School Accountability Report Card

SARC
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California Department of Education
School Accountability Report Card

Reported Using Data from the 2014-15 School Year
Published During 2015-16

Robert A. Millikan Affiliated Charter & Performing Arts Magnet Middle

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. 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.

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 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

District Contact Information
District Name Los Angeles Unified School District
Phone Number 213-241-1000
Superintendent Michelle King
E-mail Address michelle.king@lausd.net
Web Site achieve.lausd.net
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School Contact Information - Most Recent Year
School Name Robert A. Millikan Affiliated Charter & Performing Arts Magnet Middle
Robert A Millikan Affiliated Charter and Performing Arts MS (Millikan MS AC & PAM)
Street 5041 SUNNYSLOPE AVE
City, State, Zip SHERMAN OAKS, CA 91423
Phone Number 818-528-1600
Principal PLEVACK, JOHN J
E-mail Address jplevack@lausd.net
Web Site millikanmiddleschool.org
County-District-School (CDS) Code 19 64733 6058150
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School Description and Mission Statement

All youth achieving is the overall mission of Los Angeles Unified School District. The District's vision is that every LAUSD student will complete high school college-prepared and career-ready. To achieve our mission and vision, all schools in the District are committed to meeting the five goals listed below:

  1. 100% Graduation
  2. Academic Proficiency for All Students
  3. 100% Attendance
  4. Student, Parent, and Community Engagement
  5. School Safety

This School Accountability Report Card shows how well our school and students are meeting the District's goals.


Student Enrollment by Grade Level (School Year 2014-15)
Grade Level Number of Students
Kindergarten 0
Grade 1 0
Grade 2 0
Grade 3 0
Grade 4 0
Grade 5 0
Grade 6 678
Grade 7 696
Grade 8 695
Ungraded Elementary 0
Grade 9 0
Grade 10 0
Grade 11 0
Grade 12 0
Ungraded Secondary 0
Total Enrollment 2,069
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Student Enrollment by Student Group (School Year 2014-15)
Group Percent of Total Enrollment
Black or African American 7.7
American Indian or Alaska Native 0.3
Asian 6.7
Filipino 2.2
Hispanic or Latino 28.4
Native Hawaiian or Pacific Islander 0.4
White 53.0
Two or More Races 1.3
Socioeconomically Disadvantaged 37.8
English Learners 4.3
Students with Disabilities 8.3
Foster Youth 0.3
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A.  Conditions of Learning

State Priority: Basic

The SARC provides the following information relevant to the Basic State Priority (Priority 1):


Teacher Credentials
Teachers School 2013-14 School 2014-15 School 2015-16 District 2015-16
Teachers With Full Credential 79 76 74 24,549
Teachers Without Full Credential 0 5 2 450
Teachers Teaching Outside Subject Area of Competence (with full credential) 19 35 48 4,246
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Teacher Misassignments and Vacant Teacher Positions
Indicator 2013-14 2014-15 2015-16
Misassignments of Teachers of English Learners 5 5 7
Misassignments of Teachers of Physical Education 0 0 0
Total Teacher Misassignments* 68 128 207
Vacant Teacher Positions 1 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.

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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 95.80 4.20
All Schools in District 87.65 12.35
High-Poverty Schools in District 93.24 6.76
Low-Poverty Schools in District 45.04 54.96

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.

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Quality, Currency, Availability of Textbooks and Instructional Materials
- Most Recent Year

(Month and year in which data were collected: October 2015)
Subject Textbooks and Instructional
Materials / Year of Adoption
From Most Recent Adoption? Percent Students Lacking
Own Assigned Copy
Reading / Language Arts 2002-2004 Yes 0%
Mathematics 2014 Yes 0%
Science 2007 Yes 0%
History-Social Science 2006 Yes 0%
Foreign Language N/A N/A N/A
Health 2005 Yes 0%
Visual and Performing Arts 2008 Yes 0%
Science Laboratory Equipment (Grades 9-12) N/A N/A N/A

Note: 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. Senate Bill (Chapter 7 of the Statutes of 2011) extended that suspension until the 2015-16 school year.
Note: Cells with N/A values do not require data.
* Science Lab equipment sufficiency is per school, not per pupil.

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School Facility Conditions and Planned Improvements - Most Recent Year

The District takes great efforts to ensure that all schools are clean, safe, and functional within the available resources. The District has established cleaning standards for all school facilities in assigning and inspecting custodial work. Food service and restroom facilities are given highest priority on a daily basis to ensure the health and safety of students and staff. Other cleaning functions may be scheduled on a less than daily frequency due to the limitation of available custodial resources. Determination of repair status is based on the most recent SARC Inspection. Additional information about the condition of the school facilities may be obtained from the school.

School Facility Good Repair Status - Most Recent Year

(Month and year in which data were collected: July 2015)
System Inspected Repair Status Repair Needed and Action Taken or Planned
Gas Leaks GOOD
Mechanical / HVAC GOOD
Sewer GOOD
Interior Surfaces GOOD
Overall Cleanliness GOOD
Pest / Vermin Infestation GOOD
Electrical (Interior and Exterior) GOOD
Restrooms GOOD
Sinks / Drinking Fountains (Inside and Outside) GOOD
Fire Safety GOOD
Hazardous Materials (Interior and Exterior) GOOD
Structural Damage GOOD
Roofs GOOD
Playground / School Grounds GOOD
Windows / Doors / Gates / Fences GOOD
Overall Rating EXEMPLARY

Note: The cited maintenance deficiencies in the category have not been repaired or mitigated to date, but have been reported via Service Call or identified as a deferred maintenance or bond project and will be completed as soon as funding becomes available.

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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):


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
School District State
English Language Arts / Literacy (Grades 3-8 and 11) 55 33 44
Mathematics (Grades 3-8 and 11) 45 25 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.

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

ELA - Grade 6
Student Groups Total
Enrollment
Number
Tested
Percent
Tested
Percent
Achievement
Level 1*
Percent
Achievement
Level 2*
Percent
Achievement
Level 3*
Percent
Achievement
Level 4*
All Students 681 675 99.1 19 22 36 22
Male 681 322 47.3 25 24 33 18
Female 681 353 51.8 13 20 39 26
Black or African American 681 51 7.5 20 29 37 10
American Indian or Alaska Native 681 1 0.1 -- -- -- --
Asian 681 47 6.9 2 15 36 47
Filipino 681 10 1.5 -- -- -- --
Hispanic or Latino 681 165 24.2 27 28 32 11
Native Hawaiian or Pacific Islander 681 2 0.3 -- -- -- --
White 681 383 56.2 19 19 37 25
Two or More Races 681 16 2.3 13 13 56 19
Socioeconomically Disadvantaged 681 251 36.9 25 29 30 15
English Learners 681 32 4.7 69 22 6 0
Students with Disabilities 681 52 7.6 60 31 6 2
Students Receiving Migrant Education Services
Foster Youth -- -- -- -- -- -- --

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 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.
* Level 1 = Standard not met
   Level 2 = Standard nearly met
   Level 3 = Standard met
   Level 4 = Standard exceeded

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

ELA - Grade 7
Student Groups Total
Enrollment
Number
Tested
Percent
Tested
Percent
Achievement
Level 1*
Percent
Achievement
Level 2*
Percent
Achievement
Level 3*
Percent
Achievement
Level 4*
All Students 690 684 99.1 17 23 42 17
Male 690 315 45.7 20 25 40 14
Female 690 369 53.5 15 21 43 20
Black or African American 690 54 7.8 19 31 37 11
American Indian or Alaska Native 690 4 0.6 -- -- -- --
Asian 690 49 7.1 8 20 43 27
Filipino 690 18 2.6 6 11 50 33
Hispanic or Latino 690 188 27.2 26 29 33 10
Native Hawaiian or Pacific Islander 690 3 0.4 -- -- -- --
White 690 363 52.6 13 18 47 20
Two or More Races 690 5 0.7 -- -- -- --
Socioeconomically Disadvantaged 690 273 39.6 30 27 34 8
English Learners 690 21 3 90 5 5 0
Students with Disabilities 690 43 6.2 65 21 7 2
Students Receiving Migrant Education Services
Foster Youth -- -- -- -- -- -- --

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 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.
* Level 1 = Standard not met
   Level 2 = Standard nearly met
   Level 3 = Standard met
   Level 4 = Standard exceeded

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

ELA - Grade 8
Student Groups Total
Enrollment
Number
Tested
Percent
Tested
Percent
Achievement
Level 1*
Percent
Achievement
Level 2*
Percent
Achievement
Level 3*
Percent
Achievement
Level 4*
All Students 685 669 97.7 19 26 38 12
Male 685 302 44.1 22 29 32 8
Female 685 367 53.6 16 23 42 15
Black or African American 685 51 7.4 31 33 35 0
American Indian or Alaska Native 685 1 0.1 -- -- -- --
Asian 685 39 5.7 18 10 46 13
Filipino 685 16 2.3 25 25 31 6
Hispanic or Latino 685 220 32.1 23 29 32 10
Native Hawaiian or Pacific Islander 685 2 0.3 -- -- -- --
White 685 332 48.5 14 23 41 15
Two or More Races 685 6 0.9 -- -- -- --
Socioeconomically Disadvantaged 685 247 36.1 27 30 30 7
English Learners 685 20 2.9 65 10 10 0
Students with Disabilities 685 60 8.8 37 27 17 5
Students Receiving Migrant Education Services
Foster Youth -- -- -- -- -- -- --

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 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.
* Level 1 = Standard not met
   Level 2 = Standard nearly met
   Level 3 = Standard met
   Level 4 = Standard exceeded

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

Mathematics - Grade 5
Student Groups Total
Enrollment
Number
Tested
Percent
Tested
Percent
Achievement
Level 1*
Percent
Achievement
Level 2*
Percent
Achievement
Level 3*
Percent
Achievement
Level 4*
All Students 681 675 99.1 20 29 25 24
Male 681 322 47.3 24 29 19 27
Female 681 353 51.8 16 30 30 22
Black or African American 681 51 7.5 31 35 22 6
American Indian or Alaska Native 681 1 0.1 -- -- -- --
Asian 681 47 6.9 4 15 23 57
Filipino 681 10 1.5 -- -- -- --
Hispanic or Latino 681 165 24.2 30 30 22 16
Native Hawaiian or Pacific Islander 681 2 0.3 -- -- -- --
White 681 383 56.2 16 30 26 27
Two or More Races 681 16 2.3 6 19 44 31
Socioeconomically Disadvantaged 681 251 36.9 28 31 20 20
English Learners 681 32 4.7 69 25 3 0
Students with Disabilities 681 52 7.6 69 19 2 6
Students Receiving Migrant Education Services
Foster Youth -- -- -- -- -- -- --

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 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.
* Level 1 = Standard not met
   Level 2 = Standard nearly met
   Level 3 = Standard met
   Level 4 = Standard exceeded

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

Mathematics - Grade 6
Student Groups Total
Enrollment
Number
Tested
Percent
Tested
Percent
Achievement
Level 1*
Percent
Achievement
Level 2*
Percent
Achievement
Level 3*
Percent
Achievement
Level 4*
All Students 681 675 99.1 20 29 25 24
Male 681 322 47.3 24 29 19 27
Female 681 353 51.8 16 30 30 22
Black or African American 681 51 7.5 31 35 22 6
American Indian or Alaska Native 681 1 0.1 -- -- -- --
Asian 681 47 6.9 4 15 23 57
Filipino 681 10 1.5 -- -- -- --
Hispanic or Latino 681 165 24.2 30 30 22 16
Native Hawaiian or Pacific Islander 681 2 0.3 -- -- -- --
White 681 383 56.2 16 30 26 27
Two or More Races 681 16 2.3 6 19 44 31
Socioeconomically Disadvantaged 681 251 36.9 28 31 20 20
English Learners 681 32 4.7 69 25 3 0
Students with Disabilities 681 52 7.6 69 19 2 6
Students Receiving Migrant Education Services
Foster Youth -- -- -- -- -- -- --

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 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.
* Level 1 = Standard not met
   Level 2 = Standard nearly met
   Level 3 = Standard met
   Level 4 = Standard exceeded

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

Mathematics - Grade 7
Student Groups Total
Enrollment
Number
Tested
Percent
Tested
Percent
Achievement
Level 1*
Percent
Achievement
Level 2*
Percent
Achievement
Level 3*
Percent
Achievement
Level 4*
All Students 690 681 98.7 19 32 25 23
Male 690 313 45.4 17 31 25 26
Female 690 368 53.3 20 32 25 22
Black or African American 690 54 7.8 24 41 28 7
American Indian or Alaska Native 690 4 0.6 -- -- -- --
Asian 690 49 7.1 8 10 35 45
Filipino 690 18 2.6 6 28 33 33
Hispanic or Latino 690 188 27.2 29 38 18 13
Native Hawaiian or Pacific Islander 690 2 0.3 -- -- -- --
White 690 361 52.3 14 30 26 29
Two or More Races 690 5 0.7 -- -- -- --
Socioeconomically Disadvantaged 690 272 39.4 29 39 18 13
English Learners 690 21 3 81 14 5 0
Students with Disabilities 690 43 6.2 63 21 9 5
Students Receiving Migrant Education Services
Foster Youth -- -- -- -- -- -- --

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 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.
* Level 1 = Standard not met
   Level 2 = Standard nearly met
   Level 3 = Standard met
   Level 4 = Standard exceeded

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

Mathematics - Grade 8
Student Groups Total
Enrollment
Number
Tested
Percent
Tested
Percent
Achievement
Level 1*
Percent
Achievement
Level 2*
Percent
Achievement
Level 3*
Percent
Achievement
Level 4*
All Students 690 681 98.7 19 32 25 23
Male 690 313 45.4 17 31 25 26
Female 690 368 53.3 20 32 25 22
Black or African American 690 54 7.8 24 41 28 7
American Indian or Alaska Native 690 4 0.6 -- -- -- --
Asian 690 49 7.1 8 10 35 45
Filipino 690 18 2.6 6 28 33 33
Hispanic or Latino 690 188 27.2 29 38 18 13
Native Hawaiian or Pacific Islander 690 2 0.3 -- -- -- --
White 690 361 52.3 14 30 26 29
Two or More Races 690 5 0.7 -- -- -- --
Socioeconomically Disadvantaged 690 272 39.4 29 39 18 13
English Learners 690 21 3 81 14 5 0
Students with Disabilities 690 43 6.2 63 21 9 5
Students Receiving Migrant Education Services
Foster Youth -- -- -- -- -- -- --

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 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.
* Level 1 = Standard not met
   Level 2 = Standard nearly met
   Level 3 = Standard met
   Level 4 = Standard exceeded

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California Standards Test for All Students in Science - Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
Subject 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) 81 81 81 50 50 46 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.

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California Standards Test Results by Student Group in Science
(School Year 2014-15)
Group Percent of Students Scoring at Proficient or Advanced
All Students in the LEA 46
All Students at the School 81
Male 85
Female 79
Black or African American 64
American Indian or Alaska Native --
Asian 87
Filipino 93
Hispanic or Latino 78
Native Hawaiian or Pacific Islander --
White 87
Two or More Races --
Socioeconomically Disadvantaged 72
English Learners 47
Students with Disabilities 56
Students Receiving Migrant Education Services
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.

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State Priority: Other Pupil Outcomes

The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):


California Physical Fitness Test Results (School Year 2014-15)
Level Grade 5 Grade 7 Grade 9
Percent of Students Meeting Four of Six Fitness Standards 17.7
Percent of Students Meeting Five of Six Fitness Standards 25.8
Percent of Students Meeting Six of Six Fitness Standards 41.9

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.

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C.  Engagement

State Priority: Parental Involvement

The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):

Opportunities for Parental Involvement - Most Recent Year

To participate with any of the following opportunities, contact the school principal.

School
Year
Advisory
Council
Governance
Council
PTA /
PTO
Classroom
Volunteer
Office
Volunteer
Supervision
Volunteer
Fund
Raising
School
Beautification
Other
2014-15 X X X X X X


State Priority: School Climate

The SARC provides the following information relevant to the School Climate State Priority (Priority 6):

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 2.75 1.62 0.93 1.72 1.30 0.91 5.07 4.36 3.80
Expulsions 0.13 0.04 0.00 0.02 0.02 0.01 0.13 0.10 0.09
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School Safety Plan - Most Recent Year

Our school makes every effort to provide a safe, clean environment for learning. Classroom space is used to support our instructional program. Emergency drills are routinely held for earthquake and fire preparedness for our students and staff. As required by California Education Code (CEC), Section 35294, the school's Safe School Plan was revised and reviewed with staff on the following dates:

Safe School Plan Date Revised Date Reviewed with Staff
Volume 1 Prevention Programs     2015-10-01 2015-10-01
Volume 2 Emergency Procedures 2015-09-15 2015-09-15
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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.

On August 6, 2013, the United States Secretary of Education awarded the NCLB Waiver to eight California school districts, including Los Angeles Unified School District, that are part of the California Office to Reform Education (CORE) Consortium. The waiver allows the CORE districts to immediately implement an alternative accountability system, instead of the AYP. This new accountability system, School Quality Improvement System, will give the participating districts more flexibility and accountability in how they measure student performance and raise academic performance at the district level. While the California Department of Education (CDE) continues to publish AYP status for LAUSD schools, beginning in 2013-14 school year, the district will implement the School Quality Improvement System.

The NCLB Waiver awarded to LAUSD allows for several flexibilities from the previous accountability system. While CDE continues to identify LAUSD and certain district schools to be in PI status, the corrective actions and other interventions previously required of PI district and schools are no longer mandatory as the district implements the School Quality Improvement System in 2014-15. Using the School Quality Improvement Index, the district will identify several categories of schools for improvement, including 'Priority', 'Focus', and 'Support'. The School Quality Improvement Index will also identify 'Reward' and 'Collaborative Partner' schools that have made progress, who may be required to partner with a Priority or Focus school to support improvement efforts.

Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)
AYP Criteria School District State
Made AYP Overall No Yes Yes
Met Participation Rate - English-Language Arts No 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 Yes Yes
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Federal Intervention Program (School Year 2015-16)
Indicator School District
Program Improvement Status In PI
First Year of Program Improvement 2004-2005
Year in Program Improvement* Year 3
Number of Schools Currently in Program Improvement N/A 652
Percent of Schools Currently in Program Improvement N/A 71.3

Note: Cells with NA values do not require data.

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Average Class Size and Class Size Distribution (Elementary)
Grade
Level
Avg.
Class
Size
2012-13
Number of Classes*
Avg.
Class
Size
2013-14
Number of Classes*
Avg.
Class
Size
2014-15
Number of Classes*
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K
1
2
3
4
5
6 36 10 19 88 35 11 28 81 32 17 26 77
Other

* Number of classes indicates how many classes fall into each size category (a range of total students per class)

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Average Class Size and Class Size Distribution (Secondary)
Material Avg.
Class
Size
2012-13
Number of Classes*
Avg.
Class
Size
2013-14
Number of Classes*
Avg.
Class
Size
2014-15
Number of Classes*
1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
English 29 14 7 30 30 14 9 30 28 12 15 25
Mathematics 29 13 11 27 28 18 6 32 32 9 9 28
Science 30 7 11 21 32 6 6 27 29 9 19 25
Social Science 32 5 13 26 32 6 8 31 32 5 9 29

* 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.

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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 3.00 690
Counselor (Social/Behavioral or Career Development) 0.00 N/A
Library Media Teacher (librarian) 1.00 N/A
Library Media Services Staff (paraprofessional) n/a N/A
Psychologist 0.83 N/A
Social Worker 0.00 N/A
Nurse 1.00 N/A
Speech/Language/Hearing Specialist 0.00 N/A
Resource Specialist (non-teaching) 0.00 N/A
Other 0.00 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.

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Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)
Level Expenditures Per Pupil Average
Teacher Salary
Total
Expenditures
Supplemental /
Restricted
Basic /
Unrestricted
School Site $6,501 $1,167 $5,334 $69,032
District N/A N/A $5,729 $68,881
Percent Difference - School Site and District N/A N/A -7% 0%
State N/A N/A $5,348 $72,971
Percent Difference - School Site and State N/A N/A -0% -5%

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

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Types of Services Funded (Fiscal Year 2014-15)

This section provides information about the programs and supplemental services that are available at the school and funded through categorical sources.

Title I funds are used to support effective, research-based educational strategies for students not meeting the state's challenging academic achievement standards. Title I funds are distributed to schools with a minimum of 50% poverty on a per-pupil basis. Based on an analysis of student achievement data, Title I resources may be used for professional development, TIER II supplemental instruction and intervention, parental involvement, personalization and support for students with at-risk behaviors.

Title III funds assist English Learners (EL) in acquiring English fluency, gaining access to the curriculum, and achieving grade-level and graduation standards. Funds are distributed to school sites based on the number of EL students enrolled.

Economic Impact Aid-Limited English Proficient (EIA-LEP) is a state categorical program that provides supplemental funds to support programs for English Learners. Use of supplemental EIA funds for English Learners at the school level is administered through the Single School Plan as approved by the School Site Council and the local governing board. Typical examples include funds set aside for professional development, the purchase of supplemental materials and expenses that support paraprofessionals, supplemental resource teachers, and the operation of EL advisory committees.

School Year Title I Title III EIA-LEP
2014-15 X


Teacher and Administrative Salaries (Fiscal Year 2014-15)
Category District Amount State Average For Districts
In Same Category
Beginning Teacher Salary $39,788 $43,165
Mid-Range Teacher Salary $63,553 $68,574
Highest Teacher Salary $78,906 $89,146
Average Principal Salary (Elementary) $105,723 $111,129
Average Principal Salary (Middle) $115,222 $116,569
Average Principal Salary (High) $116,595 $127,448
Superintendent Salary $350,000 $234,382
Percent of Budget for Teacher Salaries 35 38
Percent of Budget for Administrative Salaries 5 5

Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

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Professional Development - Most Recent Three Years

Professional Development

The professional development provided in the 2014-2015 school year was designed to deepen the knowledge of teachers and schools leaders on the implementation of the California Content Standards (aka CCSS) in English/Language Arts, mathematics, science, and literacy in History/Social Studies, Science, and Technical Subjects and other content subjects. The professional development has built upon the phases of implementation of the standards, the Professional Learning and Leadership Development initiatives incorporating the Teaching and Learning and School Leadership frameworks, and targeted instruction for our subgroups. The primary focus of professional development within the District continues to be focused on effective first instruction using the California Content Standards as the foundation for multi-tiered systems of support for both tier I instruction and tier II/III interventions for behavior and academics. The District encourages schools to use a Plan-Deliver-Reflect-Revise model where teachers work collaboratively to construct instructional lessons, analyze student work, and reflect on instructional practices. The specific focus areas have been on the delivery of literacy and language instruction that ensures that all students read, write, speak and listen effectively, accurately, and fluently by the end of 2nd grade; the implementation of the California English Language Development Standards (CA ELD); the transition to the Next Generation Science Standards (NGSS); and the development of the instructional leadership team to collectively build capacity that increases the ability of all educators to make the instructional changes needed for all students to be college- and career-ready.

Time Contractually Allotted for Professional Development for Teachers*

Elementary Schools
Academic Year Banked Time (Hours) Pupil Free (Hours)
2014-15 26 Hours 6 Hours
2013-14 26 Hours 6 Hours
2012-13 26 Hours 6 Hours

Secondary Schools
Academic Year Banked Time (Hours) Pupil Free (Hours)
2014-15 21 Hours 6 Hours
2013-14 14 Hours 6 Hours
2012-13 14 Hours 6 Hours

Note: * Schools often provided additional professional development time based on specific school-site scheduling and budgetary decisions.

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