SARC - ELITE PUBLIC SCHOOLS
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SARC
2019-20
School Accountability
Report Card
Published in 2020-21
ELITE Public Schools
Grades TK-10
CDS Code 48-10488-0139030
Dr. Ramona Bishop
President/CEO
drramonabishop@elitepublicschools.org
100 Whitney Drive
Vallejo, CA 94589
(707) 652-3142
www.elitepublicschools.org
Indipendent charter school authorized by Solano County Office of Education
SARC ELITE Public Schools 2
President/CEO's Message
ELITE Public Schools is a TK-12 charter public school located within the boundaries of Vallejo City Unified
School District (VCUSD). ELITE stands for Equipping Leaders through Innovation, Technology and Engineer-
ing.
The educational experience for students in ELITE Public Schools is designed to ensure that students meet rig-
orous academic standards while being exposed to curricular and extracurricular offerings that prepare them
to enter prestigious four-year colleges and universities and become global leaders.
ELITE is comprised of four design elements that form the foundation of our success:
entrepreneurial skill development, language development, a dual immersion pathway, and the African Amer-
ican and Latino cultural heritage program. These elements provide students with the opportunity to invent,
discover and develop themselves to achieve the necessary skills to be successful as they move forward in
their lives and careers.
ELITE offers additional features that include:
• Full-day transitional kindergarten (TK) and kindergarten (K)
• Sports programs
School Accountability
• Cognitive development activities
Report Card
• Warriors for Social Justice program In accordance with state and federal
requirements, the School Accountability
• Access to, and effective use of, technology Report Card (SARC) is put forth annually
• Engineering pathway by all public schools as a tool for parents
ELITE will be located within the boundaries of VCUSD and will serve students in grades TK-12. The school and interested parties to stay informed of
opened in fall 2019 with an initial total enrollment of 548 students, growing to 821 students in year two, 1,063 the school’s progress, test scores
students in year three and reach full enrollment of 1,212 students in year four. and achievements.
ELITE’s program is designed to meet the individual needs of students. Students who are at or above grade
level will participate in skill enhancement and enrichment activities throughout the day. Students who are
below grade level standards will participate in skill-building activities and receive support to make acceler-
ated progress toward meeting standards. ELITE staff members will focus on accelerating the achievement of
all students and eliminate the opportunity gap.
Parental Involvement School Mission Statement
School Leadership Team Our mission is to ensure all students reach
their fullest potential through access to
The school leadership team is responsible for the implementation of the school’s Local Control Account- learning spaces that honor and celebrate
ability Plan (LCAP). The team is composed of teacher leaders from each grade level span and subject area, students’ rich cultural heritage and chal-
student leaders, classified staff leaders, parent leaders and representatives from school administration. The lenge them with rigorous and relevant
team is facilitated by the principal and meets on a quarterly basis, and more regularly when deemed neces- learning experiences designed to make
sary. The team monitors school and program effectiveness in the areas of academic achievement, school them active participants in their own
culture and climate issues, and school partnerships. success.
Activities of the School Leadership Team are as follows:
• Assists in the development of, reviews and approves the school’s accountability plan (LCAP, which
includes a plan for expenditure of federal funding as well).
• Monitors program effectiveness by tracking progress toward meeting LCAP goals and objectives. School Vision Statement
• Assists with the development of school policy in alignment with the ELITE Policy Handbook. Students will graduate trilingual (pro-
• Makes recommendations for staff professional development. ficient in English, Spanish and Coding),
with the confidence and competence to
• Makes recommendations for student activities.
matriculate into four-year universities and
• Provides guidance on the development of the school calendar. become global entrepreneurs and leaders.
Parent Advisory Committee
Parent leadership is critical to the success of ELITE. The Parent Advisory Committee (PAC) is composed of
representatives from each of the parent committees in the school (including but not limited to the School
Site Council, English Learner Advisory Committee and the Parent Teacher Association). A representative from
the PAC serves on the School Site Leadership Team. The PAC meets on a quarterly basis. Activities of the PAC
are as follows:
• Provide support and assistance to the principal as they work to bring the mission and vision of ELITE
to fruition
ELITE: Equipping Leaders through
• Assist with staff appreciation efforts
• Assist with student award programs and student activities
Innovation, Technology and Engineering.
• Serve as a liaison for all families, providing feedback on school operations and activities for the purpose
of continuous improvement
• Provide input on the development of school plans
• Assist with family appreciation efforts and events
• Assist with fundraising
Continued on page 3
SARC ELITE Public Schools 3
School Safety Parental Involvement
It is a priority of the administration and staff of ELITE Public Schools that every student who attends our Continued from page 2
schools will be provided with an environment in which the students not only feel physically safe, but also
School Site Council
experience a positive school climate in all activities both in and out of the classroom. Our administration and
staff desire to provide an orderly, caring and nondiscriminatory learning environment in which all students On at least a quarterly basis, ELITE
can feel comfortable and take pride in their school and their achievements. Our administration encourages convenes a meeting of the School Site
staff to teach students the meaning of equality, human dignity and mutual respect, and to employ coopera- Council. The council consists of a relative
tive learning strategies that foster positive interactions in the classroom among students from diverse back- percentage of teachers, other staff mem-
grounds. Students shall have opportunities to voice their concerns about school policies and practices and bers, parents, students and administra-
to share responsibility for solving problems that affect their school. Staff shall encourage and reward success tors. The membership is determined by a
and achievement, participation in community projects and positive student conduct. Our school promotes democratic process outlined in Education
nonviolent resolution techniques in order to encourage attitudes and behaviors that foster harmonious rela- Code 52852. This council is responsible
tions. Staff shall receive training which implements and supports conflict resolution. for final approval of the Local Control Ac-
countability Plan and the School Site Plan,
Appropriate Student & Staff Relationships: It is important to build relationships with students that are
which may be merged into one document.
professional and appropriate. Healthy relationships with students help to establish trust, and give the staff
The council is also responsible for:
members an opportunity to talk with students one on one to prevent and identify challenges, barriers and
obstacles students may be having. • Monitoring and tracking progress
toward ensuring that all students
Administrative Support: Staff cannot be effective unless they know they have support from the administra- meet grade level standards, particu-
tion from the top down. Building staff must reinforce this in buildings so that staff not only feels support but larly those that have been historically
they know they are supported. underserved.
Cleanliness of Facility: Our facilities maintain a level of cleanliness both inside and out. ELITE faculty and • Approves and monitors budgets and
staff model the behavior by picking up litter that is on the ground and working with operations staff to en- approves budget adjustments for
sure a clean environment. restricted funds and LCAP funds.
Crisis Management Plans: Faculty and staff ensure that drills and opportunities to practice the safety plan • Makes recommendations to the
are implemented so that in the event of an incident all staff will know how to respond. ELITE board of directors regarding
general school programming and
School Pride: A well-established level of pride is evident at the time a visitor walks in the building. This
operations.
includes the friendliness of staff, an organized and clean front office, student work displays, billboards that
reflect the correct information, etc. • Monitors and tracks progress toward
meeting LCAP, Western Association
School Uniform Policy: A school uniform policy must be fair, firm and consistent. This process must be of Schools and Colleges (WASC) and
established at the beginning of the school year; and be a part of the school culture and not utilized as a Single Plan goals and outcomes.
management tool to target certain students.
• Monitors the effectiveness of and
Student Pass Procedures: Student management and supervision is critical in any school environment, know- makes recommendations for future
ing where students are at all times will help to reduce school related incidents. Ensuring that all staff is imple- professional development programs.
menting an effective student hall pass procedure reduces the opportunity for students to misbehave during
• Makes recommendations on the final
non-supervised times.
school calendar.
Staff Meetings: Staff meetings are an opportunity for school administrators and staff to learn critical in-
English Learner Advisory Committee
formation to assist them in the management of the building and the management of a potential crisis. It is
designed to bring the latest information and best practices to all staff members. The ELAC meets quarterly. The ELAC
monitors and supports the progress for
Positive Behavior Intervention Support (PBIS): PBIS is a proactive approach to establishing the behavioral
English learners at ELITE. ELITE has an
supports a student needs to be successful in school.
intentional focus on providing quality
Each classroom has their own expectations and are posted. Students receive positive referrals/acknowledge- programming for English learners. By law,
ments for exhibiting expectations. Staff refer to expectations when redirecting students. Staff utilizes positive the committee is required to monitor
reinforcement and positive language when engaging with students. student language surveys and assessment
outcomes, the school’s annual language
Perimeter Patrols: All faculty and staff keep a watchful eye on the school environment. Checking risk areas
census, and English learner student
of the school including bathrooms, doors, parking lots, etc.
enrollment. The committee is responsible
Restorative Practices: A strategy that seeks to repair relationships that have been damaged, including those for conducting a needs assessment, and
damaged through bullying. It does this by bringing about a sense of remorse and restorative action on the making recommendations to the School
part of the offender and forgiveness by the victim. Restorative Circles are utilized to build community, check Site Council as to how to strengthen the
in with students, and resolve student/staff/parent conflicts. program and ensure that English learners
are making progress toward reaching
Incident Reports: An official school record of a school related event reported to school officials and main-
English proficiency.
tained as a record of events.
Mandated School Security Training: Each year, staff participate in security training programs that trains all
school staff in the best practices of school safety and security.
Nutrition Services: The schools meals program ensures students are receiving nutritionally balanced, low
cost meals while attending school.
Staff That Believes It Can Happen: Probably the most important component of all is staff that remains posi-
tive, and believes that they can make a difference in a student’s life by utilizing the mentioned strategies to
reduce school disruption and by creating a positive and nurturing school culture.
The school safety plan was last reviewed, updated and discussed with school faculty and staff in August 2020.
SARC ELITE Public Schools 4
Enrollment by Student Group Enrollment by Grade
The total enrollment at the school was 498 students for the 2019-20 school year. The pie chart displays the The bar graph displays the total number
percentage of students enrolled in each group. of students enrolled in each grade for the
2019-20 school year.
Demographics 2019-20 School Year
2019-20 Enrollment by Grade
Native Hawaiian
Hispanic or Latino White
or Pacific Islander
30.7% 1.8% Socioeconomically
Filipino 1.4% 63.90% K
Two or More disadvantaged 128
1.2%
Races
Asian 2.4% English learners 11.00% 1 57
1.0% No Response
Students with 2 49
American Indian 3.4% 8.60%
or Alaska Native disabilities
3 34
0.4%
Foster youth 0.40%
4 56
Black or Homeless 0.00%
African-American 5 48
57.6%
6 68
7 32
Class Size Distribution
The bar graph displays the three-year data for average class size, and the table displays the three-year data 8 26
for the number of classrooms by size. The number of classes indicates how many classrooms fall into each
size category (a range of total students per classroom). At the secondary school level, this information is
reported by subject area rather than grade level.
Average Class Size Three-Year Data
17-18 18-19 19-20
25 25 25 25 25 25 25 25 25
K 1 2 3 4 5 6 7 8
Number of Classrooms by Size Three-Year Data
2017-18 2018-19 2019-20
Number of Students
Grade
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K 3
California School
1 2 Dashboard
2 2 The California School Dashboard (Dash-
board) https://www.caschooldashboard.
3 2 org/ reflects California’s new accountabil-
ity and continuous improvement system
4 2 and provides information about how
LEAs and schools are meeting the needs
5 2 of California’s diverse student popula-
tion. The Dashboard contains reports that
6 2
display the performance of LEAs, schools,
7 2 and student groups on a set of state and
local measures to assist in identifying
8 1 strengths, challenges, and areas in need of
improvement.
ELITE Public Schools first opened in the 2019-20 school year, therefore no data is available.
SARC ELITE Public Schools 5
CAASPP Test Results in Science for All Students California Assessment of
(grades 5, 8 and high school) Student Performance
The new California Science Test (CAST) was first administered operationally during the 2018–19 school year. and Progress (CAASPP)
The table below shows the percentage of students meeting or exceeding the state standards.
For the 2019-20 school year, the CAASPP
consists of several key components,
Percentage of Students Meeting or Exceeding State Standards Two-Year Data including:
California Alternate Assessments (CAA)
ELITE Solano COE California test includes both ELA/literacy and
Subject 18-19 19-20 18-19 19-20 18-19 19-20 mathematics in grades 3-8 and 11 and
science in grades 5, 8 and high school.
Science ± 5% ± 30% ± The CAA is given to those students with
the most significant cognitive disabilities
whose current individualized education
program (IEP) designates an alternate
assessment.
Smarter Balanced Assessments
CAASPP Test Results in ELA and Mathematics for All Students include ELA/literacy and mathematics
in grades 3-8 and 11. Smarter Balanced
(grades 3-8 and 11) Assessments are designed to measure
The table below shows the percentage of students meeting or exceeding the state standards in English lan- student progress toward college and
guage arts (ELA)/literacy and mathematics. career readiness.
The assessments under CAASPP show how
Percentage of Students Meeting or Exceeding State Standards Two-Year Data well students are doing in relation to the
state-adopted content standards. On each
ELITE Solano COE California of these assessments, student aggregate
scores are reported as achievement
Subject 18-19 19-20 18-19 19-20 18-19 19-20 standards. For more information on the
CAASPP assessments, please visit www.
English language arts/literacy ± 6% ± 51% ± cde.ca.gov/ta/tg/ca.
Mathematics ± 0% ± 40% ±
California Physical Fitness Test
Each spring, all students in grades 5, 7 and 9 are required to participate in the California Physical Fitness Test
(PFT). The Fitnessgram is the designated PFT for students in California public schools put forth by the State
Board of Education. The PFT measures six key fitness areas:
1. Aerobic Capacity 4. Abdominal Strength and Endurance CAASPP by Student Group:
2. Body Composition 5. Upper Body Strength and Endurance Science, English Language
3. Flexibility 6. Trunk Extensor Strength and Flexibility Arts and Mathematics
Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary The tables on the following pages display
goal of the Fitnessgram. The table shows the percentage of students meeting the fitness standards of being the percentage of students that met or ex-
in the “healthy fitness zone” for the most recent testing period. For more detailed information on the Califor- ceeded state standards in science, English
nia PFT, please visit www.cde.ca.gov/ta/tg/pf. language arts/literacy and mathematics
for the school by student groups.
California Physical Fitness Test 2019-20 School Year
The “percentage met or exceeded” is
calculated by taking the total number of
Percentage of Students Meeting Fitness Standards ELITE
students who met or exceeded the stan-
Grade 5 Grade 7 dard on the Smarter Balanced Summative
Assessment plus the total number of stu-
Four of six standards ± ± dents who met the standard on the CAA
divided by the total number of students
Five of six standards ± ± who participated in both assessments.
Note: The number of students tested
Six of six standards ± ± 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 percent-
ages. The achievement level percentages
are calculated using only students who
ELITE Public Schools first opened in the 2019-20 school year, therefore no data is available. received scores.
± The 2019-20 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waives
the requirement for statewide testing for the 2019-20 school year.
SARC ELITE Public Schools 6
CAASPP Results by Student Group: Science (grades 5, 8 and high school)
Percentage of Students Meeting or Exceeding State Standards 2019-20 School Year
English Language Arts
Percentage Percentage Percentage
Group Total Enrollment Number Tested
Tested Not Tested Met or Exceeded
All students ± ± ± ± ±
Male ± ± ± ± ±
Female ± ± ± ± ±
Black or African-American ± ± ± ± ±
American Indian or Alaska Native ± ± ± ± ±
Asian ± ± ± ± ±
Filipino ± ± ± ± ±
Hispanic or Latino ± ± ± ± ±
Native Hawaiian or Pacific Islander ± ± ± ± ±
White ± ± ± ± ±
Two or more races ± ± ± ± ±
Socioeconomically disadvantaged ± ± ± ± ±
English learners ± ± ± ± ±
Students with disabilities ± ± ± ± ±
Students receiving Migrant Education services ± ± ± ± ±
Foster Youth ± ± ± ± ±
Homeless ± ± ± ± ±
± The 2019-20 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waives the requirement for statewide testing for the 2019-20 school
year.
SARC ELITE Public Schools 7
CAASPP Results by Student Group: English Language Arts (grades 3-8)
Percentage of Students Meeting or Exceeding State Standards 2019-20 School Year
English Language Arts
Percentage Percentage Percentage
Group Total Enrollment Number Tested
Tested Not Tested Met or Exceeded
All students ± ± ± ± ±
Male ± ± ± ± ±
Female ± ± ± ± ±
Black or African-American ± ± ± ± ±
American Indian or Alaska Native ± ± ± ± ±
Asian ± ± ± ± ±
Filipino ± ± ± ± ±
Hispanic or Latino ± ± ± ± ±
Native Hawaiian or Pacific Islander ± ± ± ± ±
White ± ± ± ± ±
Two or more races ± ± ± ± ±
Socioeconomically disadvantaged ± ± ± ± ±
English learners ± ± ± ± ±
Students with disabilities ± ± ± ± ±
Students receiving Migrant Education services ± ± ± ± ±
Foster Youth ± ± ± ± ±
Homeless ± ± ± ± ±
± The 2019-20 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waives the requirement for statewide testing for the 2019-20 school
year.
SARC ELITE Public Schools 8
CAASPP Results by Student Group: Mathematics (grades 3-8)
Percentage of Students Meeting or Exceeding State Standards 2019-20 School Year
Mathematics
Percentage Percentage Percentage
Group Total Enrollment Number Tested
Tested Not Tested Met or Exceeded
All students ± ± ± ± ±
Male ± ± ± ± ±
Female ± ± ± ± ±
Black or African-American ± ± ± ± ±
American Indian or Alaska Native ± ± ± ± ±
Asian ± ± ± ± ±
Filipino ± ± ± ± ±
Hispanic or Latino ± ± ± ± ±
Native Hawaiian or Pacific Islander ± ± ± ± ±
White ± ± ± ± ±
Two or more races ± ± ± ± ±
Socioeconomically disadvantaged ± ± ± ± ±
English learners ± ± ± ± ±
Students with disabilities ± ± ± ± ±
Students receiving Migrant Education services ± ± ± ± ±
Foster Youth ± ± ± ± ±
Homeless ± ± ± ± ±
± The 2019-20 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waives the requirement for statewide testing for the 2019-20 school
year.
SARC ELITE Public Schools 9
Textbooks and Instructional Materials Availability of Textbooks
The textbook committee is composed of administration, teachers, parents and students. The committee and Instructional Materials
spent about 2-4 weeks reviewing curriculum and met with curriculum developers. The committee put forth
The following lists the percentage of
their recommendation to the governing board for approval. All curriculum adopted is aligned to the curricu-
pupils who lack their own assigned text-
lum framework adopted by the California State Board of Education.
books and instructional materials.
Textbooks and Instructional Materials List 2020-21 School Year Percentage of Students
Lacking Materials by Subject
Subject Textbook Adopted
2020-21 School Year
Reading/language arts Benchmark Advance/Adelante (TK-6) 2019
Reading/language arts 0%
Reading/language arts CA StudySync ELA with ELD (7-12) 2019
Mathematics 0%
Mathematics Bridges in Mathematics (TK-5) 2019
Science 0%
Mathematics Middle School Math, Courses 1, 2, 3; Carnegie Learning (6-8) 2019
History/social science 0%
Mathematics Algebra I with Computing and Robotics, UC Davis 2019
Visual and performing arts 0%
Mathematics Geometry, Carnegie Learning (10) 2019
Foreign language 0%
Science Benchmark Advance/Adelante (TK-5) 2019
Health 0%
Science Elevate Middle Grades Science (6-8) 2019
Science laboratory
0%
equipment
Science CA Miller Levine Biology 2019
Science CA Experience Chemistry 2019
Currency of Textbooks
History/social science Benchmark Advance/Adelante (TK-5) 2019 This table displays the date when the
most recent hearing was held to adopt a
History/social science Ancient World History, Discovery Education (6) 2019 resolution on the sufficiency of instruc-
tional materials.
History/social science Medieval and Early Modern World History (7) 2019
Currency of Textbooks
History/social science US History (8) 2019 2020-21 School Year
Foreign Language Español Santillana: Spanish 1 and 2 2019 Data collection date ³
³ Charter schools are not required to display
Health Pearson Health 2019
this data.
Computer Science Robotics in Technologies, UC Davis 2020
Computer Science Intro to Computer Programming, UC Davis 2020
Computer Science Computing with Robotics, UC Davis 2020
Types of Services Funded
Quality of Textbooks Students have access to the following
The following table outlines the criteria required for choosing textbooks and instructional materials. services:
• Homeless Services
Quality of Textbooks 2020-21 School Year • Foster Youth Services
• Engineering Academy
Criteria Yes/No
• Gifted and Talented Education—ad-
Are the textbooks adopted from the most recent state-approved or local vancement through the SST process
Yes
governing-board-approved list?
• Full Service Community School
Are the textbooks consistent with the content and cycles of the curriculum Services—socio-emotional support
Yes
frameworks adopted by the State Board of Education? services for all students on an as-
needed basis
Do all students, including English learners, have access to their own textbooks
Yes
and instructional materials to use in class and to take home?
SARC ELITE Public Schools 10
School Facility Good Repair Status
The table shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or
equivalent school form. This inspection determines the school facility’s good repair status using ratings of
good condition, fair condition or poor condition. The overall summary of facility conditions uses ratings of
exemplary, good, fair or poor.
School Facility Good Repair Status 2020-21 School Year
Items Inspected Repair Status
Systems: Gas leaks, sewer, mechanical systems (heating, ventilation and HVAC) Poor
Interior: Interior surfaces (floors, ceilings, walls and window casings) Fair
School Facilities
Cleanliness: Pest/vermin control, overall cleanliness Good
ELITE is located on the former Elsa Wid-
enmann campus within the Vallejo City
Electrical: Electrical systems Poor
Unified School District. There is a Memo-
randum of Understanding (MOU) between
Restrooms/fountains: Restrooms, sinks and drinking fountains Fair the two entities, as VCUSD is the owner
of the property. The school is maintained
Safety: Fire safety, emergency systems, hazardous materials Poor through a collaborative agreement, with
some shared responsibilities for mainte-
Structural: Structural condition, roofs Fair nance as outlined in the MOU.
The school was built in 1931. There are 25
External: Windows/doors/gates/fences, playgrounds/school grounds Poor
classrooms and three portables used by
ELITE.
Overall summary of facility conditions Poor
The school features an engineering lab/
Date of the most recent school site inspection 9/5/2019 * library, a gymnasium, outdoor play facili-
ties, including grass area and three play
Date of the most recent completion of the inspection form 9/5/2019 * structures, and two student wellness
rooms.
* Due to COVID 19, there has been no facilities inspection during the 2020-21 school year. The school is in good condition and is
cleaned on a daily basis. Items outlined
in the FIT form have been addressed. The
janitorial staff includes one full-time plant
manager and a part-time staff person to
assist with nighttime cleaning. The plant
manager is responsible for light repairs
and, if necessary, the school works with
Deficiencies and Repairs a handyman to address other issues for
The table lists the repairs required for all deficiencies found during the site inspection. Regardless of each which the school is responsible. If the is-
item’s repair status, all deficiencies are listed. For all items inspected that were found to not be in “good sue is a major issue, it may be handled by
repair,” a work-order has been created and maintenance will be done before the end of the 2020-21 school the staff of the Vallejo City Unified School
year. Maintenance items will be prioritized so that student safety is not compromised. District.
There are sufficient classroom, playground
Deficiencies and Repairs 2020-21 School Year and staff spaces to support teaching and
learning.
Items Inspected Deficiencies and Action Taken or Planned The principal is in charge of overall school
maintenance, and ensures that issues
Systems 3rd grade room: A/C is not working needing attention are addressed in a
timely manner so that the school is safe,
4th grade room: Board sticks; ceiling damage.
clean and in good repair.
Interior Girl's restroom: Peeling paint on vents; exposed/hole in wall; ceiling
Students are kept safe on school grounds
paint is peeling; cracks in the floor
before, during and after school through
Electrical There is no working bell system for safety drills active staff supervision and implemen-
tation of PBIS, which supports positive
student behavior based on clearly com-
Restrooms/fountains Boy's restroom: Faucet not working, no running water
municated rules for student conduct.
Safety There is no working bell system for safety drills There is a planned move of one of the
play structures to allow for the track to be
Boy's locker room: Holes in walls; piping exposed; drains cracked; fully functional. This improvement should
platform is peeling; exterior is splintered and weather worn. be made some time in the spring of 2021.
Structural The school will continue to invest in the
Main office: Damaged ceiling tiles
athletic facilities to the extent possible so
Girl's restroom: Door missing a lock; drain in bathroom cracked that they may be used for the purpose of
Cracked asphalt; tree is uplifting asphalt and creating a hazard; tables practice or competition as we integrate
External and benches need paint and are splintered. our high school athletic program.
Girl's restroom: missing windowSARC ELITE Public Schools 11
Professional Development Suspensions and
Staff members receive high-level training on a weekly basis. ELITE administrative staff members and hired Expulsions
consultants provide professional development and coaching in all curriculum areas. Professional develop-
This table shows the school, district, and
ment occurs throughout the school year.
state suspension and expulsion rates. The
ELITE's Professional Learning Community (PLC) affords teachers the opportunity to work with professional 2019-20 suspension and expulsion rate
colleagues, with an undying commitment to professionalism, collaboration and constant learning. ELITE is a data are not comparable to prior year
school founded on best practices, innovative initiatives and the search for excellence. The school strives to data because the 2019-20 school year is
make teaching public by inviting the community and other educators and teachers to observe and learn from a partial school year due to the COVID-19
us. Likewise, we seek out best practices from the educational community. Teachers at ELITE are drawn by the crisis. As such, it would be inappropri-
opportunity to work with like-minded individuals with a commitment to eliminating the expectation gap and ate to make any comparisons in rates of
meeting the ELITE Standards of Excellence. Teachers actively and enthusiastically participate in a Professional suspensions and expulsions in the 2019-
Learning Community. 20 school year compared to prior years.
Note: Students are only counted one time,
According to DuFour (2005), “teachers in a professional learning community engage in continuous inquiry
regardless of the number of suspensions.
about teaching. They are researchers, students of teaching, who observe others teach, have others observe
them, talk about teaching, and help other teachers. In short, they are professionals.”
A professional learning community is characterized by:
Suspension and Expulsion Rates
• Shared mission, vision, values and goals Suspension Rates
• Collective inquiry
17-18 18-19
• Collaborative teams
• Action-research orientation ELITE
• Continuous improvement
• Results orientation Solano COE 4.2% 4.3%
ELITE’s faculty and staff PLC is supported by our professional development model where teachers have op- California 3.5% 3.5%
portunities for daily teacher collaboration/planning and coaching. Teachers meet weekly, and either review
data, share best practices, create lesson plans, or participate in other activities to support the instructional
Expulsion Rates
program, depending on where they are in the cycle of inquiry. Teacher leadership is key to the success of the
Professional Learning Communities. Teachers who are working as content area specialists lead workshops 17-18 18-19
and support other teachers as they work toward mastery at implementation of curriculum elements and/or
culturally responsive instructional strategies. ELITE
Each quarter there is time allocated to review schoolwide student performance data and teacher input. The
PLC provides teachers with additional tools to address the needs of students. Solano COE 0.0% 0.0%
Besides learning, teachers have the responsibility to teach others and to share/exchange knowledge about
best practices. Therefore, teachers have the opportunity and are expected to develop as leaders by: California 0.1% 0.1%
• Observing and giving each other critical feedback
• Leading professional development
Suspension Rates
• Presenting at professional conferences
• Welcoming visiting educators and other observers into their classrooms, mentoring new teachers and 19-20
participating in grade level planning.
ELITE 2.7%
Professional Development Days Three-Year Data
Solano COE 3.6%
2018-19 2019-20 2020-21
California 2.6%
Number of school days dedicated to
staff development and continuous 10 15 Expulsion Rates
improvement
19-20
ELITE 0.0%
Solano COE 0.2%
California 0.1%
“ELITE’s program is designed to meet the individual needs of students.”
ELITE Public Schools first opened in the 2019-20 school year, therefore no data is available.SARC ELITE Public Schools 12
Teacher Qualifications
This table shows information about teacher credentials and teacher qualifications. Teachers without a full cre-
dential include teachers with district and university internships, pre-internships, emergency or other permits,
and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.
Teacher Credential Information Three-Year Data
Solano COE ELITE
Teachers 20-21 18-19 19-20 20-21
With a full credential ± 6 8
Without a full credential ± 14 15
Teaching outside subject area of
± 0 0
competence (with full credential)
Academic Counselors and
School Support Staff
This table displays information about aca-
Teacher Misassignments and Vacant Teacher Positions demic counselors and support staff at the
school and their full-time equivalent (FTE).
This table displays the number of teacher misassignments (positions filled by teachers who lack legal au-
thorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher Ratio of Pupils to
positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of
the school year or semester). Please note that total teacher misassignments includes the number of teacher Academic Counselors and
misassignments of English learners. School Support Staff Data
2019-20 School Year
Teacher Misassignments and Vacant Teacher Positions Three-Year Data
Ratio
ELITE
Pupils to Academic
²
Teachers 18-19 19-20 20-21 counselors
Teacher misassignments of English learners 6 1 Support Staff FTE
Counselor (academic,
Total teacher misassignments 6 1 social/behavioral or career 0.0
development)
Vacant teacher positions 0 0 Library media teacher
0.0
(librarian)
Library media services
0.0
staff (paraprofessional)
Psychologist 1.0
Social worker 0.0
Nurse 0.2
Speech/language/hearing
1.0
specialist
Resource specialist
Public Internet Access (nonteaching)
1.0
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the Califor-
nia State Library). Access to the internet at libraries and public locations is generally provided on 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 at a workstation, and the
ability to print documents.
± Information is not available at this time.
ELITE Public Schools first opened in the 2019-20 school year, therefore no data is available.
² Not applicable.SARC ELITE Public Schools 13
Financial Data School Financial Data
The financial data displayed in this SARC is from the 2018-19 fiscal year. The most current fiscal information The following table displays the school’s
available provided by the state is always two years behind the current school year and one year behind most average teacher salary and a breakdown
other data included in this report. For detailed information on school expenditures for all districts in Califor- of the school’s expenditures per pupil
nia, see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending from unrestricted and restricted sources.
web page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see
the CDE Certificated Salaries & Benefits web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and School Financial Data
salaries for a specific school district, see the Ed-Data website at www.ed-data.org.
2018-19 Fiscal Year
District Financial Data Total expenditures
This table displays district teacher and administrative salary information and compares the figures to the per pupil
state averages for districts of the same type and size based on the salary schedule. Note: The district salary
data does not include benefits. Expenditures per pupil
from restricted sources
Salary Data 2018-19 Fiscal Year Expenditures per pupil
from unrestricted sources
Solano COE Similar Sized District
Annual average
teacher salary
Beginning teacher salary µ µ
Midrange teacher salary µ µ
Highest teacher salary µ µ
Average elementary school principal salary µ µ
Average middle school principal salary µ µ
Average high school principal salary µ µ
Superintendent salary µ µ
Teacher salaries: percentage of budget µ µ
Administrative salaries: percentage of budget µ µ
Financial Data Comparison
This table displays the school’s per-pupil expenditures from unrestricted sources and the school’s average
teacher salary and compares it to the district and state data.
Financial Data Comparison 2018-19 Fiscal Year
Expenditures
Annual Average
Per Pupil From
Teacher Salary
Unrestricted Sources
ELITE
Solano COE ± ±
Expenditures Per Pupil
California $7,750 ± Supplemental/restricted expenditures
come from money whose use is controlled
School and district: percentage difference by law or by a donor. Money that is desig-
nated for specific purposes by the district
School and California: percentage difference
or governing board is not considered
restricted. Basic/unrestricted expenditures
are from money whose use, except for
general guidelines, is not controlled by
µ County Office of Education schools are not required to display this data (Education Code Section 41409.3). law or by a donor.
ELITE Public Schools first opened in the 2019-20 school year, therefore no data is available.
± Information is not available at this time.
Data for this year’s SARC was provided by the California Department of Education and school and district offices. For additional School Accountability Report Card
information on California schools and districts and comparisons of the school to the district, the county and the state, please visit
DataQuest at http://dq.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data,
enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Per Education Code Section 35256, PUBLISHED BY:
each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1.
All data accurate as of December 2020.
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