Victoria Elementary School

School Information

School Name: Victoria Elementary School
District Name: Newport Mesa UnifiedSchool District
School Address: 1025 Victoria, Costa Mesa, CA 92627
School Phone: 949.515.6985
School Fax: 949.515.6841
Principal: Linda Tenno
Principal E-Mail: ltenno@nmusd.us
Web Address: http://victoria.schoolloop.com/

Demographics

Number of Students:  382 (K-6)
Number eligible for Free and Reduced Lunch: 252
Percent of Limited English Proficient: 41%
Percent of Special Education:  19%
Racial/Ethnic Percentages:

• White: 30%
• Black: .01%
• Hispanic: 62%
• Asian: 3%
• Other: 4%

 

Student Achievement Data:

Percent of Students Passing California Assessment (School/State)

 

Grade: 3	Math	ELA
2006-07	64/58	51/37
2007-08	74/61	57/38
2008-09	78/64	54/44
2009-10	72/65	54/44

 

Grade: 4	Math	ELA
2006-07	59/56	60/51
2007-08	62/61	67/55
2008-09	72/66	79/61
2009-10	68/68	74/63

 

Grade: 5	Math	ELA	Science
2006-07	68/49	48/44	56/37
2007-08	73/51	61/48	70/46
2008-09	66/57	71/54	62/49
2009-10	68/60	67/58	N/A

 

Grade: 6	Math	ELA
2008-09	62/49	63/52
2009-10	35/52	56/56

 

Please comment on any aspect of the data that you believe is particularly significant.

Victoria School’s scores, in almost every area, were higher than California’s State test average. This year, in 2010, we are focusing on delivering more targeted interventions in the area of math, so that sustained student progress can occur.

 

Please present additional information that indicates your efforts to build a professional learning community have had a positive impact on students and/or teachers.

The philosophy developed at Victoria School is to promote a motivating child-centered environment that stresses excellence in all areas, fosters individuality, instills a caring attitude for peers, and focuses on quality education. The motto at Victoria is “Rising Above” and we, as a school community, feel strongly that all children are extremely capable of reaching new heights.

We have an exceptionally capable staff who models high expectations. We believe that we have a commitment and responsibility to develop a challenging scholastic program for each student, and to celebrate our students’ academic excellence, not only when acquiring basic skills, but also when achieving more challenging benchmarks and personal aspirations. Our educational program focuses on inspiring students to achieve at the proficient and advanced levels on state content standards, as well as paying attention to the “whole child.”

Victoria’s professional learning community includes all stakeholders and everyone is committed to the same vision and goal. The mission at Victoria is “To become a community of learners where creativity and academic excellence are valued, where self and others are deemed worthy of respect and treated accordingly, and where students, parents, staff, and community share the responsibility to work cooperatively toward the success of that mission.” We are here to provide an outstanding learning environment and high quality education for all students.

As Thomas Edison once said, “Touch the match of enthusiasm to the fuse of energy and let yourself explore.” Our desire is to spark that enthusiasm in each student. We want the children’s years spent with us to be the very best.

 

Please elaborate strategies you have found to be effective in the following areas:

1. Monitoring student learning on a timely basis.

- Teachers have been trained in the use of research-based strategies and understand the importance of using current and accurate data to drive instruction.
-At the beginning of each year, teachers meet in grade-level groups to review standardized testing results from the previous year. Teachers examine data which is disaggregated by gender, socioeconomic status, EL proficiency, CELDT data, school wide and district measures. Patterns, trends, areas of strength, and areas for improvement are discussed. As a school, based on the findings, SMART goals are established and those essential standards remain the focus throughout the year.
- Teachers utilize data throughout the year to establish long and short-term goals for students by grade level, across grade levels, and for the school as a whole. Teachers analyze test results and collaborate to find the instructional strategies that will lead to maximum student success
-This year, Victoria teachers had the opportunity to collaborate with other district teachers in grade level teams, to determine essential standards in language arts and math. At least one standard in each curricular area was further discussed to provide teachers with a template to successfully teach this standard in their classrooms. At each school site, teachers are now working in grade level teams to develop templates for the remainder of the essential standards in language arts and math.
- Teachers discuss with the grade levels above and below what students are expected to learn, and which essential standards would best prepare students for their upcoming grade the following year.
- Student progress is monitored by use of district pacing guides in English Language Arts, Math and English Language Development, and by the use of summative assessments in reading, benchmark assessments in math, and portfolios in English Language Development.
- Along with the district assessments, student evaluations are on-going throughout the year. Individual teachers and grade levels analyze the results of district, publisher and teacher created assessments on a daily, weekly and monthly basis. Teachers meet by grade levels to discuss results and student progress toward meeting grade level standards.

2. Creating systems of intervention to provide students with additional time and support for learning.

- All students have access to the core curriculum and those who struggle academically are offered a multilayered system of support and assistance. The first interventions take place in the classroom. Teachers include direct instruction, cooperative learning, reciprocal teaching, individualized, small group or one-on-one instruction. Teachers modify the grade level curriculum based on student assessments when needed to re-teach specific standards. Paraprofessionals and bilingual instructional aides also provide assistance to students.
- The RTI (Response to Intervention) process is utilized to identify students who need more intensive interventions. Teachers collaborate with the Intervention teacher and RSP teacher and group students so that they can receive additional small group instruction in the classroom, the intervention room, and/or the resource room. Our “Universal Access” block allows classroom teachers to group students at each grade level, or for small group instruction to meet the needs of students at all levels of performance. The groups remain flexible throughout the year.
- In addition, an intern counselor, school nurse and school psychologist provide services to selected students.
- Before or after school assistance and enrichment programs are provided to students through “Project Success”, Science Academy, Drama Club, School Band, and individual teachers.
- Special attention is also given to high achieving and gifted students, to ensure that their particular instructional needs are met in an appropriate manner. Students are clustered and their program includes differentiated instruction, adding depth and complexity to the core curriculum.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

- The strong foundation and belief at Victoria is that all decisions are made on what is best for students
- All staff and grade level meetings occur on a regular basis throughout the year to determine best practices, examine student data, reflect upon strategies and assure that we are on target with the essential standards.
- The school restructured days to allow early release on Wednesdays for school and grade level collaboration time.
- Kindergarten teachers and sixth grade teachers collaborate with pre-school and middle school to look at essential standards and key goals.
- School philosophy is that all students belong to everyone and the entire staff promotes learning.

List awards and recognitions your school has achieved:

- No Child Left Behind – National Blue Ribbon School 2007
- California Distinguished School 2000 and 2006
- Title I Academic Achievement Award School 2005, 2006, 2007, 2008, and 2009
- California Business for Education Excellence Honor Roll School 2009