's Salary | $25,169 | $25,956 |
| Midrange Teacher's Salary | $37,750 | $36,327 |
| Highest Teacher's Salary | $48,769 | $50,520 |
| Average District Principal's Salary | $63,083 | $67,267 |
| District Superintendent's Salary | $88,923 | $101,920 |
| Actual Percentage for Administrative Salaries | 5% | 6% |
| Actual Percentage for Teacher Salaries | 45% | 44% |
CLASS SIZE/TEACHING LOAD
Aliso School has fifteen regular classroom teachers, two special education classroom teachers, one special education resource specialist, a part time adaptive physical education specialist, a part time psychologist, and a speech and language specialist. Aliso employs ten instructional aides which includes three playground aides, one migrant aide, one multi-media center technician, one secretary, one bilingual clerk, four cafeteria staff, and two custodians. Bilingual classrooms are provided for students in all grades for Hispanic students who need to be instructed in Spanish. Classes for gifted and talented are provided for District students in grades three through five. All other classrooms are regular self-contained. Spanish as a second language is being taught in all grades.
The average class size for 3rd grade is 20. The average class size for grades 4 and 5 is 31.
TEACHER ASSIGNMENT
All teachers at Aliso are assigned to teach subjects or grade levels within their credential authorizations. All elementary teachers are authorized to teach seven subjects.
TEXTBOOKS/INSTRUCTIONAL MATERIALS
Teachers from Aliso School serve on the District Curriculum Council. These teachers along with administrators take leadership in the selection of textbooks adopted from the state approved list. Aliso School uses an adopted text in all the basic subject areas. Recently a new math program was adopted.
This year $27.60 is allocated per student to purchase state adopted texts. In additions to state materials, additional supplemental materials and equipment are purchased with lottery and categorical funds. The parent group participates in fund-raising activities to support CIMI for fifth graders, Channel Islands trip for fourth graders and swimming lessons for third graders.
The Aliso Library/Multi-Media Center houses 8,596 books with a circulation of approximately 736 books a week. Filmstrips, tapes, videos, sets of trade books, magazines, newspapers, dictionaries, encyclopedias, computers, and VCR's are available through the multi-media center to support the instructional programs.
In addition to a computer in each classroom, Aliso School has developed a small computer lab with eighteen computers, printers, and a wide variety of software. Educational software is continuously being purchased to support the basic educational program. A Lego program has been added courtesy of corporate contributions.
COUNSELING AND STUDENT SUPPORT SERVICES
Aliso School is proud of its services to students with emotional or academic needs. In addition to the regular teacher, supplemental services for these students are served by the school psychologist, speech therapist, special day class and resource specialist teacher.
Dental, vision, and hearing screenings are conducted annually by physicians, optometrists, audiologists, dentists, and community service organizations.
SUBSTITUTE TEACHERS
All substitute teachers are required to pass the CBEST and are appropriately credentialed. Each is screened and interviewed before employed. All our substitute teachers are highly qualified.
SCHOOL FACILITIES AND SAFETY
Aliso Elementary School has a well maintained school campus with extensive play areas and classroom facilities to accommodate the current school enrollment of 401 students.
The school plant includes sixteen classrooms, a multi-purpose room, a library/multi-media room, a separate facility for handicapped students, Kumon math center, and an office complex. Maintenance and building repair have been continuous and current.
Playground equipment is checked regularly, and students are instructed in the correct use of all equipment. The classrooms are checked periodically for fire hazards and earthquake safety. Earthquake and fire drills are practiced monthly, and safety is taught as an important part of the curriculum.
Aliso students and staff show a great deal of pride in keeping the school clean and safe.
CLIMATE FOR DISCIPLINE AND LEARNING
Aliso School's climate is positive and rewarding for students, staff, and parents. Contributions by parents in the areas of fund raising, volunteer work and nearly 100% attendance at Back-to-School Night and parent conferences are evidence of this support. Teachers at Aliso provide positive reinforcement as the focus for classroom management. There is currently in place a school-wide set of rules designed to address the issue of discipline and provide a safe, positive, and orderly environment for students. This assures that all students and staff are aware of and follow identical rules. Students are rewarded for good decision making with participation in "Principal's Recess" on Fridays.
Homework is regularly assigned as part of the school program and teachers follow adopted board policy in this area.
The school wide discipline policy is based on student safety and parent communication. Occasionally a student's behavior goes beyond acceptable limits which requires suspension from school. Truancy and tardiness policies are clear and enforced and have effectively prevented problems in these areas.
TRAINING AND CURRICULUM IMPROVEMENT
The Carpinteria Unified School District has provided numerous in-service opportunities for Aliso teachers this past year, and Aliso has initiated several on their own.
In addition, teachers serve as staff development resources within the school and provide training for new teacher orientation, cooperative learning, thematic teaching, literature based reading, high frequency spelling program, math, science, social studies, and bilingual/ESL strategies.
Parent education programs are planned yearly by the school site/advisory council, and information for other parent workshops off site are disseminated throughout the year as they become available.
Staff development is an integral part of professional life at Aliso School. Teachers are kept abreast of the most recent research in methods of effective teaching strategies, as well as becoming familiar with new curricular frameworks.
TEACHER EVALUATION
Tenured teachers are formally evaluated every two years. During the evaluation year their teaching is observed and they are given feedback on teaching four times or more. On their "off" year teachers are observed at least twice. Two formal evaluations are completed using observations and student data as a basis. Non-tenured teachers are formally evaluated each year until tenured. Teachers have an opportunity to self-evaluate. A rating scale of Needs Improvement, Satisfactory, and Outstanding is used.
At the beginning of the year, each teacher conferences with the principal and discusses objectives to be met. This yearly instructional plan is written and filed with the principal. The plan includes curriculum to be taught, how it is to be taught, what strategies are to be used, plans for creating a positive learning environment and how the needs of the more accelerated students and the low-achieving students will be met. The principal assists the teacher in reaching the goals through observing, conferencing, and providing opportunities for the teacher to improve.
QUALITY OF INSTRUCTION AND LEADERSHIP
The Aliso staff is encouraged by its principal to actively participate in the school decision-making process. All teachers serve on school wide committees and attend weekly grade level and staff meetings where they identify areas for improvement. In addition, they have selected representatives to the School Site Council which meets monthly with the principal and parent representatives to discuss concerns and make improvements in the school program.
Aliso will send home an evaluation form this spring so as to solidify ideas from parents as to the strengths and weaknesses of the program.
The major avenue used to address the needs of special student populations is through the Child Study Process which consists of three levels. The first level involves the grade level members identifying possible interventions. The second level involves specialists, resource personnel, etc., input and observations. The third level initiates a formal special education referral after all non-special education remedies are exhausted.
The needs of limited English speaking children are met by credentialed bilingual teachers. English as a second language is an integral part of the program for non-English speakers.
The key ingredient for successful instruction and leadership at Aliso School is the team effort by all involved!
STUDENT ACHIEVEMENT
1997 ITBS scores and comparison to prior years test scores
THIRD GRADE
| YEAR | READING | LANGUAGE | MATH |
| 94-95 | 65% | 69% | 86% |
| 95-96 | 57% | 56% | 71% |
| 96-97 | 59% | 62% | 65% |
FOURTH GRADE
| YEAR | READING | LANGUAGE | MATH |
| 94-95 | 42% | 38% | 50% |
| 95-96 | 54% | 54% | 67% |
| 96-97 | 54% | 58% | 61% |
FIFTH GRADE
| YEAR | READING | LANGUAGE | MATH |
| 94-95 | 54% | 61% | 73% |
| 95-96 | 55% | 57% | 67% |
| 96-97 | 46% | 60% | 63% |
The above chart shows the mean national percentile scores in reading, language, and math for students at Aliso Elementary School. The mean percentile rank shows how students at Aliso Elementary School compare to the national sample. A mean score of 51 would mean that the students have scored better than 50 percent of the students taking the test.
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