Catch the Wave of PTA

Linda Vista Elementary School

“A California Distinguished School”

“A National Blue Ribbon School”

5600 S. Ohio

Yorba Linda, CA 92886

714-986-7200

School Overview

Grades:                        K-5

Enrollment:                  441

School Mascot:            Lion

School Colors:             Blue and Gold

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available on the California Department of Education (CDE) SARC Web page. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access 

DataQuest 

DataQuest is an online data tool located on the CDE DataQuest Web page 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., Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, 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 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 2010-11) 

This section provides the schools contact information. 

School Description and Mission Statement (School Year 2009-10) 

School Description

A National Blue Ribbon and Distinguished School, Linda Vista is located in a rural/suburban area of Yorba Linda. There are 433 students attending in grades K – 5 and 21 students in our pre- school special day classes. There are 16 general education classes and two pre-school special day classes. Students are provided a comprehensive, standards-based curriculum which includes reading, language arts, mathematics, history/social science, science, visual and performing arts, physical education and health.

 A DELL computer lab provides instruction in keyboarding, word processing, Excel, Kid Pix and other district provided curriculum. Every classroom is equipped with interactive whiteboards which enable anything that can be seen or done on a computer screen to be projected onto a whiteboard. The whiteboards or Promethean boards as they are known encourage active participation through sounds, colors and videos that increase retention.

Every classroom is equipped with an interactive white board, student response pads, distributed sound systems and microphones, document cameras writing tablets and LCD projectors. This integrated technology system actively engages students in learning and has dramatically changed teaching and learning forever.

Centrally located in the school, our library is an integral part of the school with over 10,000 books available for checkout. Reading Counts is our computer based motivational reading program that encourages students to read and assesses reading levels. Students are assessed for reading fluency and comprehension and are given intervention through Voyager Passport, and Language! In addition students increase reading fluency and comprehension through the Ticket to Read Component of Voyager Passport.  Our PTA has purchased Read Naturally which is a research based program that we also use that helps reading fluency.

In addition to the teaching staff, we have 1 principal, 1 psychologist, (pt),  1 resource specialist, (pt) 1 library media clerk (pt), 1 computer aide (pt), 1 school secretary, 1 office clerk (pt), 4 noon supervisors, 2 custodians, and 16 instructional aides assisting with special education students. Two days a week we are fortunate to have 2 physical education instructors with 2 aides that meet the needs of all 1-5 students. Grade 5 has instrumental music with music teachers two days a week. Before and after school child care is available on site as well as a district pre-school program.

Linda Vista’s Mission

• We believe in consistency in curriculum and expectations
• We believe that all children can learn best in a safe, clean caring and aesthetically pleasing environment
• We believe in implementing new ideas to strengthen (rather than replace) proven methods and techniques
• We believe that we teach the whole child. We expect academic achievement, personal responsibility, honesty, cultural sensitivity, and respect for all people, property, and environment.
• We believe in providing an exciting, challenging curriculum responsive to individual interests, needs and learning styles.
• We believe in providing a challenging, nurturing, and active learning environment for all children that ensures educational success, a life-long desire to learn, and personal and civic responsibility.

Opportunities for Parental Involvement (School Year 2009-10) 

Opportunities for Parent Involvement:

Parent involvement opportunities include: academic room parents who volunteer to enhance learning opportunities in the classroom; art docents who present prepared art lessons in class; volunteers who  publish a monthly newsletter to keep the community abreast of school information; a science fair chairperson who organizes the display and judging of student projects; carnival volunteers who help with planning, setting up, running booths, baking and prize redemption; volunteers who organize the variety show for students; and library helpers who shelve, catalog, read to students and help with check-out. These, along with the many opportunities that PTA offers, represent some of the many occasions available for our parents to become involved. For further information contact Jackie Howland at 714-986-7200.

Average Class Size and Class Size Distribution (Elementary) 

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). 

**The data in this table are not available to the CDE due to delays in receiving CBEDS information. Therefore, these data must be provided by the LEA.

III. School Climate 

School Safety Plan (School Year 2009-10) 

School Safety Plan:

Our School Plan is reviewed annually. Our safety committee meets regularly to address any safety issues that come up throughout the year. All doors and gates are locked by 7:55 to provide a safe, closed campus. Monthly drills train students in emergency procedures for fire, earthquake, and lockdown disasters. The school has storage containers of food, first aid supplies, search and rescue supplies and blankets. Each classroom also has an emergency backpack. All visitors check in at the office and are issued a visitor or volunteer photo badge to identify them to staff and students. In the classroom, students are taught Character Education, school rules, and health units. Teachers have been trained in Character Education, bullying prevention, peer pressure prevention techniques and disaster preparedness. This information is shared with parents in our parent handbook, at Back to School Night and at various parent nights/PTA meetings throughout the year. Parents feel this is an environment necessary for their children to learn.

Suspensions and Expulsions 

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period. 

**The data in this table are not available to the CDE due to delays in receiving CBEDS information. Therefore, these data must be provided by the LEA.

IV. School Facilities 

School Facility Conditions and Planned Improvements (School Year 2010-11) 

Linda Vista is 33 years old, but has undergone significant modernization within the last 7 years. . All classrooms are equipped with interactive whiteboards, new carpeting and desks. Teachers have both laptop and desktop computers.

 Also, the kindergarten classrooms received cable access from their computers to their televisions for Universal Access. The entire school is now set up for wireless internet service. Teachers may use laptops anywhere in the building. Mini-blinds were placed throughout the entire school, including all common areas. Outside lights were installed on top of the roof facing the playground. This ensures illumination for evening events.

School Facility Good Repair Status (School Year 2010-11) 

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status. 

Date of Inspection:  October 4, 2010

V. Teachers 

Teacher Credentials 

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the CDE DataQuest Web page. 

**The data in this table are not available to the CDE due to delays in receiving CBEDS information. Therefore, these data must be provided by the LEA.

Teacher Misassignments and Vacant Teacher Positions 

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. 

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2009-10) 

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers in the school, in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. High poverty schools are defined as those schools with student participation of approximately 75 percent or more in the free and reduced price meals program. Low poverty schools are those with student participation of approximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page. 

**The data in this table are not available to the CDE due to delays in receiving CBEDS information. Therefore, these data must be provided by the LEA.

VI. Support Staff 

Academic Counselors and Other Support Staff (School Year 2009-10) 

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One 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 2010-11) 

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. 

Board Approved:  September 14, 2010

VIII. School Finances 

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2008-09)  

This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page. 

Types of Services Funded (Fiscal Year 2009-10) 

The school district receives funds from the state which go to pay for staff salaries, school operations, facilities improvements, services for the school and district-wide programs such as music, health, physical education, and more. Each school also receives a School and Library Improvement budget. Site staff determines expenditures that are approved by the School Site Council comprised of teachers, parents, and the principal. These funds pay for the library media clerk and computer lab clerk as well as instructional equipment and supplies to support the school instructional program. PTA also gifts funds to the school to be used for a variety of programs beneficial to the children such as field trips, assemblies, technology resources and other instructional supplies.

Teacher and Administrative Salaries (Fiscal Year 2008-09)

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 a district's budget, and compares these figures to the state averages for districts of the same type and size based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page.

IX. Student Performance 

Standardized Testing and Reporting Program  

The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CSTs 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 ten through eleven. The CAPA includes ELA, mathematics, and science in grades two through eleven, and for 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 CMA includes ELA and mathematics for grades three through eight and science in grade five and is an alternate assessment that is based on modified achievement standards. 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. Student scores are reported as performance levels. Detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site. Program information regarding the STAR Program can be found in the Explaining 2008 STAR Program Summary Results to the Public guide. 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. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student. 

Standardized Testing and Reporting Results for All Students – Three-Year Comparison 

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). 

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Standardized Testing and Reporting Results by Student Group (School Year 2009-10) 

This 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. 

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California Physical Fitness Test Results (School Year 2009-10) – Notice of Delay from the CA Dept. of Education

The California Physical Fitness Test is administered to students in grades five, seven, and nine only.  

The purpose of this e-mail is to inform you that the 2009–10 Physical Fitness Test (PFT) results will not be released to local educational agencies (school districts). The PFT contractor, the San Joaquin County Office of Education (SJCOE), is still working to correct errors in the data submitted and to complete the processing of the reports.

We are aware that the 2009–10 PFT data will not be available to you as you prepare your School Accountability Report Cards (SARCs) for upcoming dissemination. Submit your SARC without the 2009–10 PFT data noting in the PFT section, “the PFT data are not available at the time of posting.”

X. Accountability 

Academic Performance Index 

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found on the CDE Academic Performance Index (API) Web page. 

Academic Performance Index Ranks – Three-Year Comparison 

This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from one to ten. A statewide rank of one means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of ten 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 one means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of ten means that the school’s academic performance is better than at least 90 of the 100 similar schools. 

Academic Performance Index Growth by Student Group – Three-Year Comparison 

This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant. 

Adequate Yearly Progress 

The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: 

     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)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found on the CDE Adequate Yearly Progress (AYP) Web page. 

Adequate Yearly Progress Overall and by Criteria (School Year 2009-10) 

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.  

Federal Intervention Program (School Year 2010-11)

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. Detailed information about PI identification can be found on the CDE Adequate Yearly Progress (AYP) Web page. 

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.  

Preservice Days in 06/07 = 5 days

Preservice Days in 07/08 = 5 days

Preservice Days in 08/09 = 4 days

Preservice Days in 09/10 = 2 days

In the above years, schools were either on the weekly early release/late start (PLC's) or the (8) district staff development days.

Minimum days are separate.

XIII. National Assessment of Educational Progress 

National Assessment of Educational Progress 

The National Assessment of Educational Progress (NAEP) is a nationally representative assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the participation of students with disabilities and English language learners is reported based on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress Web page (Outside Source). 

Note: Only a sample group of California's schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either the LEA or the individual school. Comparisons of student performance on the NAEP and student performance on the Standardized Testing and Reporting (STAR) Program assessments cannot be made without an understanding of the key differences between the two assessment programs. For example, the NAEP only assesses grades four, eight and twelve and for long-term trends assesses grades nine, thirteen, and seventeen. Additionally, the NAEP only provides state test results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of standards than the NAEP assessments. For example, the NAEP is not aligned with California academic content and achievement standards and, therefore, does not necessarily reflect the curriculum and instruction to which students are exposed in the classroom. The NAEP assesses reading and writing separately, while the CSTs assess English-language arts (ELA), encompassing reading as well as writing conventions, spelling, and grammar. Scores on the CSTs and other assessments are not directly comparable to those on NAEP. The averages and percentages presented are estimates based on samples of students rather than on entire populations. Finally, the questions students respond to are only a sample of the knowledge and skills covered by the NAEP frameworks. Information on the differences between NAEP and CST can be found on the CDE National Assessment of Educational Progress (NAEP) Web page. 

National Assessment of Educational Progress Reading and Mathematics Results by Grade Level – Aggregated 

This table displays the scale scores and achievement levels on the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for grades four and eight 

National Assessment of Educational Progress Reading and Mathematics Results for Students with Disabilities and/or English Language Learners by Grade Level – Aggregated 

This table displays the state and national participation rates on the National Assessment of Educational Progress for reading (2007) and mathematics (2009) for students with disabilities and/or English language learners for grades four and eight.