4950 Sunburst Avenue • Joshua Tree, CA 92252 • (760) 366-8459 • Grades K-6
Daniele Snider, Ed.D., Principal
2015-16 School Accountability Report Card
Published During the 2016-17 School Year
2015-16 School Accountability Report Card for Joshua Tree Elementary School Page 1 of 12
----{iSARC_DLogo}----Morongo Unified School District
5712 Utah Trail
Twentynine Palms, CA 92277
(760) 367-9191
District Governing Board
L. Hilary Slotta, President
Chris Proudfoot, Member
Karalee Hargrove, Member
Denise Cohen, Member
Michael Chlebik
District Administration
Tom Baumgarten, Superintendent
Superintendent
Deborah Turner, Ed.D
Assistant Superintendent
Instructional Services
Douglas Weller
Assistant Superintendent
Human Resources
Sharon Flores
Assistant Superintendent
Business Services
Kathi Papp
SELPA Director
Principal’s Message
Joshua Tree Elementary School is a place where all students can learn. We provide a safe educational environment and teaching strategies designed to meet individual needs. Here, students attain a foundation of skills, self-discipline, self-esteem, and a sense of responsibility in order to prepare themselves to be responsible citizens. To achieve these educational goals and objectives, Joshua Tree Elementary School focuses on the California Standards and positive student behavior.
District & School Profiles
Morongo Unified School District
Morongo Unified School District currently services 9,047 students in grades TK-12 residing in the communities of Morongo, Yucca Valley, Joshua Tree, and Twentynine Palms. The district currently operates 11 elementary schools, 2 middle schools, 2 high schools, 1 continuation high school, 2 state preschool programs, 4 transitional kindergarten programs, and a special education preschool program. The student population is comprised of 12.3% receiving special education services, 3.8% qualifying for English learner support, and 66.7% enrolled in the Free and Reduced Price Meal program.
Joshua Tree Elementary School
Joshua Tree Elementary is located in the central area of Joshua Tree, about three blocks north of Highway 62. During the 2013-14 school year, 317 students in grades K-6 were enrolled. The demographic composition of student enrollment includes 14.8% receiving special education services, 3.8% qualifying for English learner support, and 85.2% enrolled in the Free and Reduced Price Meal program. Joshua Tree Elementary is the only school in the district to house a federally-funded preschool program (half-day) for children ages 3-5 who are severely handicapped.
All school staff are committed to celebrating the uniqueness of each child and guiding each child to fulfillment of his or her potential. A rigorous, challenging curriculum, creative intervention programs, and school wide incentives continue to foster academic achievement and increase student performance levels in both reading and math
School Mission
The mission of Joshua Tree Elementary is to provide a safe and caring community committed to achievement through academic, physical, and creative endeavors empowering students to become responsible, productive, and successful in our changing society.
2016-17 School Accountability Report Card for Joshua Tree Elementary School Page 1 of 12
About the SARC
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
•For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at
•For more information about the LCFF or LCAP, see the CDE LCFF Web page at
•For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
2015-16 Student Enrollment by Grade LevelGrade Level / Number of Students
Kindergarten / 45
Grade 1 / 56
Grade 2 / 36
Grade 3 / 42
Grade 4 / 63
Grade 5 / 34
Grade 6 / 42
Total Enrollment / 318
2015-16 Student Enrollment by Group
Group / Percent of Total Enrollment
Black or African American / 7.2
American Indian or Alaska Native / 1.3
Asian / 0.3
Filipino / 1.3
Hispanic or Latino / 28.6
Native Hawaiian or Pacific Islander / 0.9
White / 58.2
Two or More Races / 2.2
Socioeconomically Disadvantaged / 88.4
English Learners / 4.7
Students with Disabilities / 18.2
Foster Youth / 2.5
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the Basic State Priority (Priority 1):
•Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
•Pupils have access to standards-aligned instructional materials; and
•School facilities are maintained in good repair.
Teacher CredentialsJoshua Tree Elementary School / 14-15 / 15-16 / 16-17
With Full Credential / 20 / 16 / 18
Without Full Credential / 0 / 1 / 2
Teaching Outside Subject Area of Competence / 0 / 0 / 0
Morongo Unified School District / 14-15 / 15-16 / 16-17
With Full Credential / ♦ / ♦ / 410
Without Full Credential / ♦ / ♦ / 12
Teaching Outside Subject Area of Competence / ♦ / ♦ / 0
Teacher Misassignments and Vacant Teacher Positions at this School
Joshua Tree Elementary School / 14-15 / 15-16 / 16-17
Teachers of English Learners / 0 / 0 / 0
Total Teacher Misassignments / 0 / 0
Vacant Teacher Positions / 0 / 1 / 0
*“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
2015-16 Percent of Classes In Core Academic SubjectsCore Academic Classes Taught by Highly Qualified Teachers
Location of Classes / Taught by Highly Qualified Teachers / Not Taught by Highly Qualified Teachers
This School / 81.8 / 18.2
Districtwide
All Schools / 82.0 / 18.1
High-Poverty Schools / 98.6 / 1.4
Low-Poverty Schools / 51.1 / 48.9
*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 39 percent or less in the free and reduced price meals program.
2015-16 School Accountability Report Card for Joshua Tree Elementary School Page 1 of 12
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)
All textbooks used in the core curriculum throughout Morongo Unified School District are aligned to the Common Core State Standards. Instructional materials for grades K-8 are selected from the state’s most recent list of standards-based materials and adopted by the State Board of Education. Instructional materials for grades 9-12 are standards-based and approved by the district’s Board of Education. The district follows the State Board of Education’s six-year adoption cycle for core content materials and the eight-year cycle for textbook adoptions in foreign language, visual and performing arts, and health.
In October 2016, the Morongo Unified School District’s Board of Education held a public hearing to certify the extent to which textbooks and instructional materials have been provided to students. The Board of Education adopted Resolution No. 15-06 which certifies as required by Education Code §60119 that (1) Morongo Unified School District has provided to each pupil, including English learners, a textbook or instructional materials, or both, to use in class and to take home, (2) “sufficient textbooks or instructional materials” means that all students who are enrolled in the same course within the Morongo Unified School District, have standards-aligned textbooks or instructional materials from the same adoption cycle, (3) sufficient textbooks or instructional materials were provided to each pupil enrolled in foreign language or health classes, and (4) laboratory science equipment was available for science laboratory classes offered in grades 9-12, inclusive.
In addition to the core subject areas, districts are required to disclose in their SARCs the sufficiency of instructional materials used for its visual/performing arts curricula. Morongo Unified School District provides all students enrolled in a visual/performing arts class with their own textbook or supplemental materials to use in class and to take home. These materials comply with the state’s Common Core State Standard.
Textbooks and Instructional MaterialsYear and month in which data were collected: May 2016
Core Curriculum Area / Textbooks and Instructional Materials/Year of Adoption
Reading/Language Arts / Cengage Learning: California REACH for Reading Adopted May 17, 2016
The textbooks listed are from most recent adoption: / Yes
Percent of students lacking their own assigned textbook: / 0
Mathematics / McGraw Hill; My Math 2014
McGraw Hill; California Math CCSS Course 1 2014
The textbooks listed are from most recent adoption: / Yes
Percent of students lacking their own assigned textbook: / 0
Science / Houghton Mifflin; California Science 2007
The textbooks listed are from most recent adoption: / Yes
Percent of students lacking their own assigned textbook: / 0
History-Social Science / Houghton Mifflin; History-Social Science 2006
The textbooks listed are from most recent adoption: / Yes
Percent of students lacking their own assigned textbook: / 0
2015-16 School Accountability Report Card for Joshua Tree Elementary School Page 1 of 12
School Facility Conditions and Planned Improvements (Most Recent Year)
Facilities Maintenance
School custodial staff and the district’s maintenance department work together to ensure classrooms and campus grounds are well-maintained and kept safe and functioning for students, staff, and visitors. Maintenance and Operations (M&O) employs an electronic work order system enabling school staff to communicate unscheduled maintenance needs, urgent repairs, or special projects. Teachers and staff submit requests for unscheduled maintenance and special projects to the senior custodian; the senior custodian then evaluates each request and either assigns the project to site custodians or submits a work order to M&O for resolution. Most of Joshua Tree Elementary repairs and maintenance projects are performed by the district’s highly qualified, professional trade specialists or third party vendors, depending upon the scope of the project. Emergency situations are immediately called in to M&O and resolved either by the school’s custodial staff or district maintenance staff, based upon thenature of the situation.
A team of day and evening custodians are assigned to Joshua Tree Elementary and work closely withthe principal for routine maintenance, daily custodial duties, and special events. The principal and senior custodian communicate daily regarding campus cleaning needs and safety concerns. Every morning before school begins, the senior custodian inspects the campus facilities for safety hazards, graffiti,or other conditions that require removal prior to students and staff entering school grounds. The evening custodian performs a second inspection of the campus when securing facilities at the end of each day.
The day custodians are responsible for cafeteria setup/cleanup, school activity setups, minor maintenance, outside grounds areas cleaning, sweeping sidewalks, security checks, and keeping restrooms clean and stocked. Restrooms are monitored and checked by the senior custodian throughout the day as a proactive measure in eliminating vandalism and keeping facilities safe, sanitary, and stocked. The evening custodians are responsible for general cleaning of classrooms (including sanitizing desktops), restrooms, kitchen, and library. When students are on winter and summer break, custodians perform a thorough, detailed cleaning throughout the campus.Students are safe on campus before, during, and after school.
Custodians follow a rigid set of cleaning standards approved by the Morongo Unified School District.Each custodian receives both classroom and on-the-job training from the district’s Director of Maintenance & Operations and the district’s Custodial Supervisor. Senior custodians are responsible for monitoring school cleaning procedures and practices to ensure students are provided a clean, orderly, and safe learning environment every day.
San Bernardino County Williams Inspection Results
On an annual basis, representatives from the San Bernardino County Superintendent of Schools visit Morongo Unified School District’s schools that are in the API Decile Ranks 1-3. The inspection is designed to evaluate and verify that school facilities conditions are in “good repair” and that any deficiencies are accurately reported in the School Accountability Report Cards. The most recent facility inspection completed by the county took place on September 13, 2016. Results of the inspection and corrective action taken by the district are provided in the table below.
School Inspections
Joshua Tree Elementary works closely with the Maintenance & Operations Department (M&O) for larger projects, routine facilities maintenance projects, and school inspections. The most recent facilities inspection at Joshua Tree Elementary took place on September 13, 2016. Schools are required by state law to report the condition of their facilities; the School Inspection table illustrated below in this report identifies the state-required inspection areas and discloses the operational status in each of those areas. During the 2016-17 school year, 100% of student restrooms were fully operational and available for use at all times. There is sufficient space for all students and staff.
Deferred Maintenance
Deferred maintenance projects generally include roofing, plumbing, heating, air conditioning, electrical systems, interior/exterior painting, and floor systems. During the 2016-17 school year, Joshua Tree Elementary did not receive any repairs from deferred maintenance funds. There are no plans for any immediate improvements other than the regular routine maintentaince.
School Facility Good Repair Status (Most Recent Year)Year and month in which data were collected: September 13, 2016
System Inspected / Repair Status / Repair Needed and
Action Taken or Planned
Good / Fair / Poor
Systems:
Gas Leaks, Mechanical/HVAC, Sewer / X
Interior:
Interior Surfaces / X
Cleanliness:
Overall Cleanliness, Pest/ Vermin Infestation / X
Electrical:
Electrical / X / In the Multi-Purpose room there were lighting fixtures or bulbs that were not functioning or were missing, but the custodian remedied this immediately on 9/13/16
Restrooms/Fountains:
Restrooms, Sinks/ Fountains / X / Soap dispenser damaged in boys' restroom outside of room 2, and the girls' restroom next to room 18, and in room 7. The paper towel dispenser in room 7 was empty and that was remedied immediately on 9/13/16
Safety:
Fire Safety, Hazardous Materials / X
Structural:
Structural Damage, Roofs / X
External:
Playground/School Grounds, Windows/ Doors/Gates/Fences / X
Overall Rating / Exemplary / Good / Fair / Poor
------ / X
2015-16 School Accountability Report Card for Joshua Tree Elementary School Page 1 of 12
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
•Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and
•The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study
2015-16 CAASPP Results for All StudentsSubject / Percent of Students Meeting or Exceeding the State Standards
(grades 3-8 and 11)
School / District / State
14-15 / 15-16 / 14-15 / 15-16 / 14-15 / 15-16
ELA / 23 / 30 / 41 / 42 / 44 / 48
Math / 21 / 23 / 29 / 27 / 34 / 36
*Percentages are not calculated 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.
CAASPP Results for All Students - Three-Year ComparisonSubject / Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
School / District / State
13-14 / 14-15 / 15-16 / 13-14 / 14-15 / 15-16 / 13-14 / 14-15 / 15-16
Science / 62 / 45 / 39 / 62 / 53 / 49 / 60 / 56 / 54
*Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. 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.
GradeLevel / 2015-16 Percent of Students Meeting Fitness Standards
4 of 6 / 5 of 6 / 6 of 6
---5--- / 35.1 / 24.3 / 21.6
*Percentages are not calculated 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.
2015-16 School Accountability Report Card for Joshua Tree Elementary School Page 1 of 12
2015-16 CAASPP Results by Student GroupScience (grades 5, 8, and 10)
Group / Number of Students / Percent of Students
Enrolled / with Valid Scores / w/ Valid Scores / Proficient or Advanced
All Students / 39 / 38 / 97.4 / 39.5
Male / 21 / 21 / 100.0 / 42.9
Female / 18 / 17 / 94.4 / 35.3
White / 26 / 25 / 96.2 / 44.0
Socioeconomically Disadvantaged / 34 / 33 / 97.1 / 39.4
*Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. 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.
School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA)Disaggregated by Student Groups, Grades Three through Eight and Eleven
Student Group / Grade / Number of Students / Percent of Students
Enrolled / Tested / Tested / Standard Met or Exceeded
All Students / 3 / 44 / 44 / 100.0 / 36.4
4 / 60 / 58 / 96.7 / 22.4
5 / 39 / 38 / 97.4 / 26.3
6 / 41 / 39 / 95.1 / 38.5
Male / 3 / 18 / 18 / 100.0 / 27.8
4 / 32 / 31 / 96.9 / 9.7
5 / 22 / 22 / 100.0 / 22.7
6 / 24 / 22 / 91.7 / 36.4
Female / 3 / 26 / 26 / 100.0 / 42.3
4 / 28 / 27 / 96.4 / 37.0
5 / 17 / 16 / 94.1 / 31.3
6 / 17 / 17 / 100.0 / 41.2
Black or African American / 3 / -- / -- / -- / --
4 / -- / -- / -- / --
5 / -- / -- / -- / --
6 / -- / -- / -- / --
American Indian or Alaska Native / 3 / -- / -- / -- / --
5 / -- / -- / -- / --
6 / -- / -- / -- / --
Asian / 4 / -- / -- / -- / --
Filipino / 3 / -- / -- / -- / --
Hispanic or Latino / 3 / 12 / 12 / 100.0 / 8.3
4 / 19 / 18 / 94.7 / 11.1
5 / -- / -- / -- / --
6 / -- / -- / -- / --
Native Hawaiian or Pacific Islander / 3 / -- / -- / -- / --
White / 3 / 24 / 24 / 100.0 / 37.5
4 / 34 / 33 / 97.1 / 30.3
5 / 26 / 25 / 96.2 / 36.0
6 / 24 / 23 / 95.8 / 26.1
Two or More Races / 3 / -- / -- / -- / --
4 / -- / -- / -- / --
6 / -- / -- / -- / --
Socioeconomically Disadvantaged / 3 / 40 / 40 / 100.0 / 37.5
4 / 52 / 51 / 98.1 / 19.6
5 / 33 / 32 / 97.0 / 18.8
6 / 34 / 32 / 94.1 / 34.4
English Learners / 3 / -- / -- / -- / --
4 / -- / -- / -- / --
6 / -- / -- / -- / --
Students with Disabilities / 3 / -- / -- / -- / --
4 / 17 / 17 / 100.0
5 / -- / -- / -- / --
6 / -- / -- / -- / --
Foster Youth / 3 / -- / -- / -- / --
4 / -- / -- / -- / --
5 / -- / -- / -- / --
6 / -- / -- / -- / --
ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.