SARC 2015-16 SCHOOL ACCOUNTABILITY REPORT CARD PUBLISHED DURING 2016-17
Fairview Middle Address: 401 Fourth St. Gonzales, CA 93926 Principal: Avetik Atoian, Principal P h o n e: (831) 675‐3704 Email:
[email protected] Web Site: www.gonzalesusd.net CDS Code: 27754736026090
Gonzales Unified Superintendent: Elizabeth Modena P h o n e: (831) 675‐0100 Email:
[email protected] Web Site: www.gonzalesusd.net
Fairview Middle 2016-2017
School Accountability Report Card
DATA AND ACCESS
I
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 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 and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), 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
II
District Contact Information Most Recent Year
School Contact Information Most Recent Year
District Name: Gonzales Unified
School Name: Fairview Middle
Phone Number: (831) 675-0100
Street: 401 Fourth St.
Superintendent: Elizabeth Modena
City, State, Zip: Gonzales, CA 93926
E-mail Address:
[email protected]
Phone Number: (831) 675-3704
Web Site: www.gonzalesusd.net
Principal: Avetik Atoian, Principal E-mail Address:
[email protected] Web Site: www.gonzalesusd.net County-District-School 27754736026090 (CDS) Code:
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Fairview Middle 2016-2017
School Accountability Report Card
School Description and Mission Statement (School Year 2016–17) Principal's Message: I'd like to welcome you to Fairview Middle School's Annual School Accountability Report Card. In accordance with Proposition 98, every school in California is required to issue an annual School Accountability Report Card that fulfills state and federal disclosure requirements. Parents will find valuable information about our academic achievement, professional staff, curricular programs, instructional materials, safety procedures, classroom environment, and condition of facilities. Fairview Middle School provides a warm, stimulating environment where students are actively involved in learning academics, as well as, positive values. Students received a standards-based, challenging curriculum by dedicated professional staff and based on the individual needs of the students. Ongoing evaluation of student progress and achievement helps us refine the instructional program so students can achieve academic proficiency. We have made a commitment to ensure the best educational program possible for Fairview Middle School's students, and welcome any suggestions or questions you may have about the information contained in this report or about the school. Together through our hard work, our students will be challenged to reach their maximum potential.
Student Enrollment by Grade Level (School Year 2015-16) Grade Level
Number of Students
Student Enrollment by Student Group (School Year 2015-16) Student Group
Percent of Total Enrollment
Grade 5
177
Black or African American
0.3%
Grade 6
182
0.3%
Grade 7
201
American Indian or Alaska Native
Grade 8
166
Total Enrollment
726
Asian
0%
Filipino
0.4%
Hispanic or Latino
96.4%
Native Hawaiian/Pacific Islander
0.4%
White
2.1%
Two or More Races
0.1%
Socioeconomically Disadvantaged
85.1%
English Learners
38.3%
Students with Disabilities
9.1%
Foster Youth
0.6%
CONDITIONS OF LEARNING
A.
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.
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School Accountability Report Card
Teacher Credentials School 2016-17
District 2016-17
2014-15
2015-16
2016-17
Misassignments of Teachers of English Learners
0
0
Total Teacher Misassignments*
0
0
Vacant Teacher Positions
1
0
Teachers With Full Credential
School 2014-15
School 2015-16
30
28
Without Full Credential
0
Teaching Outside Subject Area of Competence (with full credential)
0
5
Teacher Misassignments and Vacant Teacher Positions Indicator
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 2015-16) Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers
Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers
This School
81.98%
18.02%
All Schools in District
83.33%
16.67%
High-Poverty Schools in District
83.33%
16.67%
Low-Poverty Schools in District
.00%
.00%
Location of Classes
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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School Accountability Report Card
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016–17) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials. Month and year in which data were collected: January 2017
Textbooks and instructional materials/year of adoption
From most recent adoption?
% Students lacking own assigned copy
Reading/Languag e Arts
SRA/McGraw Imagine It! 2009 Gr 5-6 adopted 2009; Glencoe Literature CA Treasures 2010 adopted 2011; Sopris West Language! Intervention 3rd Edition 2004 & 4th Edition 2009 grades 5-6 adopted 2002; Scholastic Read 180/System 44 Next Generation 2012 K4 adopted 2004
SRA/McGraw Imagine It! 2009 grades 5-6; Glencoe Literature CA Treasures 2010 grades 7-8; Scholastic Read 180
0%
Mathematics
Houghton Mifflin CA Math 2009 Gr 5 adopted 2014; Mathlinks Gr 6-8 adopted 2014
Go Math - grade Houghton Mifflin Gr-5 Mathlinks Grade 6, 7 and 8
0%
Science
Macmillan/McGraw Hill CA Science 2008 grade 5 adopted 2008; Glencoe/McGraw Hill CA Edition Focus on Earth, Life, Physical Science 2007 grades 6-8 adopted 2008
Macmillan/McGraw Hill California Science 2008 for grade 5; Glencoe/McGraw Hill CA Edition Focus on Earth, Life, Physical Science 2007 in grades 6-8
0%
History-Social Science
Houghton Mifflin CA Edition U.S. History: The Early Years 2007 Gr 5 adopted 2007; McDougal Littel HistorySocial Science Series 2006 grades 6-8 adopted 2007
Houghton Mifflin CA Edition United States History: The Early Years 2007 in grade 5; McDougal Littel HistorySocial Science Series 2006 in grades 6-8
0%
not applicable
N/A
Princeton Health Press Lifeskills Curriculum grades 6-8 adtop Choices grades 6-8 Developmental Assets
Princeton Health Press Lifeskills Curriculum grades 6-8
Visual and Performing Arts
not applicable
N/A
Science Laboratory Equipment (grades 9-12)
not applicable
N/A
Subject
Foreign Language Health
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0%
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School Accountability Report Card
School Facility Conditions and Planned Improvements The district's maintenance department inspects Fairview on an annual basis in accordance with Education Code 17592.72(c) (1). Fairview uses a school site inspection survey to identify unsafe or hazardous conditions and facility improvement needs. The most recent inspection took place this July 2016. The Monterey County Office of Education Team visited Fairview Middle School on September 7, 2016 and reviewed the District's William's Act Facility Inspection Tool (FIT) Report.
School Facility Good Repair Status Using the most recent FIT data (or equivalent), provide the following: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The Overall Rating Month and year in which data were collected: July 2016 Repair Needed and Action Taken or Planned System Inspected Good
Fair
Poor
✓
-
-
-
✓
-
✓
-
-
-
✓
-
Restrooms/Fountains: Restrooms, Sinks/ Fountains
✓
-
-
Safety: Fire Safety, Hazardous Materials
✓
-
-
Structural: Structural Damage, Roofs
✓
-
-
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
✓
-
-
Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical
Overall Facility Rate Month and year in which data were collected: July 2016
Overall Rating
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Exemplary
Good
Fair
Poor
-
✓
-
-
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PUPIL OUTCOMES
B.
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) 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.
CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Percent of Students Meeting or Exceeding the State Standards Subject
School
District
State
2014-15
2015-16
2014-15
2015-16
2014-15
2015-16
English Language Arts/ Literacy (grades 3-8 and 11)
28%
28%
25%
30%
44%
48%
Mathematics (grades 3-8 and 11)
13%
13%
12%
15%
34%
36%
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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ELA - Grade 5 Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
180
179
99.44%
22.91%
Male
94
93
98.94%
16.13%
Female
86
86
100.00%
30.23%
--
--
--
--
174
173
99.43%
21.39%
Native Hawaiian or Pacific Islander
--
--
--
--
White
--
--
--
--
Socioeconomically Disadvantaged
159
158
99.37%
17.72%
English Learners
90
89
98.89%
6.74%
Students with Disabilities
21
20
95.24%
Students Receiving Migrant Education Services
17
17
100.00%
11.76%
Foster Youth
--
--
--
--
Student Groups
Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino
Two or More Races
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 on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. NOTE: The number of students tested includes all students who participated inthe 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.
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ELA - Grade 6 Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
179
177
98.88%
30.11%
Male
83
83
100.00%
22.89%
Female
96
94
97.92%
36.56%
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
172
170
98.84%
30.18%
Native Hawaiian or Pacific Islander
--
--
--
--
White
--
--
--
--
Socioeconomically Disadvantaged
157
155
98.73%
28.57%
English Learners
71
70
98.59%
11.43%
Students with Disabilities
16
16
100.00%
12.50%
Students Receiving Migrant Education Services
18
18
100.00%
33.33%
Foster Youth
--
--
--
--
Student Groups
Asian Filipino Hispanic or Latino
Two or More Races
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 on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. NOTE: The number of students tested includes all students who participated inthe 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.
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ELA - Grade 7 Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
203
201
99.01%
29.35%
Male
106
104
98.11%
21.15%
Female
97
97
100.00%
38.14%
--
--
--
--
196
195
99.49%
28.21%
Native Hawaiian or Pacific Islander
--
--
--
--
White
--
--
--
--
Socioeconomically Disadvantaged
168
166
98.81%
26.51%
English Learners
54
53
98.15%
Students with Disabilities
14
14
100.00%
14.29%
Students Receiving Migrant Education Services
19
19
100.00%
26.32%
Foster Youth
--
--
--
--
Student Groups
Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino
Two or More Races
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 on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. NOTE: The number of students tested includes all students who participated inthe 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.
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ELA - Grade 8 Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
167
166
99.40%
31.10%
Male
80
79
98.75%
16.67%
Female
87
87
100.00%
44.19%
Black or African American
--
--
--
--
--
--
--
--
159
158
99.37%
30.77%
White
--
--
--
--
Two or More Races
--
--
--
--
Socioeconomically Disadvantaged
139
138
99.28%
27.74%
English Learners
34
34
100.00%
5.88%
Students with Disabilities
13
12
92.31%
16.67%
Students Receiving Migrant Education Services
11
11
100.00%
18.18%
Foster Youth
--
--
--
--
Student Groups
American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander
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 on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. NOTE: The number of students tested includes all students who participated inthe 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.
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School Accountability Report Card
Mathematics - Grade 5 Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
180
180
100.00%
9.44%
Male
94
94
100.00%
8.51%
Female
86
86
100.00%
10.47%
--
--
--
--
174
174
100.00%
9.77%
Native Hawaiian or Pacific Islander
--
--
--
--
White
--
--
--
--
Socioeconomically Disadvantaged
159
159
100.00%
8.81%
English Learners
90
90
100.00%
3.33%
Students with Disabilities
21
21
100.00%
Students Receiving Migrant Education Services
17
17
100.00%
5.88%
Foster Youth
--
--
--
--
Student Groups
Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino
Two or More Races
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 on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. NOTE: The number of students tested includes all students who participated inthe 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.
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School Accountability Report Card
Mathematics - Grade 6 Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
179
177
98.88%
6.25%
Male
83
83
100.00%
6.02%
Female
96
94
97.92%
6.45%
Black or African American
--
--
--
--
American Indian or Alaska Native
--
--
--
--
172
170
98.84%
5.92%
Native Hawaiian or Pacific Islander
--
--
--
--
White
--
--
--
--
Socioeconomically Disadvantaged
157
155
98.73%
6.49%
English Learners
71
70
98.59%
2.86%
Students with Disabilities
16
16
100.00%
Students Receiving Migrant Education Services
18
18
100.00%
11.11%
Foster Youth
--
--
--
--
Student Groups
Asian Filipino Hispanic or Latino
Two or More Races
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 on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. NOTE: The number of students tested includes all students who participated inthe 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.
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School Accountability Report Card
Mathematics - Grade 7 Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
203
201
99.01%
12.44%
Male
106
104
98.11%
10.58%
Female
97
97
100.00%
14.43%
--
--
--
--
196
195
99.49%
12.31%
Native Hawaiian or Pacific Islander
--
--
--
--
White
--
--
--
--
Socioeconomically Disadvantaged
168
166
98.81%
9.04%
English Learners
54
53
98.15%
Students with Disabilities
14
14
100.00%
Students Receiving Migrant Education Services
19
19
100.00%
10.53%
Foster Youth
--
--
--
--
Student Groups
Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino
Two or More Races
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 on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. NOTE: The number of students tested includes all students who participated inthe 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.
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Mathematics - Grade 8 Total Enrollment
Number Tested
Percent Tested
Percent Met or Exceeded
All Students
167
164
98.20%
23.93%
Male
80
79
98.75%
16.67%
Female
87
85
97.70%
30.59%
Black or African American
--
--
--
--
--
--
--
--
159
156
98.11%
21.29%
White
--
--
--
--
Two or More Races
--
--
--
--
Socioeconomically Disadvantaged
139
136
97.84%
19.85%
English Learners
34
34
100.00%
2.94%
Students with Disabilities
13
12
92.31%
16.67%
Students Receiving Migrant Education Services
11
11
100.00%
Foster Youth
--
--
--
Student Groups
American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander
--
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 on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. NOTE: The number of students tested includes all students who participated inthe 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.
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School Accountability Report Card
CAASPP Test Results in Science for All Students Percentage of Students Scoring at Proficient or Advanced Subject
Science (grades 5, 8, and 10)
School
District
State
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
26%
19%
18%
29%
19%
18%
60%
56%
54%
CAASPP Test Results in Science by Student Group Grades Five, Eight, and Ten (School Year 2015-16) Total Enrollment
Number of Students with Valid Scores
Percent of Students with Valid Scores
Percent Proficient or Advanced
All Students
347
341
98.27%
18.48%
Male
174
168
96.55%
17.26%
Female
173
173
100.00%
19.65%
--
--
--
--
--
--
--
--
Hispanic or Latino
333
327
98.20%
16.82%
Native Hawaiian or Pacific Islander
--
--
--
--
White
--
--
--
--
Two or More Races
--
--
--
--
Socioeconomicall y Disadvantaged
298
292
97.99%
15.41%
English Learners
124
121
97.58%
5.79%
Students with Disabilities
34
30
88.24%
3.33%
Students Receiving Migrant Education Services
28
28
100.00%
Foster Youth
--
--
--
Student Group
Black or African American American Indian or Alaska Native Asian Filipino
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STATE PRIORITY: OTHER PUPIL OUTCOMES The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical education.
California Physical Fitness Test Results (School Year 2015-16) Percentage of Students Meeting Four of Six Fitness Standards
Percentage of Students Meeting Five of Six Fitness Standards
Percentage of Students Meeting Six of Six Fitness Standards
5
22.50%
11.80%
9.60%
7
20.10%
23.10%
11.10%
Grade Level
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.
ENGAGEMENT
C.
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 school site.
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Opportunities for Parental Involvement - (School Year 2016–17) Parents are encouraged to get involved in their child's learning environment either by volunteering in the classroom, participating in a decision-making group, or simply attending school events. Parents stay informed on upcoming events and school activities through flyers, the school marquee, principal newsletters, and an automated telephone message system. To find out how to become involved the Fairview Middle School learning environment, parents may contact the school at (831) 675-3704. Opportunities to Volunteer include: -Classroom Helper -Chaperones -Advisory Committees such as: School Site Council/English Learner Advisory Council (SSC/ELAC) Parent Teacher Community Association (PTCA) Eighth Grade Parent Committee District Advisory Council (DAC) District English Learner Advisory Council (DELAC) School Activities: Back to School Night Student Performances Sporting Events including Sports Banquet Nights School Dances Parent Conferences (Twice a Year)
STATE PRIORITY: SCHOOL CLIMATE The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety.
Suspensions and Expulsions School
District
State
Rate* 2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
2013-14
2014-15
2015-16
Suspensions
9.15
9.05
15.23
6.18
5.16
7.32
4.36
3.80
3.65
Expulsions
0.00
0.00
0.53
0.08
0.00
0.24
0.10
0.09
0.09
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School Safety Plan – Most Recent Year At Fairview Middle School, the safety of students and staff is of great importance. FMS recognizes the responsibility we have for maintaining a safe learning environment for all. Our goal is to provide all students with the behavioral and academic skills necessary to reach their fullest potential and become responsible lifelong learners. To achieve this goal, we have instituted a Positive Behavior Intervention and Support or PBIS plan. PBIS supports the ongoing safety efforts to meet the needs of our students. The plan has been implemented to support social and behavioral interventions that recognize positive behaviors. Our plan includes expectations for staff, parents, and students. Staff - administrators, faculty, and support staff - monitor the school grounds before and after school, during breaks and lunch. Two campus security monitors (one full-time Campus Supervisor; two part-time yard duty supervisors) are on site every day and support the site before, during, and after school hours. The District also works with Monterey County Mental Health to offer mental health services for students. Additionally, Fairview Middle School Comprehensive School Site Safety Plan was developed in collaboration with Local agencies and the district to fulfill Senate Bill 187 requirements to further support our safety goals. Components of this plan include child abuse reporting procedures, teacher notification of dangerous pupil procedure, disaster response procedures, procedures for safe arrival and departure from school, sexual harassment policy, and the dress code policy. Staff training is provided in on-line and in-person venues. The school site safety plan is reviewed, and updated annually. All updates are brought forward to FMS staff through staff development meetings, School Site Council and ELAC meetings on an annual basis.
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.
Federal Intervention Program (School Year 2016-17) Indicator
School
District
In PI
In PI
2004-2005
2010-2011
Year 5
Year 3
Number of Schools Currently in Program Improvement
N/A
3
Percent of Schools Currently in Program Improvement
N/A
75.0%
Program Improvement Status First Year of Program Improvement Year in Program Improvement*
NOTE: Cells with NA values do not require data.
Average Class Size and Class Size Distribution (Elementary) Grade Level
Avg. Class Size
2013-14 Number of Classes* 1-20
5
31
6
50
1
5
1
Other
2014-15 Number of Classes*
21-32
33+
Avg. Class Size
4
3
28
1
9
39
1
6
3
34
1
1
2
1-20
21-32
33+
Avg. Class Size
2015-16 Number of Classes* 1-20
21-32
33+
8
* 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) 2013-14 Number of Classes*
Avg. Class Size
1-22
23-32
English
25
6
7
Mathemati cs
27
2
14
Science
29
11
Social Science
29
11
Subject
2014-15 Number of Classes*
33+
Avg. Class Size
1-22
23-32
33+
1
23
7
7
2
25
3
14
1
27
1
12
1
27
1
12
Avg. Class Size
2015-16 Number of Classes* 1-22
23-32
33+
* 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 2015-16) Number of FTE* Assigned to School
Average Number of Students per Academic Counselor
Academic Counselor
1.0
377
Counselor (Social/Behavioral or Career Development
2.0
N/A
0
N/A
Library Media Services Staff (Paraprofessional)
1.0
N/A
Psychologist
1.0
N/A
Social Worker
0
N/A
Nurse
0.3
N/A
Speech/Language/Hearing Specialist
1.0
N/A
Resource Specialist (non - teaching)
3.0
N/A
0
N/A
Title
Library Media Teacher (Librarian)
Other 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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School Accountability Report Card
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15) Total Expenditures Per Pupil
Expenditures Per Pupil (Supplemental / Restricted)
District
N/A
N/A
Percent Difference – School Site and District
N/A
N/A
State
N/A
N/A
Percent Difference – School Site and State
N/A
N/A
Level
Expenditures Per Pupil (Basic / Unrestricted)
Average Teacher Salary
School Site $68833
$5677
$67348
NOTE: Cells with N/A values do not require data.
Types of Services Funded (Fiscal Year 2015-16) The supplemental funds available to Fairview Middle School include: Title I basic Grant Part A, Title I Migrant Part C, Title III Immigrant, Title III Limited English Proficient funds.
Teacher and Administrative Salaries (Fiscal Year 2014-15) District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$40559
$42063
Mid-Range Teacher Salary
$67316
$64823
Highest Teacher Salary
$96275
$84821
Average Principal Salary (Elementary)
$92182
$101849
Average Principal Salary (Middle)
$107829
$107678
Average Principal Salary (High)
$109526
$115589
Superintendent Salary
$173966
$169152
29%
35%
5%
6%
Category
Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries
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 This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. In the school year of 2015-2016, we had several instructional planning opportunities at Fairview Middle School. Our Thursday staff development days in addition to three full days of district professional development have helped guide our instructional focus. Every Thursday, Fairview Middle School teachers collaborate in Professional Learning Teams (PLTs) either by grade level, subject area, or as a staff to review data, create action plans in response to data, collaborate on lessons, or receive Professional Development (PD). Topics for PD include English Language Development (Guided Language Acquisition Design) strategies, curriculum planning, writing strategies, common Program Monitoring assessments, the School Safety Plan, Parent Involvement Plan, School Site Plan, 40 Developmental Assets, Positive Behavior Interventions and Supports (PBIS) school wide discipline policies and promotion and retention versus intervention strategies. Teachers are supporting in these academic efforts by one Academic Coach and one Intervention Specialist.
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