Belleview Elementary
2023–24 School Accountability Report Card
Reported Using Data from the 2023–24 School Year
California Department of Education
- Address:
- 22736 Kuien Mill Rd.
Sonora, CA , 95370-8331 - Principal:
- Mrs. Carmel Portillo, Superintendent-Principal
- Phone:
- (209) 586-5510
- Grade Span:
- TK-8
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 and access to prior year reports, see the California Department of Education (CDE)
SARC web page at https://www.cde.ca.gov/ta/ac/sa/. - For more information about the LCFF or the LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
- For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
California School Dashboard
The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.
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 may 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.
Admission Requirements for the University of California (UC)
Admission requirements for the UC follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information website at https://admission.universityofcalifornia.edu/.
Admission Requirements for the California State University (CSU)
Eligibility for admission to the CSU is determined by three factors: (1) Specific high school courses, (2) Grades in specified courses and test scores, and (3) Graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information, see the CSU website at https://www2.calstate.edu/.
About This School
Mrs. Carmel Portillo, Superintendent-Principal
Contact
Belleview Elementary22736 Kuien Mill Rd.
Sonora, CA 95370-8331
Phone: (209) 586-5510
Email: cportillo@mybelleview.org
Contact Information (School Year 2024–25)
District Contact Information (School Year 2024–25)
- District Name
- Belleview Elementary
- Phone Number
- (209) 586-5510
- Superintendent
- Portillo, Carmel
- Email Address
- cportillo@mybelleview.org
- Website
- www.mybelleview.org
School Contact Information (School Year 2024–25)
- School Name
- Belleview Elementary
- Street
- 22736 Kuien Mill Rd.
- City, State, Zip
- Sonora, CA , 95370-8331
- Phone Number
- (209) 586-5510
- Principal
- Mrs. Carmel Portillo, Superintendent-Principal
- Email Address
- cportillo@mybelleview.org
- Website
- www.mybelleview.org
- Grade Span
- TK-8
- County-District-School (CDS) Code
- 55723066054829
School Description and Mission Statement (School Year 2024–25)
The Belleview School District is committed to providing a successful school experience for all students.
BELLEVIEW ELEMENTARY SCHOOL DISTRICT DESCRIPTION:
Belleview School District is a rural, single-school district nestled in a beautiful mountain setting on the west slope of the Sierra Nevada Foothills. Belleview Elementary School, often referred to as "The Jewel of the Sierras," is a wonderful place to learn. The district serves approximately 175 students in grades Preschool through 8th grade. Belleview benefits from a very supportive community and strong parent involvement working together to ensure the success of all students. The Belleview staff provide an excellent opportunity for students to learn. In this small school setting, teachers know their students well and that students experience and optimal learning environment while at Belleview.
The district employs outstanding, highly qualified educators devoted to teaching students the Common Core State Standards and providing engaging experiences. All of Belleview's teachers meet the Highly Qualified definition of No Child Left Behind. Teachers participate in staff development activities and collaborate on minimum days to promote school-wide planning and articulation between grade levels. The Common Core State Standards have been fully implemented. Math curriculum aligned with the CCSS was formally adopted in 2014-15 and is undergoing another review this year in anticipation for a new upcoming adoption in 2025-26. ELA curriculum aligned with the CCSS was adopted in 2016-2017, Social Studies curriculum was adopted in 2018-19 and NGSS Science curriculum was adopted in 2019-2022. Belleview staff worked together to implement the new standards and many staff members became mentors in the county on the integration of Common Core concepts in the the classroom and participated in STEM and art professional development.
Belleview has professional classified staff members working in the preschool, classrooms, library, office, cafeteria, playground, After School Program, and in maintenance, operations and transportation. All staff work together towards a common goal of ensuring Belleview students reach their maximum potential. Belleview Elementary School is proud to offer the following programs: Preschool, small class sizes, self-contained classrooms, Character Education, Responsive Classroom, counseling services, after school sports, Student Council, and a quality After School Program. All of the Belleview Elementary School classrooms have iPads or Chrome Books 1 :1 for every student. Technology is incorporated into all aspects of the curriculum and classrooms are equipped with Document Cameras, projectors and Apple TVs.
BELLEVIEW SCHOOL DISTRICT MISSION STATEMENT:
"Belleview will ensure that all students have meaningful learning experiences, empowering them to succeed in an ever-
changing world!"
CORE VALUES:
Belleview Eagles will demonstrate ...
Respect
Responsibility
Integrity
Teamwork
High Expectations
Positive Attitude
Perseverance
Consideration
Resiliency
Fun
Student Enrollment by Grade Level (School Year 2023–24)
| Grade Level | Number of Students |
|---|---|
| Kindergarten | 20 |
| Grade 1 | 19 |
| Grade 2 | 13 |
| Grade 3 | 15 |
| Grade 4 | 21 |
| Grade 5 | 21 |
| Grade 6 | 16 |
| Grade 7 | 17 |
| Grade 8 | 24 |
| Total Enrollment | 166 |
Student Enrollment by Student Group (School Year 2023–24)
| Student Group | Percent of Total Enrollment |
|---|---|
| Female | 52.40% |
| Male | 47.60% |
| Non-Binary | 0.00% |
| American Indian or Alaska Native | 0.60% |
| Asian | 0.00% |
| Black or African American | 0.00% |
| Filipino | 0.00% |
| Hispanic or Latino | 21.10% |
| Native Hawaiian or Pacific Islander | 0.00% |
| Two or More Races | 11.40% |
| White | 66.90% |
| Student Group (Other) | Percent of Total Enrollment |
|---|---|
| English Learners | 1.20% |
| Foster Youth | 0.60% |
| Homeless | 3.00% |
| Migrant | 0.00% |
| Socioeconomically Disavantaged | 48.20% |
| Students with Disabilities | 16.30% |
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (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 Preparation and Placement (School Year 2020–21)
| Authorization/Assignment | School Number | School Percent | District Number | District Percent | State Number | State Percent |
|---|---|---|---|---|---|---|
| Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned) | 7.90 | 79.82% | 7.90 | 79.82% | 228366.10 | 83.12% |
| Intern Credential Holders Properly Assigned | 1.00 | 10.09% | 1.00 | 10.09% | 4205.90 | 1.53% |
| Teachers Without Credentials and Misassignments (“ineffective” under ESSA) | 1.00 | 10.09% | 1.00 | 10.09% | 11216.70 | 4.08% |
| Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA) | 0.00 | 0.00% | 0.00 | 0.00% | 12115.80 | 4.41% |
| Unknown/Incomplete/NA | 0.00 | 0.00% | 0.00 | 0.00% | 18854.30 | 6.86% |
| Total Teaching Positions | 9.90 | 100.00% | 9.90 | 100.00% | 274759.10 | 100.00% |
Teacher Preparation and Placement (School Year 2021–22)
| Authorization/Assignment | School Number | School Percent | District Number | District Percent | State Number | State Percent |
|---|---|---|---|---|---|---|
| Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned) | 7.50 | 88.24% | 7.50 | 88.24% | 234405.20 | 84.00% |
| Intern Credential Holders Properly Assigned | 0.00 | 0.00% | 0.00 | 0.00% | 4853.00 | 1.74% |
| Teachers Without Credentials and Misassignments (“ineffective” under ESSA) | 0.00 | 0.00% | 0.00 | 0.00% | 12001.50 | 4.30% |
| Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA) | 1.00 | 11.76% | 1.00 | 11.76% | 11953.10 | 4.28% |
| Unknown/Incomplete/NA | 0.00 | 0.00% | 0.00 | 0.00% | 15831.90 | 5.67% |
| Total Teaching Positions | 8.50 | 100.00% | 8.50 | 100.00% | 279044.80 | 100.00% |
Teacher Preparation and Placement (School Year 2022–23)
| Authorization/Assignment | School Number | School Percent | District Number | District Percent | State Number | State Percent |
|---|---|---|---|---|---|---|
| Fully (Preliminary or Clear) Credentialed for Subject and Student Placement (properly assigned) | 7.00 | 87.50% | 7.00 | 87.50% | 231142.40 | 83.24% |
| Intern Credential Holders Properly Assigned | 0.00 | 0.00% | 0.00 | 0.00% | 5566.40 | 2.00% |
| Teachers Without Credentials and Misassignments (“ineffective” under ESSA) | 1.00 | 12.50% | 1.00 | 12.50% | 14938.30 | 5.38% |
| Credentialed Teachers Assigned Out-of-Field (“out-of-field” under ESSA) | 0.00 | 0.00% | 0.00 | 0.00% | 11746.90 | 4.23% |
| Unknown/Incomplete/NA | 0.00 | 0.00% | 0.00 | 0.00% | 14303.80 | 5.15% |
| Total Teaching Positions | 8.00 | 100.00% | 8.00 | 100.00% | 277698.00 | 100.00% |
Teachers Without Credentials and Misassignments
(considered "ineffective" under ESSA)
| Authorization/Assignment | 2020–21 Number | 2021–22 Number | 2022–23 Number |
|---|---|---|---|
| Permits and Waivers | 0.00 | 0.00 | 0 |
| Misassignments | 1.00 | 0.00 | 1 |
| Vacant Positions | 0.00 | 0.00 | 0 |
| Total Teachers Without Credentials and Misassignments | 1.00 | 0.00 | 1 |
Credentialed Teachers Assigned Out-of-Field
(considered "out-of-field" under ESSA)
| Indicator | 2020–21 Number | 2021–22 Number | 2022–23 Number |
|---|---|---|---|
| Credentialed Teachers Authorized on a Permit or Waiver | 0.00 | 0.00 | 0 |
| Local Assignment Options | 0.00 | 1.00 | 0 |
| Total Out-of-Field Teachers | 0.00 | 1.00 | 0 |
School Facility Conditions and Planned Improvements
damage. Fencing was removed in some areas to open up to make the new playground more accessible and fencing was installed in some areas for safety reasons. Trees were removed that were causing damage to the pavement. Dead trees that were a safety risk were removed by the County in Winter 2016 and 2017. Plumbing repairs and replacement of drinking fountains have been installed. During the Fall of 2016, an energy audit was completed and plan developed to utilize the Prop 39 funds to upgrade lighting and HVAC units on campus. All HVAC and LED lighting was installed with Prop 39 funds in 2016-17 and will continue with additional Prop 39 funds allocated in 2017-18.
School Facility Good Repair Status
Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
- Determination of repair status for systems listed
- Description of any needed maintenance to ensure good repair
- The year and month in which the data were collected
- The rate for each system inspected
- The overall rating
Year and month of the most recent FIT report: January 2024
| System Inspected | Rating | Repair Needed and Action Taken or Planned |
|---|---|---|
| Systems: Gas Leaks, Mechanical/HVAC, Sewer | Good | |
| Interior: Interior Surfaces | Good | |
| Cleanliness: Overall Cleanliness, Pest/Vermin Infestation | Good | |
| Electrical: Electrical | Good | |
| Restrooms/Fountains: Restrooms, Sinks/Fountains | Good | |
| Safety: Fire Safety, Hazardous Materials | Good | |
| Structural: Structural Damage, Roofs | Good | Room 5/6 Roof Repair - leak and damage from rain and snow storms, currently under evaluation from FEMA for assistance and repair. |
| External: Playground/School Grounds, Windows/Doors/Gates/Fences | Good |
Overall Facility Rate
Year and month of the most recent FIT report: January 2024
| Overall Rating | Exemplary |
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 includes assessments for English language arts/literacy [ELA], mathematics, and science for students in the general education population and the California Alternate Assessment [CAA]. Only eligible students may participate in the administration of the CAA. CAA items are aligned with alternate achievement standards, which are linked with the Common Core Standards [CCSS] or California Next Generation Science Standards [CA NGSS] for students with the most significant cognitive disabilities).
The CAASPP System encompasses the following assessments and student participation requirements:
1. Smarter Balanced Summative Assessments and CAA for ELA in grades three through eight and grade eleven.
2. Smarter Balanced Summative Assessments and CAA for mathematics in grades three through eight and grade eleven.
3. California Science Test (CAST) and CAA for Science in grades five, eight, and once in high school (i.e., grade ten, eleven, or twelve). - College and Career Ready: 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.
CAASPP Test Results in ELA and Mathematics for All Students taking and completing state-administered assessments Grades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard
| Subject | School 2022–23 | School 2023–24 | District 2022–23 | District 2023–24 | State 2022–23 | State 2023–24 |
|---|---|---|---|---|---|---|
| English Language Arts / Literacy (grades 3-8 and 11) | 48% | 61% | 48% | 61% | 46% | 47% |
| Mathematics (grades 3-8 and 11) | 43% | 58% | 43% | 58% | 34% | 35% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessments 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 (i.e., achieved Level 3-Alternate) on the CAA divided by the total number of students who participated in both assessments.
CAASPP Test Results in ELA by Student Group for students taking and completing state-administered assessment Grades Three through Eight and Grade Eleven (School Year 2023–24)
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---|---|---|---|---|---|
| All Students | 109 | 109 | 100.00% | 0.00% | 61.47% |
| Female | 60 | 60 | 100.00% | 0.00% | 65.00% |
| Male | 49 | 49 | 100.00% | 0.00% | 57.14% |
| American Indian or Alaska Native | -- | -- | -- | -- | -- |
| Asian | 0 | 0 | 0% | 0% | 0% |
| Black or African American | 0 | 0 | 0% | 0% | 0% |
| Filipino | 0 | 0 | 0% | 0% | 0% |
| Hispanic or Latino | 22 | 22 | 100.00% | 0.00% | 45.45% |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0% | 0% | 0% |
| Two or More Races | 14 | 14 | 100.00% | 0.00% | 78.57% |
| White | 72 | 72 | 100.00% | 0.00% | 62.50% |
| English Learners | -- | -- | -- | -- | -- |
| Foster Youth | 0 | 0 | 0% | 0% | 0% |
| Homeless | -- | -- | -- | -- | -- |
| Military | 0 | 0 | 0% | 0% | 0% |
| Socioeconomically Disadvantaged | 51 | 51 | 100.00% | 0.00% | 62.75% |
| Students Receiving Migrant Education Services | 0 | 0 | 0% | 0% | 0% |
| Students with Disabilities | 18 | 18 | 100.00% | 0.00% | 50.00% |
Note: ELA test results include the Smarter Balanced Summative Assessments 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 (i.e., achieved Level 3–Alternate) on the CAA divided by the total number of students who participated in both assessments.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: 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.
CAASPP Test Results in Mathematics by Student Group for students taking and completing state-administered assessment Grades Three through Eight and Grade Eleven (School Year 2023–24)
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---|---|---|---|---|---|
| All Students | 109 | 109 | 100.00% | 0.00% | 57.80% |
| Female | 60 | 60 | 100.00% | 0.00% | 46.67% |
| Male | 49 | 49 | 100.00% | 0.00% | 71.43% |
| American Indian or Alaska Native | -- | -- | -- | -- | -- |
| Asian | 0 | 0 | 0% | 0% | 0% |
| Black or African American | 0 | 0 | 0% | 0% | 0% |
| Filipino | 0 | 0 | 0% | 0% | 0% |
| Hispanic or Latino | 22 | 22 | 100.00% | 0.00% | 40.91% |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0% | 0% | 0% |
| Two or More Races | 14 | 14 | 100.00% | 0.00% | 64.29% |
| White | 72 | 72 | 100.00% | 0.00% | 61.11% |
| English Learners | -- | -- | -- | -- | -- |
| Foster Youth | 0 | 0 | 0% | 0% | 0% |
| Homeless | -- | -- | -- | -- | -- |
| Military | 0 | 0 | 0% | 0% | 0% |
| Socioeconomically Disadvantaged | 51 | 51 | 100.00% | 0.00% | 56.86% |
| Students Receiving Migrant Education Services | 0 | 0 | 0% | 0% | 0% |
| Students with Disabilities | 18 | 18 | 100.00% | 0.00% | 77.78% |
Note: Mathematics test results include the Smarter Balanced Summative Assessments 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 (i.e., achieved Level 3–Alternate) on the CAA divided by the total number of students who participated in both assessments.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: 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.
CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard
| Subject | School 2022–23 | School 2023–24 | District 2022–23 | District 2023–24 | State 2022–23 | State 2023–24 |
|---|---|---|---|---|---|---|
| Science (grades 5, 8, and high school) | 55.17% | 48.84% | 55.17% | 48.84% | 30.29% | 30.73% |
Note: Science test results include the CAST and the CAA for Science. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA for Science divided by the total number of students who participated in a science assessment.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Note: 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.
CAASPP Test Results in Science by Student Group
Grades Five, Eight and High School (School Year 2023–24)
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---|---|---|---|---|---|
| All Students | 43 | 43 | 100.00% | 0.00% | 48.84% |
| Female | 25 | 25 | 100.00% | 0.00% | 52.00% |
| Male | 18 | 18 | 100.00% | 0.00% | 44.44% |
| American Indian or Alaska Native | -- | -- | -- | -- | -- |
| Asian | 0 | 0 | 0% | 0% | 0% |
| Black or African American | 0 | 0 | 0% | 0% | 0% |
| Filipino | 0 | 0 | 0% | 0% | 0% |
| Hispanic or Latino | 11 | 11 | 100.00% | 0.00% | 45.45% |
| Native Hawaiian or Pacific Islander | 0 | 0 | 0% | 0% | 0% |
| Two or More Races | -- | -- | -- | -- | -- |
| White | 28 | 28 | 100.00% | 0.00% | 50.00% |
| English Learners | -- | -- | -- | -- | -- |
| Foster Youth | 0 | 0 | 0% | 0% | 0% |
| Homeless | -- | -- | -- | -- | -- |
| Military | 0 | 0 | 0% | 0% | 0% |
| Socioeconomically Disadvantaged | 18 | 18 | 100.00% | 0.00% | 61.11% |
| Students Receiving Migrant Education Services | 0 | 0 | 0% | 0% | 0% |
| Students with Disabilities | -- | -- | -- | -- | -- |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
- Pupil outcomes in the subject area of physical education
California Physical Fitness Test Results (School Year 2023–24)
Percentage of Students Participating in each of the five Fitness Components
Grade Component
1:
Aerobic
CapacityComponent 2:
Abdominal
Strength and
EnduranceComponent 3:
Trunk Extensor and
Strength and
FlexibilityComponent 4:
Upper Body
Strength and
EnduranceComponent
5:
Flexibility5 100% 100% 100% 100% 100% 7 100% 100% 100% 100% 100%
Note: The admistration of the PFT requires only participation results for these five fitness areas.
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):
- Efforts the school district makes to seek parent input in making decisions regarding the school district and at each school site
Opportunities for Parental Involvement (School Year 2024–25)
Communication between home and school is regular, two-way and meaningful.
• Newsletters and weekly updates are sent home via email and phone recordings to inform parents of upcoming events and important information.
• The school website is updated and promoted for student and parent communication.
• Belleview hosts a Back To School Night at the beginning of the school year as an opportunity for parents to meet their child's teacher and receive information about classroom routines/expectations and grade level curriculum.
• Parents are welcome in the school and are actively pursued for volunteering. Several events are scheduled during the school year where parents have the opportunity to be involved and participate. Examples of such events include the Harvest Festival, Jog-a-than, Bike Days, Plays & Performances, Bagel Day, Turkey Trot, School Dances, the Robotics Challenge, Nature Bowl, and many other fun activities, events and celebrations.
• Parents are encouraged to participate in committees such as School Site Council and the Parents' Club and during Public Board Meetings.
• Stakeholder input is sought for the development of the LCAP. Parent surveys are administered and analyzed to get input on school goals, activities and climate. The parent advisory group met throughout the school year to design the surveys, and ultimately make a recommendation to the Board for the development of the LCAP. An LCAP Community Forum has been held every year since 2015/16 to provide an overview of Belleview's LCAP and get parent input.
• Teachers conference with parents via the Parent Square app, telephone, written notes, email or in person and help parents with strategies for supporting school work and homework.
• Parents are able to email or communicate via the Parent Square app with their child's teacher for clarification on issues pertaining to their child.
• Parents are provided report cards at the end of each trimester that details their child's academic progress for the school year.
• Parents receive automated phone messages and emails via "School Messenger" reminding them of important upcoming events, minimum days, important deadlines or school safety concerns, etc.
State Priority: Pupil Engagement
The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):
- High school graduation rates;
- High school dropout rates; and
- Chronic Absenteeism
Chronic Absenteeism by Student Group (School Year 2023–24)
| Student Group | Cumulative Enrollment | Chronic Absenteeism Eligible Enrollment | Chronic Absenteeism Count | Chronic Absenteeism Rate |
|---|---|---|---|---|
| All Students | 172 | 169 | 41 | 24.3% |
| Female | 90 | 88 | 19 | 21.6% |
| Male | 82 | 81 | 22 | 27.2% |
| Non-Binary | -- | -- | -- | -- |
| American Indian or Alaska Native | -- | -- | -- | -- |
| Asian | -- | -- | -- | -- |
| Black or African American | -- | -- | -- | -- |
| Filipino | -- | -- | -- | -- |
| Hispanic or Latino | 37 | 37 | 13 | 35.1% |
| Native Hawaiian or Pacific Islander | -- | -- | -- | -- |
| Two or More Races | 19 | 19 | 2 | 10.5% |
| White | 115 | 112 | 26 | 23.2% |
| English Learners | -- | -- | -- | -- |
| Foster Youth | -- | -- | -- | -- |
| Homeless | 15 | 13 | 6 | 46.2% |
| Socioeconomically Disadvantaged | 88 | 85 | 30 | 35.3% |
| Students Receiving Migrant Education Services | -- | -- | -- | -- |
| Students with Disabilities | 31 | 30 | 10 | 33.3% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
State Priority: School Climate
The SARC provides the following information relevant to the State priority: School Climate (Priority 6):
- Pupil suspension rates;
- Pupil expulsion rates; and
- Other local measures on the sense of safety
Suspensions and Expulsions
| Rate | School 2021–22 | School 2022–23 | School 2023–24 | District 2021–22 | District 2022–23 | District 2023–24 | State 2021–22 | State 2022–23 | State 2023–24 |
|---|---|---|---|---|---|---|---|---|---|
| Suspensions | 0.00% | 0.55% | 1.74% | 0.00% | 0.55% | 1.74% | 3.17% | 3.60% | 3.28% |
| Expulsions | 0.00% | 0.00% | 0.00% | 0.00% | 0.00% | 0.00% | 0.07% | 0.08% | 0.07% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
Suspensions and Expulsions by Student Group (School Year 2023–24)
| Student Group | Suspensions Rate | Expulsions Rate |
|---|---|---|
| All Students | 1.74% | 0% |
| Female | 1.11% | 0% |
| Male | 2.44% | 0% |
| Non-Binary | 0% | 0% |
| American Indian or Alaska Native | 0% | 0% |
| Asian | 0% | 0% |
| Black or African American | 0% | 0% |
| Filipino | 0% | 0% |
| Hispanic or Latino | 2.7% | 0% |
| Native Hawaiian or Pacific Islander | 0% | 0% |
| Two or More Races | 0% | 0% |
| White | 1.74% | 0% |
| English Learners | 0% | 0% |
| Foster Youth | 0% | 0% |
| Homeless | 6.67% | 0% |
| Socioeconomically Disadvantaged | 3.41% | 0% |
| Students Receiving Migrant Education Services | 0% | 0% |
| Students with Disabilities | 6.45% | 0% |
Note: To protect student privacy, double dashes (--) are used in the table when the cell size within a selected student population is ten or fewer.
School Safety Plan (School Year 2024–25)
Comprehensive School Safety Plan is reviewed and approved annually by March 1st of each school year, and can be access on our school website at www.mybelleview.org.
D. Other SARC information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Average Class Size and Class Size Distribution (Elementary) (School Year 2021–22)
| Grade Level | Average Class Size | Number of Classes* 1-20 | Number of Classes* 21-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| K | 23.00 | 1 | ||
| 1 | 18.00 | 1 | ||
| 2 | 20.00 | 1 | ||
| 3 | 18.00 | 1 | ||
| 4 | 18.00 | 1 | ||
| 5 | 17.00 | 1 | ||
| 6 | 20.00 | 1 | ||
| Other** |
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
Average Class Size and Class Size Distribution (Elementary) (School Year 2022–23)
| Grade Level | Average Class Size | Number of Classes* 1-20 | Number of Classes* 21-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| K | 19.00 | 1 | 0 | 0 |
| 1 | 16.00 | 1 | 0 | 0 |
| 2 | 16.00 | 1 | 0 | 0 |
| 3 | 24.00 | 0 | 1 | 0 |
| 4 | 21.00 | 0 | 1 | 0 |
| 5 | 18.00 | 1 | 0 | 0 |
| 6 | 18.00 | 1 | 0 | 0 |
| Other** | 0.00 | 0 | 0 | 0 |
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
Average Class Size and Class Size Distribution (Elementary) (School Year 2023–24)
| Grade Level | Average Class Size | Number of Classes* 1-20 | Number of Classes* 21-32 | Number of Classes* 33+ |
|---|---|---|---|---|
| K | 20.00 | 1 | ||
| 1 | 19.00 | 1 | ||
| 2 | 13.00 | 1 | ||
| 3 | 15.00 | 1 | ||
| 4 | 21.00 | 1 | ||
| 5 | 21.00 | 1 | ||
| 6 | 16.00 | 1 | ||
| Other** |
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
Student Support Services Staff (School Year 2023–24)
| Title | Number of FTE* Assigned to School |
|---|---|
| Counselor (Academic, Social/Behavioral or Career Development) | |
| Library Media Teacher (Librarian) | |
| Library Media Services Staff (Paraprofessional) | |
| Psychologist | |
| Social Worker | |
| Nurse | |
| Speech/Language/Hearing Specialist | |
| Resource Specialist (non-teaching) | |
| Other** | 1.50 |
* One full-time equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time.
** "Other" category is for all other student support services staff positions not listed.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2022–23)
| Level | Total Expenditures Per Pupil | Expenditures Per Pupil (Restricted) | Expenditures Per Pupil (Unrestricted) | Average Teacher Salary |
|---|---|---|---|---|
| School Site | -- | -- | -- | -- |
| District | N/A | N/A | -- | -- |
| Percent Difference – School Site and District | N/A | N/A | -- | -- |
| State | N/A | N/A | $10770.62 | $79413.00 |
| Percent Difference – School Site and State | N/A | N/A | -- | -- |
Note: Cells with N/A values do not require data.
Teacher and Administrative Salaries (Fiscal Year 2022–23)
| Category | District Amount | State Average For Districts In Same Category |
|---|---|---|
| Beginning Teacher Salary | $44562.57 | $51351.73 |
| Mid-Range Teacher Salary | $63677.00 | $80424.47 |
| Highest Teacher Salary | $75573.00 | $103442.06 |
| Average Principal Salary (Elementary) | -- | $124851.67 |
| Average Principal Salary (Middle) | -- | $135030.13 |
| Average Principal Salary (High) | -- | -- |
| Superintendent Salary | $115000.00 | $145236.53 |
| Percent of Budget for Teacher Salaries | 28.00% | 26.17% |
| Percent of Budget for Administrative Salaries | 9.00% | 6.29% |
For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/.