landmark middle school - 1.cdn.edl.io€¦2016-17 school accountability report card for landmark...

2016-17 School Accountability Report Card for Landmark Middle School of 10

Landmark Middle School

15261 Legendary Drive • Moreno Valley, CA 92555 • (951) 571-4220 • Grades 6-8 Scott Walker, Principal

[email protected]

2016-17 School Accountability Report Card

Published During the 2017-18 School Year

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Moreno Valley Unified School District

25634 Alessandro Blvd Moreno Valley, CA 92553

(951) 571-7500 www.mvusd.net

District Governing Board

Susan Smith, President

Jesus M. Holguin, Vice-President

Cleveland Johnson, Clerk

Gary E. Baugh. Ed.S., Member

Evan Morgan, Member

District Administration

Martinrex Kedziora, Ed.D. Superintendent

Maribel Mattox Chief Academic Officer,

Educational Services

Tina Daigneault Chief Business Official, Business

Services

Robert J. Verdi, Ed.D. Chief Human Resources Officer,

Human Resources

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School Description Landmark Middle School's administration and staff are proud to serve the students and community of Moreno Valley. Our vision statement is, "The vision of Landmark Middle School is to provide all students a rigorous curriculum through a safe learning environment to prepare them for life, college, or career choices." We want to continue to strive towards being a top performing middle school by providing a secure and positive atmosphere that encourages academic success, enhances, self-esteem and promotes respect for others within a culturally diverse society. Our mission statement is, "Landmark Middle School's mission is to provide all students with a comprehensive education in a safe, supportive environment while emphasizing mastery of standards in all our curricular areas." The Landmark team joins the parents and community in promoting self-discipline, individual talents, and high expectations for student behavior and achievement. Landmark is based upon the following core educational values and principles: • That ALL students can achieve. • That the goal of our educational programs is to prepare students to become contributing

members of society. • That ALL staff members are essential to the development and achievement of our students. • That ALL parents, students, and staff working together play a vital role in the development of

all children's education. • That diversity of curriculum, which covers a broad spectrum, enriches student achievement

through recognizing the contributions of a variety of ideas, skills, talents, interests, aptitudes, values, and cultures.

• That ALL Landmark stakeholders (staff, students, and parents) conduct themselves in a professional and caring manner at all times so that optimum learning can occur.

• That ALL stakeholders promote the "Landmark spirit" by showing respect for staff, students, facilities, grounds, and equipment.

• That LEARNING takes place in a structured and nurturing atmosphere where children feel safe and secure.

Landmark Middle School is located in the southeastern area, outside of the city and just below the beautiful hills surrounding Moreno Valley. Landmark ranks among the highest in enrollment of the District's six middle schools. Various socio-economic and ethnic groups constitute our student population, including, but not limited to, Hispanic or Latino, African-American, Caucasian, and Asian. While some parents are employed in the Moreno Valley/Riverside area, many parents commute to work in Orange, Los Angeles, and San Diego Counties. Our attendance area includes students from the specific Landmark attendance boundary areas. The staff implements the State frameworks and MVUSD guidelines through interdisciplinary teams. A variety of instructional strategies are used to assist and enhance the instructional process. These include: thematic units, directed teaching, cooperative learning, small group instruction, the use of manipulatives, and integrated technology.


Landmark has several programs developed to meet the needs of all students in attendance. These programs include Gifted and Talented Education (GATE), Special Education, Advancement Via Individual Determination (AVID), MESA, and English Language Learners (ELL) Video Production and Coding. In addition, a language/speech specialist, school psychologist, and adapted PE specialist also provide services to students. Landmark Middle School endeavors to meet the special academic, emotional, and social needs of its students through a variety of support services. A Student Study Team (SST) - consisting of an administrator, counselor, teachers, parents and other support personnel as needed-meets regularly to explore potential interventions and to determine those students requiring further assessment. Three guidance counselors and a half-time Grant Counselor make themselves available for students throughout the day. Support classes are offered during the school day in the areas of language arts and math and a before/after-school tutorial and academic assistance program is available for all students showing academic deficiency or for those students desiring extra assistance. Landmark Middle School's shared vision of its ideal educational identity is one where students, staff, and community work together in a supportive manner to develop and maintain positive attitudes toward their own and others' uniqueness, toward their school and their community, and toward academic pursuits. Commitment to these attitudes will enhance communication, foster personal responsibility and respect for others, and promote higher levels of expectation and achievement. Students will be encouraged to work to their fullest potential, enabling them to succeed in education as well as future endeavors. Landmark Middle School has identified the following student essential learning: • Students will become effective communicators. • Students will become responsible citizens. • Students will think critically and solve problems. • Students will understand and practice theschool-wide behavior expectations known as the H.O.N.O.R. Code:

o Honest o Organized o Noble o Outstanding o Respectful

• Students will begin to become lifelong learners.

About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California

Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

• For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://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.

2016-17 Student Enrollment by Grade Level

Grade Level Number of Students

Grade 6 352

Grade 7 445

Grade 8 406

Total Enrollment 1,203

2016-17 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 19.9

American Indian or Alaska Native 0.2

Asian 2.5

Filipino 2.7

Hispanic or Latino 63

Native Hawaiian or Pacific Islander 0.5

White 9

Two or More Races 2.2

Socioeconomically Disadvantaged 81.4

English Learners 13.3

Students with Disabilities 13.1

Foster Youth 2.2


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 Credentials

Landmark Middle School 15-16 16-17 17-18

With Full Credential 49 42 42

Without Full Credential 0 0 0

Teaching Outside Subject Area of Competence 0 0 0

Moreno Valley Unified School District 15-16 16-17 17-18

With Full Credential ♦ ♦ 1177

Without Full Credential ♦ ♦ 0

Teaching Outside Subject Area of Competence ♦ ♦ 0

Teacher Misassignments and Vacant Teacher Positions at this School

Landmark Middle School 15-16 16-17 17-18

Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 0

* “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18) The District provides all students with high-quality textbooks and instructional resources. Instructional materials are reviewed and approved by State Board of Education(SBE) committees for local adoption in grades K-8; high school grades 9-12 materials are reviewed and approved locally. All core instructional materials are reviewed by District level committees which may be comprised of community members, teachers and administrators and approved by the local MVUSD Board of Education. This textbook adoption process is aligned with the California Department of Education’s seven-year review textbook adoption cycle. Each adoption cycle provides for districts to adopt and purchase texts within a 24-month period. Once adopted by the State Board’s adoption cycle historically included the following: Health 2005-07: History Social Science 2006-08; Science and Visual & Performing Arts 2007-09. Beginning in the 2009-10 school year the seven-year adoption cycle was suspended. Assembly Bill X4 2 (Chapter 2, Statutes of 2009-10 Fourth Extraordinary Session) signed on July 28, 2009, suspended the process and procedures for adopting instructional materials, including framework revisions, until the 2013-14 school year. The new adoption cycle resumed with Mathematics 2012-14 and English Language Arts 2015-7. Each school has a library to supplement and enrich the school’s instructional program. In accordance with Education Code Section 60422(a) and 60119, the Governing Board certified on September 26, 2017 that each pupil in the District, including English Learners, in Kindergarten through Grade 12, utilized standards-aligned textbooks or basic instructional materials in each of the areas listed below. The chart below outlines the content areas where textbooks have been adopted and used by Moreno Valley Unified School District. 2004-05 Health 2005-06 History-Social Science 2006-07 Science and Visual & Performing Arts 2014-16 Mathematics 2017-18 Reading-Language Arts

Textbooks and Instructional Materials

Year and month in which data were collected: 9/26/2017

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts Read 180 Stage B, Scholastic (Adopted in 2005) Study Sync, McGraw-Hill (Adopted 2017)

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0%


Textbooks and Instructional Materials

Year and month in which data were collected: 9/26/2017

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Mathematics California Math, Glenco, McGraw-Hill (Adopted 2014) Math Accelerated, McGraw-Hill (Adopted in 2014) Integrated Math I, Houghton Mifflin (Adopted in 2015)

The textbooks listed are from most recent adoption: No


Science Focus on Earth Science, Prentice Hall (Adopted in 2008) Focus on Physical Science, Prentice Hall (Adopted in 2008) Focus on Life Science, Prentice Hall (Adopted in 2008)

The textbooks listed are from most recent adoption: Yes


History-Social Science World History: Medieval and Early Modern Times, McDougal Littell (Adopted in 2007) World History: Ancient Civilizations, McDougal Littell (Adopted in 2007) Creating America: Beginnings through World War I, McDougal Littell (Adopted in 2007) The textbooks listed are from most recent adoption: Yes


Note: Cells with N/A values do not require data.

School Facility Conditions and Planned Improvements (Most Recent Year) General: The District takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the District office, or on the Internet at www.mvusd.net. Listed below is more specific information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment. Age of School Building: This school has 53 classrooms, 47 permanent classes, 6 portables, a multipurpose room, a locker room, a library, and an administration building. The main campus was built in 1991. The school opened in 1991. Maintenance and Repair: District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and all emergency repairs are given the highest priority. Cleaning Process and Schedule: The District governing board has adopted cleaning standards for all schools in the District. A summary of these standards is available at the District’s M & O office. The District Custodial Supervisor works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Improvement Projects: Improvement projects recently completed at the school include concrete work, tree removal, window and fire alarm upgrades.


School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 7/6/2017

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces

X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical

X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials

X

Structural: Structural Damage, Roofs

X

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

Overall Rating Exemplary Good Fair Poor

---------- X

B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student

Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students who have successfully completed courses

that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

2016-17 CAASPP Results for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

15-16 16-17 15-16 16-17 15-16 16-17

ELA 28 28 30 30 48 48

Math 17 18 18 20 36 37

* Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results in Science for All Students

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

14-15 15-16 14-15 15-16 14-15 15-16

Science 48 38 37 33 60 56

Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

Grade Level

2016-17 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---7--- 24.6 19 33.9

* Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


2015-16 CAASPP Results by Student Group

Science (grades 5, 8, and 10)

Group Number of Students Percent of Students

Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced

All Students 372 359 96.5 37.9

Male 201 193 96.0 36.3

Female 171 166 97.1 39.8

Black or African American 89 86 96.6 30.2

Filipino 11 11 100.0 90.9

Hispanic or Latino 225 219 97.3 35.6

White 28 26 92.9 42.3

Socioeconomically Disadvantaged 302 291 96.4 34.4

English Learners 33 33 100.0 6.1

Students with Disabilities 35 33 94.3 12.1

* Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

School Year 2016-17 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students "1,211" "1,205" 99.5 27.88

Male 627 625 99.68 22.88

Female 584 580 99.32 33.28


American Indian or Alaska Native -- -- -- --

Asian 29 28 96.55 42.86

Filipino 32 32 100 78.13


Native Hawaiian or Pacific Islander -- -- -- --

White 107 107 100 41.12

Two or More Races 24 24 100 33.33

Socioeconomically Disadvantaged "1,007" "1,003" 99.6 24.03


Students with Disabilities 151 151 100 4.64

Foster Youth 26 26 100 19.23

Note: 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. Note: 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. 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.


School Year 2016-17 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Met or Exceeded

All Students 1,213 1,209 99.67 17.54

Male 629 628 99.84 15.61

Female 584 581 99.49 19.62


American Indian or Alaska Native -- -- -- --

Asian 29 29 100 48.28

Filipino 32 32 100 62.5


Native Hawaiian or Pacific Islander -- -- -- --

White 108 107 99.07 30.84

Two or More Races 24 24 100 20.83

Socioeconomically Disadvantaged 1,009 1,005 99.6 15.02


Students with Disabilities 152 151 99.34 3.31

Foster Youth 28 27 96.43 7.41

Note: 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. Note: 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. 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.

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 for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2017-18) Student achievement and success are based upon a strong school and community partnership. Landmark Middle School encourages parental and community involvement, and provides a wide variety of opportunities for participation. Parents, through a number of opportunities, including Boosters, English Language Advisory Committee (ELAC), African-American Parent Advisory Committee (AAPAC), School Site Council (SSC), Parent Resource Center, and "Parent/Staff Socials" develop the bond between student, parent, and teacher, while contributing to a positive educational experience. Landmark's parent groups support and promote school spirit, special assemblies, special awards, poster/essay contests, Red Ribbon Week activities, parent volunteers, special program needs, and event supervision. The ELAC provides opportunity for parental involvement in the activities of the Multilingual program at our school. The AAPAC provides opportunity for parental involvement to enhance and support the educational and personal goals of our diverse student population. Our SSC- comprised of parents, students, staff, and administration working together-design a plan for and govern how categorical funds are spent for the purpose of increased student achievement. For more information on how to become involved, contact Scott Walker, Principal, or Judy Haynes, Secretary, at (951) 571-4220.

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.


School Safety Plan The comprehensive School Safety Plan includes, but is not necessarily limited to, assessing the current status of school crime committed on school campuses and at school related functions, identifying appropriate strategies and programs that will provide or maintain a high level of school safety, and addressing procedures for complying with existing laws related to school safety. Fire drills are held at least twice a year at the secondary schools and once a month at the elementary schools. Disaster and earthquake drills are conducted as needed. The School Safety Plan also includes the MVUSD discipline policy, which describes the consequences for student misconduct (such as detention, Saturday School, suspension, and expulsion). The School Safety Plan was last reviewed, updated, and discussed with school staff in the fall of 2017.

Suspensions and Expulsions

School 2014-15 2015-16 2016-17

Suspensions Rate 10.2 12.2 11.2

Expulsions Rate 0.6 0.0 0.1

District 2014-15 2015-16 2016-17



State 2014-15 2015-16 2016-17



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.

2017-18 Federal Intervention Program

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2004-2005

Year in Program Improvement Year 3

Number of Schools Currently in Program Improvement 21

Percent of Schools Currently in Program Improvement 53.8

Academic Counselors and Other Support Staff at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 3.0

Counselor (Social/Behavioral or Career Development)

Library Media Teacher (Librarian)

Library Media Services Staff (Paraprofessional) 1

Psychologist------- 0.6

Social Worker-------

Nurse------- 0.2

Speech/Language/Hearing Specialist 0.8

Resource Specialist-------

Other-------

Average Number of Students per Staff Member

Academic Counselor------- 362 * 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.

Average Class Size and Class Size Distribution (Secondary)

Average Class Size Number of Classrooms*

1-22 23-32 33+

Subject 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17

English------- ----------

21 21 22 19 19 17 21 21 12 7 7 17

Mathematics ----------

27 27 11 6 6 3 20 20 1 6 6

Science------- ----------

30 30 30 1 1 2 19 19 12 7 7 12

Social Science ----------

30 30 29 3 3 3 19 19 11 5 5 12

* 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.


Professional Development provided for Teachers Professional development is a critical and extensive service provided by the Moreno Valley Unified School District (MVUSD) focused on supporting the implementation of the district’s strategic plan which include specific goals and outcomes. The thirteen outcomes are:

1. Increase the meets/exceeds standards rate in grades 3-8 and 11 SBAC ELA and Math by 5% annually. 2. Progressively increase the number of students who meet expected growth as measured by the Achievement Status Growth report in the areas

of Reading and Math on the Interim MAP assessment with 50% or better of your students. 3. Increase the English Learners’ reclassification rate by 5% annually. 4. Increase the percentage of English Learners meeting AMAO 2a and 2b by 5% annually. 5. Ensure all students have access to standards aligned instructional materials as measured by the Williams Report. 6. Progressively increase high school graduation rates to 90% for all students with an emphasis on African American, English Learner and Special

Education subgroups. 7. Decrease high school dropout rate by 2% annually with an emphasis on African American, English Learner and Special Education subgroups. 8. Increase the A-G course completion rate by 5% annually with an emphasis on African American, English Learner and Special Education

subgroups. 9. Attain a 40% AP passage rate of 3+ for all students with an emphasis on African American students. 10. Increase the number of students exceeding standards on grade 11 SBAC ELA and Math (EAP) by 5% annually. 11. Decrease suspension rate for Foster Youth and African American students by 5% annually. 12. Meet or exceed a 95% attendance rate for all students. 13. Decrease the chronic absenteeism rate for all students to 8% or less.

The MVUSD Professional Development and Digital Learning Department develops a wide variety of sessions to support staff members as they grow and extend their skillsets for providing highly-effective instruction to ensure student success and meet the goals and outcomes mentioned above. These sessions include, but are not limited to, initial full-day or half-day trainings, on-site trainings, classroom coaching, classroom observation and feedback, co-planning/co-teaching, webinars, demonstration lessons, and conferences. The department also assists with promoting curriculum understanding, curriculum development, programs focused primarily on grade level academic content standards, highly-effective instructional strategies, assessment (data analysis and content training), review processes, individual school site needs, and addressing special needs students. Further, the department focuses on the analysis of teaching (effectiveness) and student learning, accountability strategies, and the integration of technology. There are twenty-seven Professional Development Specialists who serve all of MVUSD's thirty-nine school sites. They have been trained to coach and support the Professional Learning Communities model and are available for assistance with implementation on all campuses. Additional professional development support areas are as follows:

1. Teachers with preliminary credentials new to Moreno Valley are provided the opportunity to clear their credentials through the Induction Program coordinated by Professional Development and RCOE.

2. Multilingual and Special Education trainings are coordinated through Professional Development. 3. CPR and Instructional Assistant trainings are also coordinated through Professional Development. 4. Local colleges and universities partner with the district and the department to offer a wide variety of professional development coursework. A

new STEAM Certificate Program with UCR has been developed by the Professional Development and Digital Learning Dept. 5. Teachers receive required training for new textbook materials. 6. Teachers are offered extended training beyond the initial training for textbooks. 7. The Professional Development and Digital Learning Department offers comprehensive technology trainings--specifically Google Education

Suite. 8. Other extensive trainings include ELA, Math, Writing(Step Up to Writing), NGSS and STEAM. 9. Of the District's 1,119 TK-12 classroom teachers, over 10,000 instances occurred where teachers participated in Professional Development and

Digital Learning opportunities beginning July 1, 2017 to January 2018. Teachers are compensated for attending professional development during their non-contract time. Substitutes are provided through various funding sources for trainings taking place during the school day.


FY 2015-16 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $50,340 $47,808

Mid-Range Teacher Salary $77,318 $73,555

Highest Teacher Salary $100,686 $95,850

Average Principal Salary (ES) $126,774 $120,448

Average Principal Salary (MS) $138,974 $125,592

Average Principal Salary (HS) $145,894 $138,175

Superintendent Salary $240,196 $264,457

Percent of District Budget

Teacher Salaries 35% 35%

Administrative Salaries 4% 5% * For detailed information on salaries, see the CDE Certificated Salaries &

Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2015-16 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil Average

Teacher Salary Total Restricted Unrestricted

School Site-------

$7,217.98 $1,581.81` $5,636.17 $78,708.14

District-------

♦ ♦ $4,321 $80,917

State------- ♦ ♦ $6,574 $79,228

Percent Difference: School Site/District 30.4 -2.7

Percent Difference: School Site/ State -14.3 -0.7

* Cells with ♦ do not require data.

Types of Services Funded

The average daily attendance(ADA)dollars provide services budgeted from the general fund and Local Control Funding Formula(LCFF)including regular classroom instruction and support, special education, counseling, psychology, child welfare, services for English Learners, Gifted and Talented Education (GATE), support for foster youth, support for homeless students and attendance and program assessment. Additional services funded as categorical programs include: Title I, which provides supplemental funds designed to ensure every student is proficient and meets the grade level standards.

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://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).

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.

http://www.cde.ca.gov/ds/fd/cs/

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