De Portola Elementary School

de Portola Elementary
2021-2022 School Accountability Report Card

(Published During the 2022-2023 School Year)
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2022 School Accountability Report Card
General Information about the School Accountability Report Card (SARC)
SARC Overview 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.
2022 School Accountability Report Card Page 1 of 21 de Portola Elementary

2022-23 School Contact Information
2022-23 School Contact Information
School Name de Portola Elementary

Street 27031 Preciados Drive
City, State, Zip Mission Viejo CA, 92691
Phone Number (949) 586-5830
Principal Brendon Morrow
Email Address brendon.morrow@svusd.org
School Website www.svusd.org/deportola
County-District-School (CDS) Code 30-73635-6085336
2022-23 District Contact Information

2022-23 District Contact Information
District Name Saddleback Valley Unified School District

Phone Number (949) 586-1234
Superintendent Dr. Crystal Turner
Email Address Crystal.Turner@svusd.org
District Website Address www.svusd.org
2022-23 School Overview

2022-23 School Overview
Mission Statement: Excellence, Inclusion, and Innovation in teaching and learning
Vision Statement: Focus on equitable, intentional, engaging practices which provide opportunities for each and every student to
be successful.
Goal: Implement research-based instructional strategies and highly effective professional development that promotes
responsive, equitable, and innovative learning environment for all students.
de Portola Elementary School, in partnership with staff and community, provides a challenging and nurturing learning
environment for students. Our continued goal is for all students to master the California Content Standards appropriate for their
grade levels. We also know that every child is unique, so we offer enrichment and intervention experiences that expand their
intellectual and emotional capacities. In addition to our academic strengths, we work closely with parents to ensure that when
students complete their studies at our school, they possess the intellectual, physical, and emotional tools to be successful for
years beyond their time here. We are proud to have been named a California Distinguished School in 2004 and again in 2008.
We have also been awarded the 2021 National Blue Ribbon Award for Excellence in Closing the Achievement Gap.
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About this School
2022-23 Student Enrollment by Grade Level
2021-22 Student Enrollment by Grade Level
Grade Level Number of Students

Kindergarten 84
Grade 1 78
Grade 2 77
Grade 3 82
Grade 4 72
Grade 5 82
Grade 6 62
Total Enrollment 537
2022-23 Student Enrollment by Student Group

2021-22 Student Enrollment by Student Group
Student Group Percent of Total Enrollment

Female 47.3
Male 52.5
American Indian or Alaska Native 0.2
Asian 11.4
Black or African American 0.4
Filipino 1.3
Hispanic or Latino 16.8
Native Hawaiian or Pacific Islander 0.0
Two or More Races 10.4
White 56.1
English Learners 6.3
Foster Youth 0.0
Homeless 0.9
Migrant 0.0
Socioeconomically Disadvantaged 12.1
Students with Disabilities 11.4

A. Conditions of Learning (State Priority: Basic)
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

2020-21 Teacher Preparation and Placement
School School District District State State

Authorization/Assignment
Number Percent Number Percent Number Percent
Fully (Preliminary or Clear) Credentialed
for Subject and Student Placement 20.10 100.00 935.80 88.46 228366.10 83.12
(properly assigned)
Intern Credential Holders Properly
0.00 0.00 0.70 0.07 4205.90 1.53
Assigned
Teachers Without Credentials and
Misassignments (“ineffective” under 0.00 0.00 26.70 2.53 11216.70 4.08
ESSA)
Credentialed Teachers Assigned Out-of-
0.00 0.00 12.30 1.17 12115.80 4.41
Field (“out-of-field” under ESSA)
Unknown 0.00 0.00 82.20 7.78 18854.30 6.86
Total Teaching Positions 20.10 100.00 1057.90 100.00 274759.10 100.00
Note: The data in this table is based on Full Time Equivalent (FTE) status. One FTE equals one staff member working full time;
one FTE could also represent two staff members who each work 50 percent of full time. Additionally, an assignment is defined as
a position that an educator is assigned based on setting, subject, and grade level. An authorization is defined as the services that
an educator is authorized to provide to students.

Authorization/Assignment
Number Percent Number Percent Number Percent
Fully (Preliminary or Clear) Credentialed
for Subject and Student Placement 21.20 100.00 956.60 91.19 234405.20 84.00
(properly assigned)
Intern Credential Holders Properly
0.00 0.00 0.90 0.09 4853.00 1.74
Assigned
Teachers Without Credentials and
Misassignments (“ineffective” under 0.00 0.00 26.30 2.51 12001.50 4.30
ESSA)
Credentialed Teachers Assigned Out-of-
0.00 0.00 11.80 1.13 11953.10 4.28
Field (“out-of-field” under ESSA)
Unknown 0.00 0.00 53.30 5.08 15831.90 5.67
Total Teaching Positions 21.20 100.00 1049.10 100.00 279044.80 100.00
Note: The data in this table is based on Full-Time Equivalent (FTE) status. One FTE equals one staff member working full time;
one FTE could also represent two staff members who each work 50 percent of full time. Additionally, an assignment is defined as
a position that an educator is assigned based on setting, subject, and grade level. An authorization is defined as the services that
an educator is authorized to provide to students.

Teachers Without Credentials and Misassignments (considered “ineffective” under ESSA)
Teachers Without Credentials and Misassignments (considered “ineffective” under ESSA)
Authorization/Assignment 2020-21 2021-22

Permits and Waivers 0.00 0.00
Misassignments 0.00 0.00
Vacant Positions 0.00 0.00
Total Teachers Without Credentials and Misassignments 0.00 0.00
Credentialed Teachers Assigned Out-of-Field (considered “out-of-field” under ESSA)

Credentialed Teachers Assigned Out-of-Field (considered “out-of-field” under ESSA)
Indicator 2020-21 2021-22

Credentialed Teachers Authorized on a Permit or Waiver 0.00 0.00
Local Assignment Options 0.00 0.00
Total Out-of-Field Teachers 0.00 0.00
Class Assignments
2021-22 Class Assignments
Indicator 2020-21 2021-22

Misassignments for English Learners
(a percentage of all the classes with English learners taught by teachers that are 0.00 0.00
misassigned)
No credential, permit or authorization to teach
(a percentage of all the classes taught by teachers with no record of an 0.00 0.00
authorization to teach)
Note: For more information refer to the Updated Teacher Equity Definitions web page at
https://www.cde.ca.gov/pd/ee/teacherequitydefinitions.asp.
2022-23 Quality, Currency, Availability of Textbooks and Other Instructional Materials

2022-23 Quality, Currency, Availability of Textbooks and Other Instructional Materials
We choose textbooks and instructional materials that are aligned to state-adopted content standards consistent with state-
adopted curriculum framework content and cycles. This report includes a list of some of the textbooks and instructional
materials we use at our school. We have also reported additional facts about our textbooks called for by the Williams
legislation of 2004. This report shows whether each student in each core course had sufficient textbooks or instructional
materials that are consistent with the content and cycles of the state-adopted curriculum frameworks for those subjects.
Year and month in which the data were collected September 2022
From Percent
Most Students
Textbooks and Other Instructional Materials/year of
Subject Recent Lacking Own
Adoption
Adoption Assigned
? Copy
Reading/Language Arts Benchmark Advance by Benchmark Education Company Yes 0
Adopted 2017

Benchmark Adelante by Benchmark Education Company
Adopted 2017
Mathematics Imagine Learning by Illustrative Math Yes 0

Adopted 2022
Science Amplify Science K-6 Yes 0

Adopted 2020
History-Social Science myWorld Interactive (Pearson) Yes 0

Adopted 2019
myWorld Interactive: Ancient Civilization CA (Pearson)

Adopted 2019
Foreign Language 0
Health Yes 0
Visual and Performing Arts 0
Science Laboratory Equipment 0

(grades 9-12)
School Facility Conditions and Planned Improvements

De Portola Elementary School opened in 1972. The campus was modernized in 2000–2001. A new heating and cooling system
was installed and the staff and student bathrooms were remodeled at that time. Overall, the facilities are in excellent condition.
In 2004, voters passed a bond measure that enabled us to add a playground structure, multiuse building, storage cabinets in
the multipurpose room, field renovations, a security system, field restrooms, and other improvements.
More facts about the condition of our school buildings are available in an online supplement to this report called for by the
Williams legislation of 2004. You will find an assessment of more than a dozen aspects of our buildings: their structural
integrity, electrical systems, heating and ventilation systems, and more. The important purpose of this assessment is to
determine if our buildings and grounds are safe and in good repair. If anything needs to be repaired, this assessment identifies
it and targets a date by which we commit to make those repairs. The guidelines for this assessment were written by the Office
of Public School Construction (OPSC) and were brought about by the Williams legislation. You can look at the Facilities
Inspection Tool used for the assessment on the Web site of the OPSC.
Year and month of the most recent FIT report 11/16/22
Rate Rate Rate

System Inspected Repair Needed and Action Taken or Planned
Good Fair Poor
Systems: X HVAC replacement needed on the following rooms.
Gas Leaks, Mechanical/HVAC, Sewer HVAC scheduled to be completed by Feb. 2023
K-1:
K-2:
Rm 17:
Rm 18:
Rm 19:
Rm 20:
Rm 21:

Interior: X Interior surfaces such as counter top and cabinets and
Interior Surfaces flooring have minimal damage.
K-1:
K-2:
P29:
Rm 101:
Rm 102:
Rm 103:
Rm 15:
Rm 17:
Rm 18:
Rm 19:
Rm 20:
Rm 21:
Cleanliness: X
Overall Cleanliness, Pest/Vermin Infestation
Electrical X
Restrooms/Fountains: X
Restrooms, Sinks/ Fountains
Safety: X
Fire Safety, Hazardous Materials
Structural: X Roof leaks are found in the following classrooms: Roof
Structural Damage, Roofs repairs are ongoing
Girls Upper RR:
K-1:
K-2:
P26:
P27:
P28:
P29:
Rm 11:
Rm 12:
Rm 14:
Rm 15:
Rm 17:
Rm 18:
Rm 19:
Rm 20:
Rm 21:
Rm 22:
Rm 23:
Rm 24:
Rm 25:
Rm 3:
Rm 8:
Rm6:
External: X
Playground/School Grounds, Windows/
Doors/Gates/Fences

Overall Facility Rate
Overall Facility Rate
Exemplary Good Fair Poor
B. Pupil Outcomes (State Priority: Pupil Achievement)

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 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.
Only eligible students may participate in the administration of the CAAs. CAAs items are
aligned with alternate achievement standards, which are linked with the Common Core State
Standards [CCSS] 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 CAAs for ELA in grades three
through eight and grade eleven.
2. Smarter Balanced Summative Assessments and CAAs for mathematics in grades
three through eight and grade eleven.
3. California Science Test (CAST) and CAAs for Science in grades five, eight, and once
in high school (i.e., grade ten, eleven, or twelve).
4. 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.
SARC Reporting in the 2020-2021 School Year Only

Where the most viable option, LEAs were required to administer the statewide summative
assessment in ELA and mathematics. Where a statewide summative assessment was not
the most viable option for the LEA (or for one or more grade-level[s] within the LEA) due to
the pandemic, LEAs were allowed to report results from a different assessment that met the
criteria established by the State Board of Education (SBE) on March 16, 2021. The
assessments were required to be:
• Aligned with CA CCSS for ELA and mathematics;

• Available to students in grades 3 through 8, and grade 11; and
• Uniformly administered across a grade, grade span, school, or district to all eligible
students.
Options
Note that the CAAs could only be administered in-person following health and safety
requirements. If it was not viable for the LEA to administer the CAAs in person with health
and safety guidelines in place, the LEA was directed to not administer the tests. There were
no other assessment options available for the CAAs. Schools administered the Smarter
Balanced Summative Assessments for ELA and mathematics, other assessments that meet
the SBE criteria, or a combination of both, and they could only choose one of the following:
• Smarter Balanced ELA and mathematics summative assessments;

• Other assessments meeting the SBE criteria; or
• Combination of Smarter Balanced ELA and mathematics summative assessments
and other assessments.
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.

Percentage of Students Meeting or Exceeding the State Standard on CAASPP
Percentage of Students Meeting or Exceeding the State Standard on CAASPP
This table displays CAASPP test results in ELA and mathematics for all students grades three through eight and grade eleven
taking and completing a state-administered assessment.
The 2020-21 data cells have N/A values because these data are not comparable to other year data due to the COVID-19 pandemic
during the 2020-21 school year. Where the CAASPP assessments in ELA and/or mathematics is not the most viable option, the
LEAs were allowed to administer local assessments. Therefore, the 2020-21 data between school years for the school, district,
state are not an accurate comparison. As such, it is inappropriate to compare results of the 2020-21 school year to other school
years.
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.
ELA and mathematics 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 (i.e., achieved Level 3-Alternate) on the CAAs
divided by the total number of students who participated in both assessments.
Subject
2020-21 2021-22 2020-21 2021-22 2020-21 2021-22
English Language Arts/Literacy N/A 70 N/A 59 N/A 47
(grades 3-8 and 11)
Mathematics N/A 75 N/A 50 N/A 33
(grades 3-8 and 11)

2021-22 CAASPP Test Results in ELA by Student Group
2021-22 CAASPP Test Results in ELA by Student Group
This table displays CAASPP test results in ELA by student group for students grades three through eight and grade eleven taking
and completing a state-administered assessment.
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 (i.e., achieved Level 3-Alternate) 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
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
CAASPP CAASPP CAASPP CAASPP
CAASPP Percent
Total Number Percent Percent
Student Groups Met or
Enrollment Tested Tested Not Tested
Exceeded
All Students 298 296 99.33 0.67 69.93
Female 134 133 99.25 0.75 75.94
Male 164 163 99.39 0.61 65.03
American Indian or Alaska Native -- -- -- -- --
Asian 33 33 100.00 0.00 81.82
Black or African American -- -- -- -- --
Filipino -- -- -- -- --
Hispanic or Latino 46 46 100.00 0.00 50.00
Native Hawaiian or Pacific Islander 0 0 0.00 0.00 0.00
Two or More Races 35 34 97.14 2.86 76.47
White 175 174 99.43 0.57 71.84
English Learners -- -- -- -- --
Foster Youth -- -- -- -- --
Homeless -- -- -- -- --
Military -- -- -- -- --
Socioeconomically Disadvantaged 43 43 100.00 0.00 51.16
Students Receiving Migrant Education Services 0 0 0.00 0.00 0.00
Students with Disabilities 42 40 95.24 4.76 32.50

2021-22 CAASPP Test Results in Math by Student Group
2021-22 CAASPP Test Results in Math by Student Group
This table displays CAASPP test results in Math by student group for students grades three through eight and grade eleven taking
and completing a state-administered assessment.
Mathematics 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 (i.e., achieved Level 3-Alternate) 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
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
CAASPP CAASPP CAASPP CAASPP
CAASPP Percent
Student Groups Met or
Exceeded
All Students 298 295 98.99 1.01 74.58
Female 134 132 98.51 1.49 75.76
Male 164 163 99.39 0.61 73.62
Asian 33 33 100.00 0.00 84.85
Filipino -- -- -- -- --
Hispanic or Latino 46 46 100.00 0.00 54.35
Native Hawaiian or Pacific Islander 0 0 0.00 0.00 0.00
Two or More Races 35 34 97.14 2.86 82.35
White 175 173 98.86 1.14 76.88
Foster Youth -- -- -- -- --
Homeless -- -- -- -- --
Military -- -- -- -- --
Socioeconomically Disadvantaged 43 43 100.00 0.00 53.49
Students Receiving Migrant Education Services 0 0 0.00 0.00 0.00
Students with Disabilities 42 39 92.86 7.14 43.59

CAASPP Test Results in Science for All Students
CAASPP Test Results in Science for All Students
This table displays the percentage of all students grades five, eight, and High School meeting or exceeding the State Standard.
For any 2020–21 data cells with N/T values indicate that this school did not test students using the CAASPP for Science.
Subject
2020-21 2021-22 2020-21 2021-22 2020-21 2021-22
Science NT 60.49 NT 45.13 28.5 29.47
(grades 5, 8 and high school)
2021-22 CAASPP Test Results in Science by Student Group

2021-22 CAASPP Test Results in Science by Student Group
This table displays CAASPP test results in Science by student group for students grades five, eight, and High School. 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.
Percent
Student Group Met or
Exceeded
All Students 81 81 100 0 60.49
Female 43 43 100 0 62.79
Male 38 38 100 0 57.89
Asian -- -- -- -- --
Filipino -- -- -- -- --
Hispanic or Latino -- -- -- -- --
Native Hawaiian or Pacific Islander 0 0 0 0 0
Two or More Races 12 12 100 0 66.67
White 43 43 100 0 65.12
Foster Youth 0 0 0 0 0
Homeless -- -- -- -- --
Military -- -- -- -- --
Socioeconomically Disadvantaged 12 12 100 0 25
Students Receiving Migrant Education Services 0 0 0 0 0
Students with Disabilities -- -- -- -- --

B. Pupil Outcomes 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.
B. Pupil Outcomes (State Priority: Other Pupil Outcomes)

2021-22 California Physical Fitness Test Results
2021-22 California Physical Fitness Test Results
This table displays the percentage of students participating in each of the five fitness components of the California Physical Fitness
Test Results. Due to changes to the 2021-22 PFT administration, only participation results are required for these five fitness
areas. Percentages are not calculated and double dashes (--) appear in the table 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.
Component 2: Component 3: Component 4:
Component 1: Abdominal Trunk Extensor Upper Body Component 5:
Grade Level
Aerobic Capacity Strength and and Strength and Strength and Flexibility
Endurance Flexibility Endurance
Grade 5 90.2 100 100 98.8 100
C. Engagement (State Priority: Parental Involvement)

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.
2022-23 Opportunities for Parental Involvement

2022-23 Opportunities for Parental Involvement
De Portola has a very supportive parent community. Parent volunteers traditionally work in classrooms, accompany students
on field trips, prepare materials at home, and more. The Parent Teacher Association (PTA) assists our school by providing
numerous enrichment programs and by raising funds for school-wide causes, such as technology, assemblies, the Art Masters
program, Reflections art contest, family fun nights, and school spirit events.
To learn more about becoming involved in our school, contact our PTA through the website at
https://deportolapta.membershiptoolkit.com, or call our school's office at (949) 586-5830.
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2021-22 Chronic Absenteeism by Student Group
2021-22 Chronic Absenteeism by Student Group
Chronic Chronic Chronic

Cumulative
Student Group Absenteeism Absenteeism Absenteeism
Enrollment
Eligible Enrollment Count Rate
All Students 549 540 61 11.3
Female 255 252 24 9.5
Male 293 287 36 12.5
American Indian or Alaska Native 1 1 0 0.0
Asian 62 61 3 4.9
Black or African American 2 2 0 0.0
Filipino 7 7 1 14.3
Hispanic or Latino 92 90 18 20.0
Native Hawaiian or Pacific Islander 0 0 0 0.0
Two or More Races 59 57 5 8.8
White 307 303 33 10.9
English Learners 35 34 1 2.9
Foster Youth 1 1 1 100.0
Homeless 7 6 3 50.0
Socioeconomically Disadvantaged 74 72 14 19.4
Students Receiving Migrant Education Services 0 0 0 0.0
Students with Disabilities 76 76 10 13.2
C. Engagement (State Priority: School Climate)

C. Engagement 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
Suspensions and Expulsions
This table displays suspensions and expulsions data collected between July through February, partial school year due to the
COVID-19 pandemic. The 2019-20 suspensions and expulsions rate data are not comparable to other year data because the
2019-20 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any
comparisons in rates of suspensions and expulsions in the 2019-20 school year compared to other school years.
School District State
Subject
2019-20 2019-20 2019-20
Suspensions 0.34 0.80 2.45
Expulsions 0.00 0.01 0.05
This table displays suspensions and expulsions data collected between July through June, each full school year respectively.
Data collected during the 2020-21 school year may not be comparable to earlier years of this collection due to differences in
learning mode instruction in response to the COVID-19 pandemic.
Subject
2020-21 2021-22 2020-21 2021-22 2020-21 2021-22
Suspensions 0.00 0.18 0.30 1.49 0.20 3.17
Expulsions 0.00 0.00 0.02 0.02 0.00 0.07
2021-22 Suspensions and Expulsions by Student Group

2021-22 Suspensions and Expulsions by Student Group
Student Group Suspensions Rate Expulsions Rate

All Students 0.18 0.00
Female 0.00 0.00
Male 0.34 0.00
American Indian or Alaska Native 0.00 0.00
Asian 0.00 0.00
Black or African American 0.00 0.00
Filipino 0.00 0.00
Hispanic or Latino 0.00 0.00
Native Hawaiian or Pacific Islander 0.00 0.00
Two or More Races 0.00 0.00
White 0.33 0.00
English Learners 0.00 0.00
Foster Youth 0.00 0.00
Homeless 0.00 0.00
Socioeconomically Disadvantaged 0.00 0.00
Students Receiving Migrant Education Services 0.00 0.00
Students with Disabilities 0.00 0.00

2022-23 School Safety Plan
2022-23 School Safety Plan
We revise our school’s safety plan on an annual basis. It covers safe entrances and exits, a safe and orderly school
environment, disaster procedures, building and safety standards, and student behavior. We practice both monthly fire drills,
periodic Lockdown/Shelter In Place Drills, and Disaster drills. Each classroom is equipped with safety backpacks including
emergency supplies for unexpected circumstances that may arise. We consistently enforce effective school rules to ensure
student safety. In addition, we follow a positive behavior system with clear student expectations. We have provided selected
campus supervisors with training in first aid and emergency procedures. Our school uses the Raptor system to check parent
visitors and volunteers against Meagan's Law in real time. Each visitor and volunteer wears a visible name tag with picture,
date, and location for their visit indicated on the sticker.--------
D. Other SARC Information (Information Required in the SARC)

D. Other SARC Information Information Required in the SARC
The information in this section is required to be in the SARC but is not included in the
state priorities for LCFF.
2019-20 Elementary Average Class Size and Class Size Distribution

This table displays the 2019-20 average class size and class size distribution. The columns titled “Number of Classes” indicates
how many classes fall into each size category (a range of total students per class). The “Other” category is for multi-grade level
classes.
Average Number of Classes with Number of Classes with Number of Classes with
Grade Level
Class Size 1-20 Students 21-32 Students 33+ Students
K 32 2 1
1 41 2 1
2 23 3
3 31 3
4 35 2
5 42 1 1
6 28 3

This table displays the 2020-21 average class size and class size distribution. The columns titled “Number of Classes” indicates
how many classes fall into each size category (a range of total students per class). The “Other” category is for multi-grade level
classes.
Grade Level
K 19 3
1 27 2
2 29 2
3 26 2
4 29 2
5 26 1
6 28 2
Other 29 3 2
This table displays the 2021-22 average class size and class size distribution. The columns titled “Number of Classes”
indicates how many classes fall into each size category (a range of total students per class). The “Other” category is for multi-
grade level classes.
Grade Level
K 28 3
1 26 3
2 26 3
3 27 3
4 23 1 2
5 27 3
6 31 2
2021-22 Ratio of Pupils to Academic Counselor

2021-22 Ratio of Pupils to Academic Counselor
This table displays the ratio of pupils to Academic Counselor. 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.
Title Ratio
Pupils to Academic Counselor 1790
2021-22 Student Support Services Staff

2021-22 Student Support Services Staff
This table displays the number of FTE support staff assigned to this school. 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.
Title Number of FTE Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 0.3
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
Psychologist 0.4
Social Worker
Nurse
Speech/Language/Hearing Specialist 1.0
Resource Specialist (non-teaching)
Other
2021-22 School Accountability Report Card Page 19 of 21 de Portola Elementary

2020-21 Expenditures Per Pupil and School Site Teacher Salaries
2020-21 Expenditures Per Pupil and School Site Teacher Salaries
This table displays the 2020-21 expenditures per pupil and average teacher salary for this school. Cells with N/A values do not
require data.
Total Expenditures Expenditures Average
Level Expenditures Per Pupil Per Pupil Teacher
Per Pupil (Restricted) (Unrestricted) Salary
School Site 6091.86 158.27 5933.59 120910.92
District N/A N/A 6447.74 $91,978
Percent Difference - School Site and District N/A N/A -8.3 27.2
State N/A N/A $6,594 $85,368
Percent Difference - School Site and State N/A N/A -10.5 34.5
2021-22 Types of Services Funded

2021-22 Types of Services Funded
Saddleback Valley USD has identified Goals and Actions/Services focusing on equitable, intentional, and engaging practices
which provide opportunities for each and every student to be successful. Our goals allow us to focus on supporting students to
be college and career ready and to demonstrate the 21st century skills of critical thinking, communication, collaboration, and
creativity.
Goal 1- Each school will develop and maintain positive parent, student, and community involvement and engagement to
promote and support student success.
Goal 2- All Students will demonstrate mastery of grade level content and graduate prepared to be successful in college, career,
and beyond.
Goal 3 - All Students will have appropriately assigned teachers with access to curriculum aligned instructional materials where
state academic standards are implemented in a safe, clean, and functional school facilities.
The District has implemented the following Actions and Services to support each Goal identified above:
* Develop and implement school site goals for all students and specific goals for students in significant subgroups.
* Expand literacy intervention programs including prevention and early systematic intervention, appropriate materials,
professional development and extended learning time options; provide focused support for multilingual students at all school
sites.
* Provide appropriate, current instructional materials.
* Provide staffing to support classrooms with Instructional Coaches/Academic Coach and English Language Development
Coaches.
* Support continued implementation of strategies for Designated and Integrated ELD.
* Expand intervention programs for at-risk students to prepare them for "a-g" courses.
* Expand Advancement Via Individual Determination (AVID).
* Increase the number of "a-g" approved courses and Advanced Placement courses.
* Expand Counseling Services K-12.
* Provide parent education regarding course pathways, graduation requirements, post-secondary opportunities, current
academic standards; support parent participation and involvement in parent and advisory groups.
--------

2020-21 Teacher and Administrative Salaries
2020-21 Teacher and Administrative Salaries
This table displays the 2020-21 Teacher and Administrative salaries. For detailed information on salaries, see the CDE
Certification Salaries & Benefits web page at http://www.cde.ca.gov/ds/fd/cs/.
State Average
District
Category for Districts
Amount
in Same Category
Beginning Teacher Salary $30,000 $51,081
Mid-Range Teacher Salary $84,706 $77,514
Highest Teacher Salary $114,563 $105,764
Average Principal Salary (Elementary) $131,400 $133,421
Average Principal Salary (Middle) $139,054 $138,594
Average Principal Salary (High) $162,800 $153,392
Superintendent Salary $310,989 $298,377
Percent of Budget for Teacher Salaries 37% 32%
Percent of Budget for Administrative Salaries 5% 5%
Professional Development
Professional Development
During the school year, teachers participated in a variety of school and district based professional development opportunities.
August professional development was site-based and was focused on launching a great start to the school year.
On the October professional development day, elementary teachers participated in a day full of science and writing. Teachers
completed three hands-on science activities from their grade level unit associated with this year’s writing performance task. In
the morning, they explored their grade level science kits in order to perform experiments. The afternoon session involved
teachers actually writing to the science prompt themselves and then collaboratively scoring anchor papers that were developed
by the science writing task force of elementary teachers. Elementary music teachers participated in a norming and shared
agreements activity to support Trimester 2 curriculum planning for the first part of the day. In the afternoon, teachers received
additional professional development on violin instruction.
The theme of the January 28, 2022, Staff Development Day for elementary teachers was “Language Supports and Literacy”.
Teachers began the day at their school site participating in a morning team building activity. Afterward, teachers selected three
Zoom sessions to attend with the focus on language supports and literacy in all content areas presented by Saddleback Valley
Unified School District (SVUSD) teachers. After lunch, teachers had the opportunity to meet with their grade-level teams to
share instructional strategies learned from the morning sessions and plan lessons with the new strategies.
-------
This table displays the number of school days dedicated to staff development and continuous improvement.
Subject 2020-21 2021-22 2022-23
Number of school days dedicated to Staff Development and Continuous Improvement 3 3 3

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2021-2022 School Accountability Report Card

For additional information about the school, parents/guardians and community

California School Dashboard The California School Dashboard (Dashboard)

2022 School Accountability Report Card Page 1 of 21 de Portola Elementary

School Name de Portola Elementary

2022-23 District Contact Information

District Name Saddleback Valley Unified School District

2022-23 School Overview

2022 School Accountability Report Card Page 2 of 21 de Portola Elementary

Grade Level Number of Students

2022-23 Student Enrollment by Student Group

Student Group Percent of Total Enrollment

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School School District District State State

School School District District State State

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Authorization/Assignment 2020-21 2021-22

Credentialed Teachers Assigned Out-of-Field (considered “out-of-field” under ESSA)

Indicator 2020-21 2021-22

Indicator 2020-21 2021-22

2022-23 Quality, Currency, Availability of Textbooks and Other Instructional Materials

2022 School Accountability Report Card Page 6 of 21 de Portola Elementary

Mathematics Imagine Learning by Illustrative Math Yes 0

Science Amplify Science K-6 Yes 0

History-Social Science myWorld Interactive (Pearson) Yes 0

myWorld Interactive: Ancient Civilization CA (Pearson)

Visual and Performing Arts 0

Science Laboratory Equipment 0

School Facility Conditions and Planned Improvements

Year and month of the most recent FIT report 11/16/22

Rate Rate Rate

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Exemplary Good Fair Poor

B. Pupil Outcomes (State Priority: Pupil Achievement)

2022 School Accountability Report Card Page 9 of 21 de Portola Elementary

SARC Reporting in the 2020-2021 School Year Only

• Aligned with CA CCSS for ELA and mathematics;

• Smarter Balanced ELA and mathematics summative assessments;

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2021-22 CAASPP Test Results in Science by Student Group

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B. Pupil Outcomes (State Priority: Other Pupil Outcomes)

C. Engagement (State Priority: Parental Involvement)

2022-23 Opportunities for Parental Involvement

2022 School Accountability Report Card Page 15 of 21 de Portola Elementary

Chronic Chronic Chronic

C. Engagement (State Priority: School Climate)

• Pupil suspension rates;

2022 School Accountability Report Card Page 16 of 21 de Portola Elementary

2021-22 Suspensions and Expulsions by Student Group

Student Group Suspensions Rate Expulsions Rate

2022 School Accountability Report Card Page 17 of 21 de Portola Elementary

D. Other SARC Information (Information Required in the SARC)

2019-20 Elementary Average Class Size and Class Size Distribution

2020-21 Elementary Average Class Size and Class Size Distribution

2021-22 Ratio of Pupils to Academic Counselor

2021-22 Student Support Services Staff