Shoreline Middle School 2012-13 School Accountability Report Card — Published During the 2013-14 School Year

Live Oak SD

Principal’s Message Shoreline Middle School is located on the central coast of California in the unincorporated, primarily residential urban community of Live Oak. It is situated between Santa Cruz and Capitola and is bordered by the Monterey Bay.

Colleen Martin, Principal E-mail: [email protected]

Shoreline Middle School serves approximately 505 students in grades 6-8 and reflects a wide range of cultural and socioeconomic diversity similar to that of the Live Oak community.

855 17th Avenue Santa Cruz, CA 95062 Phone: (831) 475-6565

Shoreline Middle School, through its partnership with the community, provides a safe environment where mutual respect, cultural diversity, and educational excellence are fostered and valued.

CDS Code: 44-69765-6113559 Grades: 6-8

Shoreline Middle School: • Believes that meeting the needs of our diverse student population is central to our successful educational program

www.sms-losd-ca.schoolloop.com

• Is committed to teaching rich subject matter content in all subjects [i.e., Academics, fine arts, and physical education] • Provides a safe and caring environment where students and staff respect each other • Believes in providing professional and equitable resources for staff and students • Has high expectations for professionalism in teaching • Believe that parents and students have a vital and active role in the educational process • Believes in working collaboratively as departments and staff to make consensus decisions • Believes in making interpersonal connections with kids and being role models for students • Holds high expectations for students in terms or academics and behavior Colleen Martin, Principal

Parental Involvement Shoreline offers parents a number of opportunities to become involved in school activities. Our Home and School Club provides parents the opportunity to help raise much needed funds for school programs, activities and resources. Parents can also choose to run for election to the School Site Council and English Learner Advisory Committee. Parents can also volunteer to assist with many activities and events throughout the year, including but not limited to: • Classroom volunteering

Live Oak School District Tamra Taylor, Ed. D., Superintendent E-mail: [email protected] 984-1 Bostwick Lane Santa Cruz, CA 95062 Phone: (831) 475-6333 www.losd-ca.schoolloop.com/

• Drivers/chaperones for fieldtrips • Chaperones at school dances • Planning team for graduation activities For more information on how to become involved, please contact Principal Colleen Martin at (831) 4756565 x308.

Governing Board Larry Perlin, Board President Karen Palmer, Clerk Jeremy Ray, Member

Live Oak School District Goals Image, Outreach and Family Engagement

Mike Pisenti, Member Phyllis Greenleaf, Member

100 percent of families living in LOSD boundaries choose to enroll their children in Live Oak Schools and 100 percent of LOSD parents are actively engaged in their children’s education and are supporting our mission as measured by a parent survey. Culture of Learning 100 percent of students will regularly be involved in collaborative, inquiry-based learning that involves the application of 21st-century skills and that results in a culminating project or event. Wellness 100 percent of all students in LOSD will be supported in the areas of social-emotional health, physical education, safety, and nutrition as measured by student surveys. Academic Achievement Educate all students to achieve their potential through a rigorous program that builds a solid academic foundation in which students make measurable progress mastering grade-level Common Core Standards.

Mission Statement As a diverse community in the heart of Santa Cruz County, LOSD’s mission is to prepare students, preschool through grade 12, to make meaningful contributions in a rapidly changing world through engagement in academically rigorous curriculum within a collaborative, innovative learning environment.

Shoreline Middle School • 2012-13 SARC The Board’s Governance Goals GOAL 1: The improvement of student academic achievement To us, this means: • Schools making API target goals for all student subgroups • Schools increasing the number of proficient and advanced students • Schools decreasing the number of students far below basic and below basic as measured by the CST/STAR scores • Students are engaged in their learning progress What we will do: • Articulate student academic progress goals for all schools in the District • Support staff in the development of grade-level curriculum and District benchmark assessments which are based upon the California Content Standards • Provide time for quality professional development including teacher and principal learning communities • Recognize the connection between student improvement and school plans which target student achievement and align actions and resources toward closing achievement gaps and challenging advanced students • Foster conditions which promote open home/school communities • Support the infusion of technology in classrooms How and when we will measure: • Annual Schoolwide, Low SES, ELL, and Special Education subgroup CST/STAR data. • District Benchmark Assessments (three to four per year depending upon grade level). GOAL 2: The development of a District vision, which is focused upon student learning and is responsive to the needs of all students To us, this means: • Ensuring inclusive processes are in place to develop and periodically review the District vision and direction-setting documents • District decisions, action plans and resource allocation are aligned with the District’s vision and the community’s aspirations for student learning and their future success • Student’s academic and social development is the guiding mission What we will do: • Beginning vision sessions with information about projections regarding the needs of the 21stcentury work place • Establishing venues such as public forums, focus groups, and online surveys in which students, staff, parents, and community members are given opportunities to participate in the creation of the District vision • Seeking feedback on draft vision statements • Report to the community the final documents and once developed use these documents to guide our planning for the future • Develop goals and action plans which create conditions conducive to the accomplishment of the vision • Engage in annual review and refinement of the District vision and goals for student learning • Have all employees develop goals which apply to the unique contributions their job classification can make toward the attainment of the vision How and when we will measure: • The development and public vetting of the District vision and goals for student learning will be completed by August 2012 • Action Plans for the 2012-13 school year will be completed by June 2012 • Principals will report their school’s student achievement progress on the CST/STAR assessment and share plans for improvement GOAL 3: Adopt a fiscally responsible budget based upon our vision and goals To us, this means: • We will budget our plan for the future, keeping student learning at the forefront of the decision-making process • We will recognize the relationship between adequate funding and quality student programs What we will do: • Rethink and possibly redesign the delivery of services to meet the new fiscal realities while keeping focused upon our vision for student learning How and when we will measure: • A balanced three-year budget with accompanying increases in student learning

2 Live Oak School District Vision WE BELIEVE • Live Oak School District is a beacon for innovation and student passion. • The best interests of students are at the heart of every decision. • School is a respectful community that provides opportunities for inspiration, passion and motivation, which are essential to the learning environment. • An ideal learning environment includes rigorous, collaborative, purposeful learning that is meaningful, joyful and fosters risk taking. • It is important to meet each student’s individual academic needs by providing choices within all of our schools. • In order for 21st-century learners to create and re-create content, students and teachers need the technology tools and time for training. • Understanding the needs and backgrounds of students helps teachers develop engaging and joyful learning experiences that promote the wellness of the whole child, including their social, physical and emotional safety. • Creating a solid foundation for future success starts by taking pride in ourselves, then developing powerful relationships that interconnect through the home, classroom, workplace, community and to the worldcitizenship! • The ability to apply one’s learning is the true measure that something has been learned. • Through innovative teaching and learning, everyone is being challenged, motivated, and excited about learning. • In order to prepare students for career and college readiness we begin at the earliest age with that goal in mind. • Students have the ability to make an impact on the future when we give them opportunities for leadership at an early age. • To meet our students’ needs it is important for all of us to continually improve our practices. • Active parent involvement and investment of community members strengthens the process of learning and growing for our students. • When inspired, supported and mindful of purpose, staff, students and parents will view present and future challenges as opportunities. • We are proud to have bilingual students and a multicultural community of learners. • Inclusion and appreciation of diversity are valuable assets that create a welcoming and safe environment for students to thrive.

Shoreline Middle School • 2012-13 SARC

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Enrollment by Student Group The total enrollment at the school was 517 students for the 2012-13 school year. The pie chart displays the percentage of students enrolled in each group. 2012-13 School Year

Demographics

Two or More Races 0.8%

White 31.5%

Enrollment by Grade Level The bar graph displays the total number of students enrolled in each grade for the 2012-13 school year. 2012-13 Enrollment by Grade

No Response 2.9%

172

6 Black or African American 3.1%

178

7 167

8

Filipino 3.7%

Hispanic or Latino 55.1%

Native Hawaiian or Pacific Islander 0.8%

American Indian or Alaska Native 0.8%

Asian 1.4%

Socioeconomically Disadvantaged English Learners Students with Disabilities

65.00% 36.00% 13.90%

Class Size Distribution The bar graph displays the three-year data for average class size and the table displays the three-year data for the number of classrooms by size. Three-Year Data Comparison

Average Class Size

10-11

22

23 20

24

26

24

11-12

28

27

24

24

12-13

25

Suspensions and Expulsions This table shows the school and district suspension and expulsion rates for the most recent three-year period. Please note, a new method for calculating suspension and expulsion rates was implemented starting in the 2011-12 school year – the rates in 2011-12 and beyond cannot be truly compared to previous rates since they are calculated differently.

19

English-Language Arts

Mathematics

Science

History-Social Science

Suspension and Expulsion Rates Three-Year Data Comparison

Number of Classrooms by Size 10-11 Subject

1-22

23-32

English-Language Arts

21

22

Mathematics

18

14

Science

6

History-Social Science

10

11-12 33+

23-32

11

10-11

11-12

12-13

Suspension Rates

0.158

0.082

0.074

Expulsion Rates

0.000

0.002

0.006

12-13 1-22

23-32

6

11

7

4

10

2

12

23

2

10

1

11

22

5

9

2

10

2

1-22

Shoreline MS

33+

33+

Live Oak SD 10-11

11-12

12-13

Suspension Rates

0.078

0.039

0.028

Expulsion Rates

0.000

0.000

0.001

Shoreline Middle School • 2012-13 SARC

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STAR Results for All Students The Standardized Testing and Reporting Program (STAR) results are evaluated and compared to state content standards using the following five performance levels: Advanced (exceeds state standards), Proficient (meets state standards), Basic, Below Basic, and Far Below Basic. Students scoring at the Proficient or Advanced level meet state standards in that content area. The tables show the percentage of students who scored at Proficient or Advanced levels in English-language arts, mathematics, science, and history-social science. Three-Year Data Comparison

Students Scoring at Proficient or Advanced Levels Shoreline MS

Live Oak SD

California

Subject

10-11

11-12

12-13

10-11

11-12

12-13

10-11

11-12

12-13

English-Language Arts

51%

56%

52%

51%

57%

53%

54%

56%

55%

Mathematics

45%

48%

52%

52%

56%

56%

49%

50%

50%

Science

51%

53%

69%

53%

56%

63%

57%

60%

59%

History-Social Science

39%

47%

50%

47%

48%

56%

48%

49%

49%

STAR Results by Student Group: English-Language Arts, Mathematics, Science, and History-Social Science Spring 2013 Results

Students Scoring at Proficient or Advanced Levels EnglishLanguage Arts

Mathematics

Science

HistorySocial Science

All Students in the District

53%

56%

63%

56%

All Students at the School

52%

52%

69%

50%

Male

51%

55%

71%

55%

Female

53%

48%

66%

45%

Black or African American

27%

40%

v

v

American Indian or Alaska Native

v

v

v

v

Asian

v

v

v

v

Filipino

42%

50%

v

v

Hispanic or Latino

40%

44%

62%

40%

Native Hawaiian or Pacific Islander

v

v

v

v

White

72%

65%

84%

67%

Two or More Races

79%

72%

v

v

Socioeconomically Disadvantaged

44%

46%

62%

38%

English Learners

5%

19%

8%

8%

Students with Disabilities

32%

26%

48%

38%

v

v

v

v

Group

Students Receiving Migrant Education Services

v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy.

Standardized Testing and Reporting Program The Standardized Testing and Reporting Program (STAR) aims to identify strengths and weaknesses to improve student learning. The STAR consists of several key tests that are designed for the student’s age and individual needs. These tests include the California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). The CSTs are multiple choice tests in English-language arts, mathematics, science, and history-social science for varying grade levels. Some grade levels also participate in an essay writing test. The CSTs are used to determine students’ achievement of the California Academic Content Standards. These standards describe the knowledge and skills that students are expected to learn at each grade level and subject. The CMA is a modified assessment for students with disabilities who have an Individualized Education Plan. It is designed to assess those students whose disabilities prevent them from achieving grade-level proficiency on an assessment of the content standards with or without accommodations. The CAPA is an alternate assessment for students with significant cognitive disabilities who are unable to take the CST with accommodations or modifications or the CMA with accommodations. For more information on the STAR including tests, participation, groups, and scores by grade level, please visit star.cde.ca.gov.

Shoreline Middle School • 2012-13 SARC

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API Ranks Schools are ranked in 10 categories of equal size, called deciles, from one (lowest) to 10 (highest) based on their API Base reports. A school’s “statewide API rank” compares its API to the APIs of all other schools statewide of the same type (elementary, middle, or high school). A “similar schools API rank” reflects how a school compares to 100 statistically matched similar schools. This table shows the school’s three-year data for statewide API rank and similar schools’ API rank.

Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of the schools within California. API is measured on a scale from 200 to 1,000. This score reflects the school, district, or a student group’s performance level based on the results of statewide testing. The state has set an API score of 800 as the statewide target.

2010

2011

2012

Statewide API Rank

4

4

4

The annual API reporting cycle consists of the Base API (not published in this SARC) and Growth API. The Base API begins the reporting cycle and the results are released approximately a year after testing occurs (e.g. The 2012 Base API is calculated from results of statewide testing in spring 2012, but the results are not released until May 2013). Growth API calculates test results in the same fashion and with the same indicators as the Base API but from test results from the following year (e.g. The 2013 Growth API is calculated from results of statewide testing in spring 2013 and released in September 2013). To represent how much a school’s API changed from 2012-13, the 2012 Base API is subtracted from the 2013 Growth API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes Growth API, growth achieved, and whether or not targets were met.

Similar Schools API Rank

4

4

5

To learn more about API, visit www.cde.ca.gov/ta/ac/ap/ for the API information guide and the API overview guide.

API Ranks Three-Year Data Comparison

API Growth by Student Group Assessment data is reported only for numerically significant groups. To be considered numerically significant for the API, the group must have either: (1) at least 50 students with valid STAR scores who make up at least 15 percent of the total valid STAR scores, or (2) at least 100 students with valid STAR scores. This table displays, by student group, first, the 2013 Growth API at the school, district, and state level followed by the actual API change in points added or lost for the past three years at the school. 2013 Growth API and Three-Year Data Comparison

API Growth by Student Group 2013 Growth API Group

Shoreline MS

Live Oak SD

Shoreline MS ­– Actual API Change

California

Number of Students

Growth API

Number of Students

Growth API

Number of Students

Growth API

10-11

11-12

12-13

All Students

486

779

1,461

792

4,655,989

790

4

21

6

Black or African American

15

732

41

766

296,463

708

n

n

n

American Indian or Alaska Native

4

v

10

v

30,394

743

n

n

n

Asian

7

v

25

863

406,527

906

n

n

n

Filipino

20

696

31

739

121,054

867

n

n

n

Hispanic or Latino

266

733

743

741

2,438,951

744

1

18

3

4

v

6

v

25,351

774

n

n

n

159

860

539

860

1,200,127

853

21

19

15

4

v

37

745

125,025

824

n

n

n

Socioeconomically Disadvantaged

321

739

905

752

2,774,640

743

-3

24

4

English Learners

160

640

520

697

1,482,316

721

-33

6

-27

Students with Disabilities

90

592

253

608

527,476

615

-5

82

11

Native Hawaiian or Pacific Islander White Two or More Races

v Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for statistical accuracy or to protect student privacy. n Data are reported only for numerically significant groups.

Shoreline Middle School • 2012-13 SARC

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Adequate Yearly Progress The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or exceed criteria in the following four target areas: 1. Participation rate on statewide assessments in English-language arts and mathematics 2. Percentage of students scoring proficient on statewide assessments in English-language arts and mathematics 3. API scores 4. Graduation rate for high schools The table displays whether or not the school and district met each of the AYP criteria and made overall AYP for 2012-13. For more information, visit www.cde.ca.gov/ta/ac/ay/. 2012-13 School Year

Adequate Yearly Progress Criteria Shoreline MS

Live Oak SD

No

No

English-Language Arts

Yes

Yes

Mathematics

Yes

Yes

English-Language Arts

No

No

Mathematics

No

No

Met API Criteria

Yes

Yes

÷

æ

Met Overall AYP Met Participation Rate

Met Percent Proficient

Met Graduation Rate

California Physical Fitness Test Each spring, all students in grades 5, 7, and 9 are required to participate in the California Physical Fitness Test (PFT). The Fitnessgram® is the designated PFT for students in California public schools put forth by the State Board of Education. The PFT measures six key fitness areas: 1. Aerobic Capacity 2. Body Composition 3. Flexibility

Federal Intervention Program Schools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate) enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the next level of intervention. The percent of schools identified for Program Improvement is calculated by taking the number of schools currently in PI within the district and dividing it by the total number of TItle I schools within the district. This table displays the 2013-14 Program Improvement status for the school and district. For detailed information about PI Identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp. 2013-14 School Year

Federal Intervention Program

Program Improvement Status First Year of Program Improvement Year in Program Improvement

Shoreline MS

Live Oak SD

In PI

Not In PI

2006-2007

²

Year 5

²

Number of Schools Identified for Program Improvement

3

Percent of Schools Identified for Program Improvement

75.00%

÷ Not applicable. The graduation rate for AYP criteria applies to high schools. æ The district is not required to meet the graduation rate criteria for AYP because there were fewer than 50 students in the graduation denominator (graduates plus dropouts). ² Not applicable.

4. Abdominal Strength and Endurance 5. Upper Body Strength and Endurance 6. Trunk Extensor Strength and Flexibility Encouraging and assisting students in establishing lifelong habits of regular physical activity is the primary goal of the Fitnessgram®. The table shows the percentage of students meeting the fitness standards of being in the “healthy fitness zone” for the most recent testing period. For more detailed information on the California PFT, please visit www.cde. ca.gov/ta/tg/pf. Percentage of Students Meeting Fitness Standards 2012-13 School Year Grade 7 Four of Six Standards

16.60%

Five of Six Standards

17.80%

Six of Six Standards

25.40%

Shoreline Middle School • 2012-13 SARC

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School Mission Statement The mission of Shoreline Middle School is to develop lifelong learners and to promote the intellectual, social, emotional, and physical potential of every student. Teachers, parents, administrators, support staff and community members work together to create a challenging environment in which students can make a successful transition from elementary school to the demands of high school and beyond. Students at Shoreline Middle School will find the opportunity to develop: • A positive self-image based on success in academic accomplishment and a maturing means of handling social and emotional issues • An understanding of their individual responsibilities in the school community and in a democratic society in general • The ability to consider the rights and needs of others

Public Internet Access

• A desire to preserve and maintain the environment, as well as to contribute to a positive school and community environment

Internet access is available at public libraries and other locations that are publicly accessible (i.e., 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 include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available at a workstation, and the ability to print documents.

• The interpersonal skills necessary to work productively in groups • Skill in critical and creative thinking, problem solving and decision making • An understanding of the relevance of academic disciplines to daily life • An appreciation of art, music and physical well-being • The value of communicating their ideas and beliefs clearly, accurately and appropriately

Textbooks and Instructional Materials Textbooks being considered are made available for all teachers to review. The District textbook selection committee is comprised of teachers from each of the grade levels and schools involved. The committee makes recommendations to the superintendent, who in turn makes a recommendation to our local governing board for a final approval. Most recently, in 2010, we completed the elementary English-language arts adoption. All of our textbooks are chosen from the State-approved list, which assures their content fits within the State curriculum frameworks. All students, including English Learners, have textbooks available for classroom and/or take home use. 2013-14 School Year

Textbooks and Instructional Materials List

Availability of Textbooks and Instructional Materials

Textbook

Adopted

English-Language Arts

Macmillan/McGraw Hill California Treasures

2010

The following lists the percentage of pupils who lack their own assigned textbooks and instructional materials.

English-Language Arts

Macmillan/McGraw Hill California Treasures Student Activity Package

2010

Percentage of Students Lacking Materials by Subject

English-Language Arts

Macmillan/McGraw Hill California Treasures ELD Practice/ CA Practice Book

2010

2013-14 School Year

K-5 California Math - Houghton Mifflin

2008

Science

K-2 Foss Kits - Delta Education

2007

Science

Grade 3-5 California Science - Houghton Mifflin

2007

K-5 Pearson Scott Foresman

2006

Subject

Mathematics

Social Science

Quality of Textbooks

Reading/Language Arts

0%

Mathematics

0%

Science

0%

History-Social Science

0%

Visual and Performing Arts

0%

Foreign Language

0%

Health

0%

The following table outlines the criteria required for choosing textbooks and instructional materials. Quality of Textbooks

2013-14 School Year

Criteria

Currency of Textbook Data Yes/No

Are the textbooks adopted from the most recent state-approved or local governing board-approved list?

Yes

This table displays the date when the textbook and instructional materials information was collected and verified.

Are the textbooks consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education?

Yes

Currency of Textbook

Do all students, including English Learners, have access to their own textbooks and instructional materials to use in class and to take home?

Yes

2013-14 School Year Data Collection Date

09/2013

Shoreline Middle School • 2012-13 SARC

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School Facility Items Inspected The table shows the results of the school’s most recent inspection using the Facility Inspection Tool (FIT) or equivalent school form. The following is a list of items inspected. • Restrooms/Fountains: Restrooms, • Systems: Gas Systems and Pipes, Sinks/Drinking Fountains (interior Sewer, Mechanical Systems (heating, and exterior) ventilation, and air conditioning) • Safety: Fire Safety Equipment, Emergency Systems, Hazardous Materials (interior and exterior)

• Interior: Interior Surfaces (floors, ceilings, walls, and window casings) • Cleanliness: Pest/Vermin Control, Overall Cleanliness (school grounds, buildings, rooms, and common areas)

• Structural: Structural Condition, Roofs • External: Windows/Doors/Gates/Fences, Playgrounds/School Grounds

• Electrical: Electrical Systems (interior and exterior)

School Facility Good Repair Status This inspection determines the school facility’s good repair status using ratings of good condition, fair condition, or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair, or poor. At the time of this school facility inspection, no deficiencies were found. 2013-14 School Year

School Facility Good Repair Status Items Inspected

Repair Status

Items Inspected

Repair Status

Systems

Good

Restrooms/Fountains

Good

Interior

Good

Safety

Good

Cleanliness

Good

Structural

Good

Electrical

Good

External

Good

Overall Summary of Facility Conditions

The Shoreline Middle School facility opened in April 1997 and is maintained expertly. During the summer of 2009, extensive repairs and improvements were completed for Shoreline Middle School, including a new roof, new siding, HVAC repairs and new carpeting in hallways and stairwells. Shoreline Middle School has a sufficient number of classrooms, staff work rooms and playground space to support teaching and learning in an organized environment. The District maintenance crew completes periodic checks and responds to site requests for repairs and upgrades in an efficient manner. Shoreline Middle School has 26 classrooms, three portables, a library, multipurpose room, weight room, two locker rooms, administrative office, staff workroom and lunchroom, woodshop, music room, 10 outdoor basketball courts, a regulation soccer field, softball field and the required amount of bathrooms. There are 2.33 custodians who work between early morning and late night to clean the facilities and provide access to outside groups. Before, during and after the school day, two administrators, a counselor and a campus supervisor monitor student behavior and ensure that visitors sign-in at the office.

Good

Date of the Most Recent School Site Inspection

07/23/2013

Date of the Most Recent Completion of the Inspection Form

07/23/2013

Professional Development In Live Oak School District we have a three-pronged approach to ongoing staff development: • At the elementary schools, instructional coaches work with individual teachers, grade-level groups or other configurations to target specific identified needs. Shoreline Middle School has contracted with a staff development contractor to provide coaching for the middle school teachers • More general staff development sessions are scheduled to address schoolwide or districtwide areas of focus • Collaboration meetings are scheduled on our early-release days as a means of supporting all teachers in their efforts to improve their instructional practice We are constantly evaluating student progress with the assistance of Limelight, a computer program that enables us to analyze individual and group progress. These results inform the focus of our staff development needs. Because we have a high percentage of English Learners, English-Language Development is an area of focus. For the previous three school years, we had three days each year dedicated to staff and professional development. Beside our weekly early-release days, teachers have three non-student days for staff development and planning. Additionally, we have scheduled three optional staff development days in which nearly 85 percent of our teachers participate. Three-year Data Comparison

Professional Development Days

Shoreline MS

School Facilities

2010-11

2011-12

2012-13

3 days

3 days

3 days

School Safety All District schools have a comprehensive Safe School Plan that is revised annually and reviewed with school staff. Our plan emphasizes two components: 1) people and programs, and 2) the physical environment. Please visit Shoreline’s Web site at http:/ www.sms-losd-ca.schoolloop.com to read the complete Shoreline Middle School Safe School Plan. The School Safety Plan was last reviewed, updated and discussed with the school faculty Aug. 20, 2013.

Shoreline Middle School • 2012-13 SARC

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Teacher Qualifications This table shows information about teacher credentials and teacher qualifications. Teachers without a full credential include teachers with district and university internships, pre-internships, emergency or other permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov/. Three-Year Data Comparison

Teacher Credential Information Live Oak SD Teachers With Full Credential Without Full Credential

Shoreline MS

12-13

10-11

11-12

12-13

104

29

29

27

0

0

0

0

0

0

0

Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Please note total teacher misassignments includes the number of teacher misassignments of English Learners. Teacher Misassignments and Vacant Teacher Positions

Three-Year Data Comparison Shoreline MS

Teachers

11-12

12-13

13-14

Teacher Misassignments of English Learners

0

0

0

Total Teacher Misassignments

0

0

0

Vacant Teacher Positions

0

0

0

“Through innovative teaching and learning, everyone is being challenged, motivated, and excited about learning.”

Academic Counselors and School Support Staff This table displays information about academic counselors and support staff at the school and their full-time equivalent (FTE). Academic Counselors and School Support Staff Data 2012-13 School Year Academic Counselors FTE of Academic Counselors

Core Academic Classes Taught by Highly Qualified Teachers The No Child Left Behind Act (NCLB) extended ESEA to require that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated competence for each core academic subject area he or she teaches. The table displays data regarding highly qualified teachers from the 2012-13 school year. High-poverty schools are defined as those schools with student participation of approximately 40 percent or more in the free and reduced priced meals program. Low-poverty schools are those with student participation of approximately 39 percent or less in the free and reduced priced meals program. For more information on teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq. 2012-13 School Year

No Child Left Behind Compliant Teachers

Percent of Classes in Core Academic Subjects

Ratio of Students Per Academic Counselor

1.00 517:1

Support Staff

FTE

Social/Behavioral or Career Development Counselors

0.00

Library Media Teacher (Librarian)

0.00

Library Media Services Staff (Paraprofessional)

0.75

Psychologist

0.60

Social Worker

0.00

Taught by Highly Qualified Teachers

Not Taught by Highly Qualified Teachers

Shoreline MS

100.00%

0.00%

Nurse

0.11

All Schools in District

98.23%

1.77%

Speech/Language/Hearing Specialist

1.00

High-Poverty Schools in District

100.00%

0.00%

Resource Specialist (non-teaching)

0.00

Low-Poverty Schools in District

92.16%

7.84%

Shoreline Middle School • 2012-13 SARC

10

Financial Data The financial data displayed in this SARC is from the 2011-12 fiscal year. The most current fiscal information available provided by the state is always two years behind the current school year, and one year behind most other data included in this report. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at www.ed-data.org.

District Financial Data

2011-12 Fiscal Year

District Salary Data Live Oak SD

Similar Sized District

Beginning Teacher Salary

$39,564

$41,327

Mid-Range Teacher Salary

$52,443

$63,903

Highest Teacher Salary

$70,416

$81,573

Average Elementary School Principal Salary

$96,832

$103,887

Average Middle School Principal Salary

$98,332

$107,439

±

$102,399

$140,582

$155,551

Teacher Salaries — Percent of Budget

38%

41%

Administrative Salaries — Percent of Budget

7%

6%

Superintendent Salary

The following table displays the school’s average teacher salary and a breakdown of the school’s expenditures per pupil from unrestricted and restricted sources. School Financial Data 2011-12 Fiscal Year

This table displays district teacher and administrative salary information and compares the figures to the state averages for districts of the same type and size based on the salary schedule. Note the district salary data does not include benefits.

Average High School Principal Salary

School Financial Data

Total Expenditures Per Pupil

$6,753

Expenditures Per Pupil From Restricted Sources

$1,381

Expenditures Per Pupil From Unrestricted Sources

$5,372

Annual Average Teacher Salary

$56,962

Expenditures Per Pupil Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor.

Financial Data Comparison This table displays the school’s per pupil expenditures from unrestricted sources and the school’s average teacher salary and compares it to the district and state data. 2011-12 Fiscal Year

Financial Data Comparison Expenditures Per Pupil From Unrestricted Sources

Annual Average Teacher Salary

Shoreline MS

$5,372

$56,962

Live Oak SD

$4,691

$51,972

California

$5,537

$66,594

School and District — Percent Difference

+14.5%

+9.6%

-3.0%

-14.5%

School and California — Percent Difference

Types of Services Funded Federal and State funds pay for the following services and supplies: • Math teacher to reduce class size in the mathematics program • Literacy Intervention teacher for students underperforming in reading • English-Language Development teacher to support English Learners • Bilingual secretary’s extended day • Instructional materials and equipment • Local parcel tax funds pay for our music and art teacher salaries

± Data not available.

Data for this year’s SARC was provided by the California Department of Education (CDE), school, and district offices. For additional information on California schools and districts, please visit DataQuest at http://data1.cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English Learners. For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index Reports Information Guide located on the CDE API Web page at www.cde.ca.gov/ta/ac/ap. Per Education Code Section 35256, each school district shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year. All data accurate as of December 2013.

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