stacey middle school school accountability report card ...€¦ · 2014-15 school accountability...

2014-15 School Accountability Report Card for Stacey Middle School of 14

Stacey Middle School

School Accountability Report Card

Reported Using Data from the 2014-15 School Year

Published During 2015-16

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 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. 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, the county, and the state. 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.

About This School Contact Information (Most Recent Year)

School Contact Information

School Name------- Stacey Middle School

Street------- 6311 Larchwood Drive

City, State, Zip------- Huntington Beach, CA 92647

Phone Number------- 714894-7212

Principal------- Heidi DeBritton

E-mail Address------- [email protected]

Web Site------- stacey.wsdk8

Grades Served 6-8

CDS Code 30667466030803


District Contact Information

District Name------- Westminster Elementary School District

Phone Number------- (714) 894-7311

Superintendent-------

Dr. Marian Kim-Phelps

E-mail Address------- [email protected]

Web Site------- http://www.wsdk8.us/

School Description and Mission Statement (Most Recent Year)

Our Mission: To empower students to become lifelong learners and fulfilled productive citizens in a changing world. Our Vision: Building Successful Motivated Scholars For Life Our Climate and Expectations: Stacey provides all students with:

A focus on learning

A safe and productive environment

Opportunities for responsibility, leadership, creativity and collaboration

Recognition for achievement and successes We believe in the power of working together with our students, parents, community and staff for continuous improvement of our student achievement and success. Student Enrollment by Grade Level (School Year 2014-15)

Grade Number of

Level Students

Grade 6 127

Grade 7 340

Grade 8 358

Total Enrollment 825

Student Enrollment by Group (School Year 2014-15)

Student Percent of

Group Total Enrollment

Black or African American 0.9

American Indian or Alaska Native 0.6

Asian 29.9

Filipino 2

Hispanic or Latino 36.6

Native Hawaiian or Pacific Islander 0.8

White 24.4

Two or More Races 4.1

Socioeconomically Disadvantaged 54.1

English Learners 21.4

Students with Disabilities 10.6

Foster Youth 0.2


A. Conditions of Learning

State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (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

Teachers School District

2013-14 2014-15 2015-16 2015-16

With Full Credential 39 39 36 413

Without Full Credential 0 0 0 0

Teaching Outside Subject Area of Competence (with full credential) 7 5 0 1.0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2013-14 2014-15 2015-16

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 0 0 Note: “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. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 96.3 3.7

All Schools in District 98.9 1.1

High-Poverty Schools in District 98.8 1.2

Low-Poverty Schools in District 100.0 0.0 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) Year and month in which data were collected: September 2, 2008 Westminster School District held a public hearing on October 9, 2014 and determined that each school within the district had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. The State of California. Core subject textbooks and instructional materials are provided for each student, including English Learners. Standards-aligned texts and materials are reserved both for use in the classroom and to take home. All textbooks and instructional materials used within the school are aligned with California State Frameworks, State Board of Education, and District Standards. Westminster School District is actively involved in the selection process of materials and textbooks. The selection process involves teachers, administrators, district support personnel, and parents. The district follows the State of California’s Textbook Adoption Cycle, which requires every school site to review textbooks in each curriculum area within a seven-year cycle; textbooks are replaced at the rate of one subject area per year. The table contains a list of the most recent textbook adoptions in core curriculum areas for the school as of October 2014.

Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts English/Language Arts Holt, Rinehart & Winston 2002

Yes 0

Mathematics Mathematics Holt McDougal 2009 Yes 0

Science Science CPO Science 2008 Yes 0

History-Social Science History/Social Science Teacher’s Curriculum Institute 2007

Yes 0

Foreign Language Foreign Language Prentice Hall 2007 Yes 0

Visual and Performing Arts Visual and Performing Arts Pearson Scott Foresman 2009

Yes 0


School Facility Conditions and Planned Improvements (Most Recent Year)

Stacey Middle School offers a safe and secure campus for students, staff, and visitors. The school was built in 1965 and provides up-to-date facilities and adequate space for students and staff. Stacey Middle School is comprised of a library media center, a spacious 8 classroom new science exploratory building, large multipurpose room, and 59 classrooms. Stacey Middle School has a “Fitness Lab,” which includes rowing machines and other fitness equipment. The school also enjoys a spacious quad, as well as grassy fields for running, sports, and games. Voters approved the Measure ‘O’ Facility Bond. The school’s Comprehensive School Site Safety Plan is revised each spring to ensure the protection of students and staff, the school and school property, and to establish a climate that is conducive to learning. All staff members have copies of the plan and annually attend in-service days regarding school site safety policies. Key elements of the plan include policies for crisis management and discipline, as well as activities to promote school safety. Students are supervised throughout the day by classified employees and teachers. There is a designated area for student drop-off and pick-up. Visitors register at the office and receive identification badges that must be displayed at all times. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Earthquake preparedness drills, fire drills, and intruder drills are held on a monthly rotation. In the event of an emergency, the school’s Disaster Preparedness Plan has clearly defined procedures to accommodate crisis situations and emergency supplies are available. School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 10/2/2015

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 Facility Rating (Most Recent Year)

Year and month in which data were collected: 10/2/2015

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], Science California Standards

Tests); and • The percentage of pupils 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 California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

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

School District State

English Language Arts/Literacy 56 50 44

Mathematics 50 46 33 Note: 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 Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

All Students 6 164 163 99.4 24 35 30 11

7 359 355 98.9 20 24 35 21

8 385 375 97.4 12 26 39 22

Male 6 82 50.0 34 34 24 7

7 164 45.7 24 29 32 15

8 195 50.6 14 30 41 14

Female 6 81 49.4 14 36 36 15

7 191 53.2 17 20 38 26

8 180 46.8 10 22 37 31

Black or African American 6 1 0.6 -- -- -- --

7 3 0.8 -- -- -- --

8 3 0.8 -- -- -- --

American Indian or Alaska Native 6 1 0.6 -- -- -- --

7 3 0.8 -- -- -- --

8 2 0.5 -- -- -- --

Asian 6 51 31.1 20 25 27 27

7 103 28.7 11 14 39 37

8 107 27.8 3 14 41 42

Filipino 6 4 2.4 -- -- -- --

7 7 1.9 -- -- -- --

8 7 1.8 -- -- -- --

Hispanic or Latino 6 63 38.4 33 41 24 2


Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

7 128 35.7 36 33 24 7

8 143 37.1 20 36 37 6

Native Hawaiian or Pacific Islander

6 1 0.6 -- -- -- --

7 3 0.8 -- -- -- --

8 3 0.8 -- -- -- --

White 6 32 19.5 16 38 41 6

7 94 26.2 10 24 48 18

8 90 23.4 9 24 40 27

Two or More Races 6 8 4.9 -- -- -- --

7 12 3.3 33 0 33 33

8 16 4.2 6 25 44 25

Socioeconomically Disadvantaged 6 109 66.5 35 34 25 6

7 211 58.8 27 27 31 14

8 223 57.9 17 29 38 15

English Learners 6 42 25.6 55 36 10 0

7 81 22.6 57 35 9 0

8 65 16.9 37 49 14 0

Students with Disabilities 6 17 10.4 65 29 6 0

7 34 9.5 65 21 15 0

8 36 9.4 53 28 17 0

Foster Youth 6 -- -- -- -- -- --

7 -- -- -- -- -- --

8 -- -- -- -- -- --

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 students that did not receive a score; 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 students with scores.

CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

All Students 6 164 163 99.4 29 37 17 17

7 359 355 98.9 19 30 24 27

8 385 375 97.4 19 24 22 35

Male 6 82 50.0 35 35 15 15

7 164 45.7 20 31 27 21

8 195 50.6 21 24 25 31


Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

Female 6 81 49.4 23 38 19 20

7 191 53.2 18 29 21 31

8 180 46.8 18 24 19 39

Black or African American 6 1 0.6 -- -- -- --

7 3 0.8 -- -- -- --

8 3 0.8 -- -- -- --

American Indian or Alaska Native 6 1 0.6 -- -- -- --

7 3 0.8 -- -- -- --

8 2 0.5 -- -- -- --

Asian 6 51 31.1 16 33 18 33

7 103 28.7 8 21 24 47

8 107 27.8 5 14 20 62

Filipino 6 4 2.4 -- -- -- --

7 7 1.9 -- -- -- --

8 7 1.8 -- -- -- --

Hispanic or Latino 6 63 38.4 49 35 5 11

7 128 35.7 34 38 20 8

8 143 37.1 32 35 21 12

Native Hawaiian or Pacific Islander

6 1 0.6 -- -- -- --

7 3 0.8 -- -- -- --

8 3 0.8 -- -- -- --

White 6 32 19.5 19 41 38 3

7 94 26.2 12 29 32 28

8 90 23.4 14 20 26 40

Two or More Races 6 8 4.9 -- -- -- --

7 12 3.3 25 17 25 33

8 16 4.2 19 6 31 44

Socioeconomically Disadvantaged 6 109 66.5 39 38 10 13

7 211 58.8 24 35 21 20

8 223 57.9 25 27 23 25

English Learners 6 42 25.6 60 38 2 0

7 81 22.6 48 38 9 4

8 65 16.9 52 28 18 2

Students with Disabilities 6 17 10.4 65 35 0 0

7 34 9.5 50 38 6 3

8 36 9.4 58 31 8 3

Foster Youth 6 -- -- -- -- -- --


Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

7 -- -- -- -- -- --

8 -- -- -- -- -- --

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 students that did not receive a score; 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 students with scores.

California Standards Tests for All Students in Science (Three-Year Comparison)

Subject

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

School District State

2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Science (grades 5, 8, and 10) 71 85 81 67 74 74 59 60 56 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.

California Standards Tests Results by Student Group in Science (School Year 2014-15)

Student Percent of Students Scoring at

Group Proficient or Advanced

All Students in the LEA 74

All Students at the School 81

Male 80

Female 80

Black or African American --

American Indian or Alaska Native --

Asian 93

Filipino --

Hispanic or Latino 65

Native Hawaiian or Pacific Islander --

White 86

Two or More Races 93

Socioeconomically Disadvantaged 100

English Learners 47

Students with Disabilities 75

Foster Youth -- 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.

California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

---7--- 15.70 18.80 50.40 Note: 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.


C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (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 (Most Recent Year)

Stacey Middle School encourages all parents to become involved in the school. Parent conferences, Open House, and Back-to-School Nights are designed to welcome parents, solicit input, and answer questions. The school also has an active Parent Teacher Student Association (PTSA).Parents are encouraged to make an appointment with their child’s teacher or principal at any time. The school’s web site provides monthly information and calendar updates for all parents and community members. Parent involvement is an integral part of the school program. Describe how the school involves parents in the development, decisions and evaluation of school programs. Parental involvement in GATE, SI, English Learner Programs, Title I, and Special Education should be addressed as well as the general involvement of parents and community. • An active School Site Council actively involves parents in monitoring, implementing and evaluating the school plan. • All parents are invited to participate in fall and spring parent conferences. • All parents are invited to Back-to-School Night and Open House events including our Multicultural Evening. • Community liaison workers contact parents of English Learners to conduct conferences about their student’s progress in their

home language. • Special education parents are invited to their student’s IEPs and to additional conferences regarding their student’s progress. • PTSA meets monthly • School Messenger communication system is used to inform parents about school activities or volunteer opportunities • Reflections Art Program • Red Ribbon activities • Student agendas are used as a form of communication and organization for students • Classroom assistance • Book Fair • Battle of the Homerooms • Parent seminars on social media, GRIT and perseverance, and 21st Century learning. • School Website: stacey.wsdk8 • Jupiter grades- parents have daily access to grades and assignment English Learners Advisory Council( ELAC)meets 5 times a year to support students acquiring English. A strong partnership between the school and home is essential if a quality educational program is to be provided to all students. When parents are involved in the child’s learning at school and at home, schools work better and students learn more. By working together, exchanging information, sharing decision-making, and collaborating in a child’s learning, everyone can contribute to the educational process. Research shows the strongest indicator of student success in school and in life is the involvement of the parents. Stacey Middle School, in compliance with the No Child Left Behind Act of 2001, is committed to the following to support parent involvement: • The school will work with parents to develop a written parental involvement policy that is understandable and shared with the

school community. The policy will be updated as necessary to meet the changing needs of the parents and school. • Parents are encouraged to attend an annual meeting to learn about rights of the parents to be involved under the No Child Left

Behind Act. • Parents will be involved in the planning, review, and improvement of Stacey Middle School’s program, the parent involvement

policy and the Single Plan for Student Achievement. Parent comments will be forwarded to the Westminster School District if they do not find the Single Plan for Student Achievement to be satisfactory.

• Stacey Middle School will provide parents with timely information about the School program, in Stacey Middle School website,

notes on report cards, calendars, and minutes from the site based meetings.


• Stacey Middle School will provide parents with a description and explanation of the curriculum used, the forms of academic assessment used to measure student progress and the proficiency level students are expected to meet. This information may be explained by teachers in a conference.

• If requested by parents, Stacey Middle School will provide appropriate parent participation opportunities for regular meetings

to formulate suggestions in decision relating to the education of their children and respond to any suggestions as soon as possible.

• The Home School Compact shall be developed jointly with parents outlining how parents, the entire school staff, and students

will share the responsibility for improved student academic achievement. • Stacey Middle School will provide assistance to parents, as appropriate, in understanding such topics as the state’s academic

content standards and state academic achievement standards, state and local academic assessments, and how to monitor a child’s progress and work with teachers to improvement the achievement of their children at school and at home.

• The state’s academic content standards will be posted in all classrooms and a copy given to all parents at meetings and

conferences. • Stacey Middle School will provide materials and training, such as literacy training and using technology, to help parents to work

with their child to improve their child’s achievement. • Stacey Middle School will educate all staff members, with the assistance of parents, in how to reach out to, communicate with,

and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.

• Stacey Middle School, when feasible and appropriate, will coordinate and integrate parent involvement programs and activities

and conduct other activities that encourage and support parents to more fully participate in the education of their children. • Stacey Middle School will ensure that information relating to school meetings, parent programs, and associated activities will be

sent to parents in a form and language that parents can understand. • Stacey Middle School will involve parents in the planning of staff development and training for teachers, principals and other

educators to improve the effectiveness of such training. Schools that are designated as Program Improvement Schools will notify parents of their rights under NCLB (school choice, supplemental services) in the following manner: Before the beginning of the school year a letter is sent to parents at Stacey Middle School informing them of the Program Improvement status of our school. In this letter the following information is delineated: • PI identification and a comparison of Stacey Middle and other schools in the Westminster School District • The reason for PI identification • What is being done to help Stacey Middle address the achievement problem • Ways for parents to become involved in addressing the academic issues facing the school • The parents’ option to transfer their child with paid transportation to a non-PI school and an academic profile of eligible transfer

schools


State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. Suspensions and Expulsions

Rate School District State

2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Suspensions------- 8.31 5.25 4.57 4.00 3.31 3.01 5.07 4.36 3.80

Expulsions------- 0.00 0.00 0.00 0.03 0.00 0.01 0.13 0.10 0.09

School Safety Plan (Most Recent Year)

Stacey Middle School offers a safe and secure campus for students, staff, and visitors. The school was built in 1965 and provides up-to-date facilities and adequate space for students and staff. Stacey Middle School is comprised of a library media center, large multipurpose room, and 59 classrooms. The school also enjoys a spacious quad, as well as grassy fields for running, sports, and games. Stacey has a new science and exploratory building with 8 classrooms and a large digital lab for all teachers to use if needed. The school’s Comprehensive School Site Safety Plan is revised each spring to ensure the protection of students and staff, the school and school property, and to establish a climate that is conducive to learning. All staff members have copies of the plan and annually attend in-service days regarding school site safety policies. Key elements of the plan include policies for crisis management and discipline, as well as activities to promote school safety. Students are supervised throughout the day by classified employees and teachers. There is a designated area for student drop-off and pick-up. Visitors register at the office and receive identification badges that must be displayed at all times. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Earthquake preparedness drills, fire drills, and intruder drills are held on a monthly rotation. In the event of an emergency, the school’s Disaster Preparedness Plan has clearly defined procedures to accommodate crisis situations and emergency supplies are available.

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. Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes Yes Yes

Met Participation Rate: English-Language Arts Yes Yes Yes

Met Participation Rate: Mathematics Yes Yes Yes

Met Percent Proficient: English-Language Arts N/A N/A N/A

Met Percent Proficient: Mathematics N/A N/A N/A

Met Attendance Rate Yes Yes Yes

Met Graduation Rate N/A N/A Yes


Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2007-2008 2011-2012

Year in Program Improvement* Year 5 Year 3

Number of Schools Currently in Program Improvement N/A 12

Percent of Schools Currently in Program Improvement N/A 85.7 Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Secondary)

Subject

2012-13 2013-14 2014-15

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

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

28 16 4 30 29 10 18 22 27 12 27 16

Mathematics ----------

28 5 12 8 29 6 6 14 28 4 15 8

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

31 3 8 11 28 4 16 6 29 3 14 8

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

31 1 11 10 31 15 8 30 3 13 8 Note: 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. Academic Counselors and Other Support Staff (School Year 2014-15)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 1.0 900

Counselor (Social/Behavioral or Career Development) 0 N/A

Library Media Teacher (Librarian) 0.0 N/A

Library Media Services Staff (Paraprofessional) 0.8 N/A

Psychologist------- 1.2 N/A

Social Worker------- 0.0 N/A

Nurse------- 0.2 N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist------- 2.0 N/A

Other------- 0.0 N/A Note: Cells with N/A values do not require data. 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.

Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- $1,495 $1,330 $165 $68,692

District------- N/A N/A $4,038 $75,389

Percent Difference: School Site and District N/A N/A -95.9% -2.6%

State------- N/A N/A $5,348 $72,993

Percent Difference: School Site and State N/A N/A -97.0% -2.1% Note: Cells with N/A values do not require data.


Types of Services Funded (Fiscal Year 2014-15)

• Federal, ECIA/ESEA/IASA • Federal, Special Education, Entitlement per UDC • Federal, Special Education, Discretionary Grants • Federal, Drug/Alcohol/Tobacco Funds • Federal, Interagency Contracts • Special Education Master Plan - Current Year • Local Control Funding Formula • Special Education Transportation • Educational Technology Assistance Grants • McKinney-Vento Grant Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $38,770 $43,091

Mid-Range Teacher Salary $74,828 $70,247

Highest Teacher Salary $92,211 $89,152

Average Principal Salary (Elementary) $112,063 $112,492

Average Principal Salary (Middle) $112,063 $116,021

Average Principal Salary (High) $117,511

Superintendent Salary $195,000 $192,072

Percent of Budget for Teacher Salaries 47% 41%

Percent of Budget for Administrative Salaries 5% 6% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Professional Development (Most Recent Three Years)

Staff members build teaching skills and concepts by participating in conferences and workshops throughout the year. The district offers two staff development days annually where teachers are offered a broad based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies. The areas of focus include 21st century teaching and learning, differentiating instruction, and training to support English Learner (EL) students. Teachers were also trained in cultural proficiency. For the 2105-16 school year, The Stacey staff is focusing on student engagement, blended Learning and collaboration for our areas of Professional Development. Teacher have 1 Wednesday a month to meet for their PLC and another Wednesday a month that is devoted to professional learning as a staff. There are opportunities for staff to attend conferences and other trainings as needed.

stacey middle school school accountability report card ...€¦ · 2014-15 school accountability...

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