Earl Warren Junior High School School Accountability ... · PDF fileSchool Accountability Report Card Reported Using Data from the 2015-16 School Year ... card catalog and a periodical

2015-16 School Accountability Report Card for Earl Warren Junior High School Page 1 of 12

Earl Warren Junior High School

School Accountability Report Card

Reported Using Data from the 2015-16 School Year

Published During 2016-17

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

http://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school principal or

the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

About This School Contact Information (School Year 2016-17)

School Contact Information

School Name------- Earl Warren Junior High School

Street------- 4615 Mountain Vista Drive

City, State, Zip------- Bakersfield, CA 93311

Phone Number------- 661.665.9210

Principal------- George Thornburgh

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

Web Site------- http://www.pbvusd.k12.ca.us/Domain/29

CDS Code 15633626112262


District Contact Information

District Name------- Panama-Buena Vista Union Elementary School District

Phone Number------- (661) 831-8331

Superintendent-------

Kevin Silberberg, Ed.D.

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

Web Site------- http://www.pbvusd.k12.ca.us/

School Description and Mission Statement (School Year 2016-17)

Earl Warren Junior High School (A California Distinguished School) is one of five junior high schools in the Panama-Buena Vista Union School District. It was named in honor of United States Chief Justice Earl Warren, who was raised in the Bakersfield area and attended local schools. He served as Attorney General of California from 1939 to 1943, Governor of California from 1943 to 1953, and was appointed Chief Justice of the United States Supreme Court by President Eisenhower in 1953 and served until 1969. We are proud to have our school named in honor of such a great American patriot. Earl Warren, Jr., son of the late Chief Justice Warren, attended the school’s dedication ceremonies in 1994. The staff at Earl Warren Junior High School is looking forward to assisting our students make the transition from elementary school to high school during their time here. We are committed to providing for the academic, emotional, physical, and social growth of its students in a school environment that embraces diversity. This commitment allows students to grow in the following areas: critical thinking, responsible decision making, productive citizenship, individual creativity, positive self-esteem, and an appreciation not only for their own welfare and but for that of others. As Principal, I consider it a privilege to serve the Earl Warren Junior High School learning community. This year promises to be yet another year of success for the Wildcats both inside the classroom and out. In addition to the regular academic program provided for students in English/Language Arts, Math, History, Science, Computer, and Physical Education, Warren students are offered a wide variety of elective classes such as instrumental and vocal music, exploring technology, photography, performing arts, art (drawing, cartooning, pottery, fabrics/textiles), math enrichment, reading enrichment, study skills, sports officiating and a variety creative communication classes. Extra curricular activities for Warren students include student government, color-guard, intramural sports, Oral Language Festival, Henry Greve Speech Competition, Science Fair, MAthCounts, Math Field Day, History Day, National Geographic Geography Bee, and after-school sports. In addition to the regular classrooms, the Warren school site includes a thirty-station computer lab, a video network into all classes, exploring technology, 456-seat multipurpose room, a gym capable of seating 700 students, a comprehensive library with computerized card catalog and a periodical research system, and all classrooms have Internet access. The Wildcats have a history of great accomplishments in a wide variety of areas. In the area of instrumental music, the Warren band and orchestra have received Superior Ratings at the California Music Educators Festival and placed record numbers of students in Kern County Honor Band, Orchestra and Chorus. Yearly we have students who take projects to the District, County and even State levels in the California Science Fair, and we have students who win trophies in the Kern County Oral Language Festival. In addition to these kinds of accomplishments, Warren students make outstanding contributions in the area of community service. The Warren Canned Food Drive traditionally collects over 2000 pounds of food while the Warren students and staff participate annually in the Relay for Life which contributes over $5,000 to the American Cancer Society. The Warren Parent Club plays an important role in providing needed funds and other resources to improve the quality of life and instruction at Warren. The Parent Club’s annual fundraiser provided needed funds for the Warren Student Council as well as various organizations such as band, orchestra, and chorus. Additionally, it purchases items for the annual “Teacher’s Wish List” project. The Parent Club’s help is very much appreciated.


Student Enrollment by Grade Level (School Year 2015-16)

Grade Number of

Level Students

Grade 7 435

Grade 8 411

Total Enrollment 846

Student Enrollment by Group (School Year 2015-16)

Student Percent of

Group Total Enrollment

Black or African American 7.3

American Indian or Alaska Native 0.5

Asian 18.4

Filipino 3.7

Hispanic or Latino 38.3

Native Hawaiian or Pacific Islander 0.5

White 30.5

Two or More Races 0.6

Socioeconomically Disadvantaged 40.7

English Learners 4.6

Students with Disabilities 8

Foster Youth 0.6

A. Conditions of Learning

State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are

teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials

Teachers School District

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

With Full Credential 40 40 40 820

Without Full Credential 0 0 1 36

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

Teacher Misassignments and Vacant Teacher Positions

Indicator 2014-15 2015-16 2016-17

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 0 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.


Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 100.0 0.0

All Schools in District 100.0 0.0

High-Poverty Schools in District 100.0 0.0

Low-Poverty Schools in District 100.0 0.0 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Year and month in which data were collected: 11/2015 The supplemental materials in ELA consists of Read 180 and Moby Max. The supplemental material for math is limited to Moby Max and Summative. Read 180 is an intensive intervention program that provides individualized instruction and attempts to close the achievement gap for students two or more years behind in grade level. Mobymax is used in the C-intervention ELA classes to deliver individualized instruction to shore up targeted skills and objectives. Mobymax is used in all math classes to target individual skills that need extra time and support. Our math department use Summative as a means to monitor student understanding and progress while solving math problems. In addition, science teachers are using a district created, NGSS aligned, supplemental web based science textbook using the CK-12 Open Educational Resources.

Subject Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts Adopted 2010: Holt, “California Literature and Language Arts” (7th & 8th); Steck Vaughn, "California Gateways" (7th & 8th)

Yes 0

Mathematics Adopted 2014: Houghton Mifflin Harcourt "2015 California GO Math” K-8

Yes 0

Science Adopted 2007: Pearson/Prentice Hall, "California Life Science, Focus on Life Science" (7th); Pearson/Prentice Hall, "California Physical Science, Focus on Physical Science" (8th)

Yes 0

History-Social Science Adopted 2006: Holt, Rinehart & Winston, "World History Medieval to Early Modern Times” (7th); Holt, Rinehart, & Winston, “US History, Independence to 1914” (8th)

Yes 0


School Facility Conditions and Planned Improvements (Most Recent Year)

Warren Junior High School provides a safe and clean environment for learning. A scheduled maintenance program is administered by the District to ensure that all classrooms and facilities are maintained to a degree of adequacy that provides for good learning. Ongoing repairs and modifications to the physical plant are reported to the maintenance department as necessary in accordance with California Building and Safety Codes. The District’s Coordinator of Safety and Risk Management verifies quarterly that OSHA requirements are met. The exterior grounds are well lit and the perimeter of the school facility is fenced for student protection and safety. A team of custodians ensures classrooms and campus grounds are kept clean and safe. The restrooms are cleaned, sanitized and secured at the end of each school day with 100% of the toilets in operating condition. As outlined in our Safe Schools Plan, the safety committee has addressed concerns for the safe coming and going of our students. Staff receive in-service in emergency protocol and CPR. Identifying tags are issued to substitute teachers, volunteers, and other visitors as they register in our office. The gates on the perimeter of the school campus are locked during school hours and staff members are trained to activate lock down procedures in the event of an emergency. Our positive partnership with local law enforcement is evident in their quick response time when concerns arise. Along with our regular campus security, Bakersfield Police Department has assigned resource officers to each of our District schools. Designated staff members carefully supervise students on the playground and in the cafeteria. Grounds and playground equipment are inspected regularly for potential hazards. The District provides on-going training in CPR/First Aid as part of its staff development program. Fire and/or disaster drills occur monthly and a complete school site disaster plan has been prepared and is in place and available for public review. Scheduled supervision of students begins officially at 7:45 a.m. when the school opens and supervision ends at 3:30 p.m. School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 4/21/2016

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials X

Structural: Structural Damage, Roofs X

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

X

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: 4/21/2016

Overall Rating Exemplary Good Fair Poor

X


B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the

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

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject

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

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

English Language Arts/Literacy 57 67 39 46 44 48

Mathematics 43 45 27 31 34 36 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2015-16)

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Met or

Exceeded

All Students 7 451 434 96.2 66.3

8 416 410 98.6 68.7

Male 7 217 206 94.9 60.2

8 200 197 98.5 65.0

Female 7 234 228 97.4 71.8

8 216 213 98.6 72.2

Black or African American 7 27 26 96.3 42.3

8 37 36 97.3 44.4

Asian 7 88 85 96.6 81.2

8 72 69 95.8 81.2

Filipino 7 21 21 100.0 81.0

8 11 11 100.0 81.8

Hispanic or Latino 7 171 170 99.4 59.8

8 158 157 99.4 62.2

White 7 133 121 91.0 67.8

8 133 132 99.3 76.5

Socioeconomically Disadvantaged 7 181 177 97.8 49.7


Student Group Grade



Exceeded

8 162 161 99.4 52.8

English Learners 7 16 16 100.0 18.8

8 20 18 90.0 22.2

Students with Disabilities 7 37 37 100.0 5.4

8 38 37 97.4 13.9

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 in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2015-16)

Student Group Grade



Exceeded

All Students 7 450 433 96.2 43.9

8 450 433 96.2 43.9

Male 7 217 206 94.9 38.4

8 217 206 94.9 38.4

Female 7 233 227 97.4 48.9

8 233 227 97.4 48.9

Black or African American 7 27 26 96.3 15.4

8 27 26 96.3 15.4

Asian 7 88 85 96.6 68.2

8 88 85 96.6 68.2

Filipino 7 21 21 100.0 66.7

8 21 21 100.0 66.7

Hispanic or Latino 7 170 169 99.4 31.4

8 170 169 99.4 31.4

White 7 133 121 91.0 48.8

8 133 121 91.0 48.8

Socioeconomically Disadvantaged 7 181 177 97.8 26.0

8 181 177 97.8 26.0

English Learners 7 16 16 100.0 6.3

8 16 16 100.0 6.3


Student Group Grade



Exceeded

Students with Disabilities 7 37 37 100.0 8.1

8 37 37 100.0 8.1

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard 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 in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.

CAASPP Test Results in Science for All Students

Subject

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

School District State

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

Science (grades 5, 8, and 10) 61 65 70 61 53 53 60 56 54 Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results in Science by Student Group Grades Five, Eight, and Ten (School Year 2015-16)

Student Group

Total Enrollment

# of Students with Valid Scores

% of Students with Valid Scores

% of Students Proficient or

Advanced

All Students 416 405 97.4 70.4

Male 200 193 96.5 72.5

Female 216 212 98.2 68.4

Black or African American 37 36 97.3 47.2

Asian 72 71 98.6 84.5

Filipino 11 11 100.0 100.0

Hispanic or Latino 158 153 96.8 64.1

White 133 129 97.0 75.2

Socioeconomically Disadvantaged 162 158 97.5 55.1

English Learners 20 20 100.0 45.0

Students with Disabilities 38 35 92.1 40.0 Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. 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.


State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): • Pupil outcomes in the subject areas of physical education. California Physical Fitness Test Results (School Year 2015-16)

Grade Level

Percent of Students Meeting Fitness Standards

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

---7--- 12.3 29.2 50.2 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2016-17)

The parents of Warren Junior High School students support their children, the school and the community by helping their children at home with their school work, providing a caring environment, and by attending conferences, programs, and athletic and academic events. Opportunities for Parental Involvement at Warren Junior High School also include the Parent Club, School Site Council, English Language Advisory Council, and many other voluntary roles around campus. We also host a variety of Parent Nights; Training and Topical Workshops; AVID Parent Nights; and Student Assistance Teams (SAT). For more information, parents are welcomed to contact the school. Contact Person: George S. Thornburgh Principal Contact Phone: (661) 665-9210

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

Rate School District State

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

Suspensions------- 9.6 6.4 5.6 7.0 5.5 4.3 4.4 3.8 3.7

Expulsions------- 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1

School Safety Plan (School Year 2016-17)

Every August school administrators review, update and discuss the Warren Junior High School Safety Plan with teachers and staff. Our last school site meeting focusing on student and staff safety was held on August 16, 2016. The focus and goal our School Safety Plan is to build and maintain a safe, orderly and positive learning environment.


The Warren Junior High disciplinary program strives to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. Warren Junior High School believes students who develop a sense of personal responsibility will mature both academically and emotionally. Parents and students are informed of discipline policies at the beginning of each school year through classroom orientation, individual parent-student handbooks and quarterly discipline talks given by the vice principal, campus supervisor and school counselors. Students with excessive tardies, truancies or unexcused absences are subject to disciplinary action including detention and mandatory parent conferences. “We truly believe that missing school is missing out.” The District has established an Independent Study Program for students who must be absent from school due to illness for an extended period of time. Warren establishes guidelines to provide students with a meaningful, productive, and enjoyable school experience. Appropriate behavior is encouraged through praise and motivational incentives as well as assertive discipline and conflict resolution tools to further develop personal growth. Expulsions occur only when required by law or when all other alternatives are exhausted.

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

Program Improvement Status In PI

First Year of Program Improvement 2011-2012

Year in Program Improvement* Year 3

Number of Schools Currently in Program Improvement N/A 9

Percent of Schools Currently in Program Improvement N/A 75.0 Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Secondary)

Subject

2013-14 2014-15 2015-16

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

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

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

26 15 40 14 23 31 32 8 23 31 32 8

Mathematics ----------

27 6 17 12 25 7 19 9 25 7 19 9

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

27 4 23 6 25 5 28 1 25 5 28 1

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

28 3 23 6 25 6 26 2 25 6 26 2 Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


Academic Counselors and Other Support Staff (School Year 2015-16)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 1 840

Counselor (Social/Behavioral or Career Development) 1 N/A

Library Media Teacher (Librarian) 0 N/A

Library Media Services Staff (Paraprofessional) 1 N/A

Psychologist------- 1 N/A

Social Worker------- 0 N/A

Nurse------- 1 N/A

Speech/Language/Hearing Specialist 1 N/A

Resource Specialist------- 1.5 N/A

Other------- N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- $8,524.00 $1,805.00 $6,719.00 $71,722.75

District------- N/A N/A $5,759.00 $67,421

Percent Difference: School Site and District N/A N/A 16.7 6.4

State------- N/A N/A $5,677 $75,137

Percent Difference: School Site and State N/A N/A 18.4 -4.5 Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2015-16)

The District’s general fund includes monies for: • General operations—salaries, benefits, services, materials, and support to the general education • Special Education—programs offering appropriate, individualized instruction to students with special needs • School-Based Coordinated Program—staff salaries, staff benefits, services, materials, and support for our lowest

performing schools • Gifted and Talented Education Program—specialized learning assistance for identified students of high ability,

achievement, or potential • Special projects—monies from agencies (federal or state) earmarked for specific programs/projects or services • Transportation • Maintenance and operations • District administration Each school in the District receives an instructional budget based on enrollment, programs, and formulas set by Board of Education policy, state law, agreements with employee bargaining units, and guidelines of outside funding sources.


The District’s categorical fund includes monies for: Title I Title I, Part A (Title I) of the Elementary and Secondary Education Act, (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. Title I is designed to help students served by the program to achieve proficiency on challenging State academic achievement standards. Title I schools with percentages of students from low-income families of at least 40 percent may use Title I funds, along with other Federal, State, and local funds, to operate a "schoolwide program" to upgrade the instructional program for the whole school. Based on an analysis of student achievement data done be the school site, Title I resources may be used for professional development, supplemental instruction and intervention, parental involvement, personalization and support for students with at-risk behaviors. Targeted assistance schools design, in consultation with parents, staff, and district staff, an instructional program to meet the needs of specifically identified students who are failing, or most at risk of failing, to meet the State's challenging academic achievement standards . Both schoolwide and targeted assistance programs must use instructional strategies based on scientifically based research and implement parental involvement activities. Title II provides funds to local educational agencies in order to (1) increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools; and (2) hold local educational agencies and schools accountable for improvements in student academic achievement. Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $43,809 $44,573

Mid-Range Teacher Salary $64,251 $72,868

Highest Teacher Salary $82,352 $92,972

Average Principal Salary (Elementary) $101,715 $116,229

Average Principal Salary (Middle) $103,506 $119,596

Superintendent Salary $183,512 $201,784

Percent of Budget for Teacher Salaries 38% 39%

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

Professional Development Focus areas include Technology, 95% Group Intervention for MTSS, Direct Interactive Instruction, Classroom Management, Common Core Standards Implementation, Grade Level Focus Groups, DIBELS, as well as PBIS and AVID implementation. Areas were selected based on a district-wide survey reflecting on student achievement and areas of additional need from the teacher point of view. Professional development is delivered through Staff Development Days, Grade Level Focus Groups, conference attendance, and District workshops with teacher release time. Professional Readiness and Educational Program days (Prep Days) which include one (1) hour each week release time, is also provided for teachers to receive school site staff development and work with their collaborative teams. Teachers attend multi-day seminars with presenters and follow-up coaching is provided to support Direct Interactive Instruction and to develop standards-based common core lessons. Teachers are also supported by curriculum specialists, categorical program specialists, BTSA Induction mentors, and Academic Coaches.

Documents

Earl Warren Junior High School School Accountability ... · PDF fileSchool Accountability Report Card Reported Using Data from the 2015-16 School Year ... card catalog and a periodical