Jackson Academy of Music and Math (JAMM) School

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1 Jackson Academy of Music and Math (JAMM) School Published During Jackson Academy of Music and Math (JAMM) Contact Information (School Year ) 2700 Fountain Oaks Dr. Morgan Hill, CA (408) Principal: Contact Address: Patrick Buchser, Principal County-District-School (CDS) Code: Morgan Hill Unified Contact Information (School Year ) (408) Superintendent: Contact Address: Steve Betando

2 Every school in California is required by state law to publish a (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at 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 that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., 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 I. Data and 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. Additional Information For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page at II. About This School District Contact Information (School Year ) Name Morgan Hill Unified Phone Number (408) Web Site Superintendent Address Steve Betando CDS Code School Contact Information (School Year ) Name Street Jackson Academy of Music and Math (JAMM) 2700 Fountain Oaks Dr. City, State, Zip Morgan Hill, CA Phone Number (408) Principal Address Patrick Buchser, Principal 1/17/2014 Powered by SchoolCity, Inc Page 2 of 16

3 School Description and Mission Statement (School Year ) School Vision: We believe all students deserve an educational experience that allows them to truly be alive with their learning. We believe students are to be actively engaged in learning, utilize their thinking to solve problems, and to respect each other as individuals. Guiding Principles: Learning is a collaboration between teachers, students, and parents All students deserve a positive, respectful learning environment. Teachers utilize multiple forms of student data to guide standards based teaching and learning. Student engagement is evident by and directly connected to: o Shared Goals o Purposeful teaching o High expectations o Valuing the learning process o Teacher, student, and parent accountability o Continual staff commitment to research and apply best teaching practices We want to inspire students to be passionately curious about music from a wide variety of genres and cultures and to learn to use music as an outlet for their emotions and creativity. Math and music are a focus of our instructional day and we are committed in providing students a well rounded experience in musical literacy and musical appreciation through singing, listening, movement, dance, performance, composition, research, theory, instruments, analysis, history, and musical literacy. We want students to have a true mathematical understanding of number sense and the ablility to purposefully make connections to math and real life application. We want to provide students the influence to think mathematical with real world relevancy and provide many strategies for students to make meaning of correct answers rather than just doing math. We are a caring & collaborative learning community that believes all students can learn. Through differentiated instruction, students will attain high levels of achievement as determined by student work samples, local and state assessments. We seek to empower students with thinking skills and knowledge that will lead to their success in school and prepare them for college and career in the 21st century. We are a school that is enriched by linguistic and cultural diversity. We celebrate this diversity as it enhances our instructional program. Staff continuously seeks to grow in the implementation of effective instructional strategies to better address the needs of each and every student. The Jackson staff adheres to state board approved, standards-based curriculum and researchbased strategies to provide all students with a high quality educational program across all content areas. These best practices include a variety of instructional techniques designed to meet the needs of our diverse population, with a focus on Direct Explicit Instruction, ELD strategies, Music Instruction, and GLAD strategies. It is important that we develop strong partnerships between home and school to assist each student in achieving to his or her highest ability. Parents are partners in our school and have a voice in the decision-making process through the School Site Council, English Learner Advisory Council (ELAC) and through the Home and School Club. Throughout the year parents collaborate with school staff to review, monitor and revise the school plan. With staff and parents working together, we continue to strive to accomplish our mission of having have each student celebrated as a unique, successful, and active member of the school. Opportunities for Parental Involvement (School Year ) Parents and other family members are a vital component of our school program. They are encouraged to participate in our Home and School Club (HSC), School Site Council (SSC), and English Learners Advisory Committee (ELAC). Numerous opportunities to participate are available. Room parents organize parent volunteers to help with special projects in the classroom, and parents volunteer to chaperon study trips off campus. They give many hours of service during the year working on fund-raising activities and help with various other school-sponsored events and projects. We ask all parents to attend Backto-School Night in the fall, Open House in the spring, and parent-teacher conferences in November. Parents are always welcome on the Jackson campus. The contact person for parent involvement is our HSC president, Mrs. Sherry Murry. Standardized Testing and Reporting Program III. Student Performance 1/17/2014 Powered by SchoolCity, Inc Page 3 of 16

4 The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests(CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at Standardized Testing and Reporting Results for All Students Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) Subject School District State English-Language Arts 49% 49% 55% 57% 59% 59% 54% 56% 55% Mathematics 58% 45% 59% 46% 48% 49% 49% 50% 50% Science 53% 60% 62% 61% 64% 66% 57% 60% 59% History-Social Science N/A N/A N/A 54% 58% 60% 48% 49% 49% 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. 1/17/2014 Powered by SchoolCity, Inc Page 4 of 16

5 Standardized Testing and Reporting Results by Student Group Most Recent Year Group English-Language Arts California High School Exit Examination Percent of Students Scoring at Proficient or Advanced Mathematics Science History-Social Science All Students in the LEA 59% 49% 66% 60% All Students at the School 55% 59% 62% N/A Male 47% 58% 61% N/A Female 65% 60% 64% N/A Black or African American N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A Asian 85% 80% N/A N/A Filipino N/A N/A N/A N/A Hispanic or Latino 39% 44% 47% N/A Native Hawaiian or Pacific Islander N/A N/A N/A N/A White 69% 72% 86% N/A Two or More Races N/A N/A N/A N/A Socioeconomically Disadvantaged 34% 41% 46% N/A English Learners 17% 28% 12% N/A Students with Disabilities 23% 41% 36% N/A Students Receiving Migrant Education Services 25% 38% N/A N/A 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. The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB). For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at 1/17/2014 Powered by SchoolCity, Inc Page 5 of 16

6 California Physical Fitness Test Results (School Year ) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school s test results to the district and state, see the CDE PFT Web page at Grade Level Percent of Students Meeting Four of Six Fitness Standards Percent of Students Meeting Five of Six Fitness Standards Percent of Students Meeting Six of Six Fitness Standards % 22.1% 32.7% % 20% 23.3% 9 N/A N/A N/A 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. Academic Performance Index IV. Accountability The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at Academic Performance Index Ranks Three-Year Comparison This table displays the school's statewide and similar schools' API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools. API Rank Statewide Similar Schools /17/2014 Powered by SchoolCity, Inc Page 6 of 16

7 Academic Performance Index Growth by Student Group Three-Year Comparison Group Adequate Yearly Progress Actual API Change Actual API Change The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state s standards-based assessments in ELA and mathematics Percent proficient on the state s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools) Actual API Change All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners 19-3 Students with Disabilities 9 Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there is no Growth or target information. Academic Performance Index Growth by Student Group Growth API Comparison This table displays, by student group, the number of students included in the API and the 2013 Growth API at the school, LEA, and state level. Group School Growth API LEA Growth API State Growth API All Students at the School , ,655, Black or African American , American Indian or Alaska Native , Asian , Filipino , Hispanic or Latino , ,438, Native Hawaiian or Pacific Islander , White , ,200, Two or More Races , Socioeconomically Disadvantaged , ,774, English Learners 112 1, ,482, Students with Disabilities , For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at 1/17/2014 Powered by SchoolCity, Inc Page 7 of 16

8 Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District Overall No No Participation Rate - English-Language Arts Yes Yes Participation Rate - Mathematics Yes Yes Percent Proficient - English-Language Arts No No Percent Proficient - Mathematics No No API Yes Yes Graduation Rate N/A Yes Federal Intervention Program (School Year ) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement Year in Program Improvement Year 5 Year 3 Number of Schools Currently in Program Improvement N/A 6 Percent of Schools Currently in Program Improvement N/A 42.9% V. School Climate Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten 65 Grade 1 77 Grade 2 77 Grade 3 62 Grade 4 72 Grade Grade 6 72 Grade 7 30 Grade 8 0 Total Enrollment 561 Student Enrollment by Student Group (School Year ) 1/17/2014 Powered by SchoolCity, Inc Page 8 of 16

9 Group Percent of Total Enrollment Black or African American 2 American Indian or Alaska Native 0 Asian 4.5 Filipino 1.1 Hispanic or Latino 47.2 Native Hawaiian/Pacific Islander 0.7 White 43 Two or More Races 0.7 Socioeconomically Disadvantaged 32.3 English Learners 28.2 Students with Disabilities 8.2 Average Class Size and Class Size Distribution (Elementary) Grade Level Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* K Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Average Class Size and Class Size Distribution (Secondary) Subject Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* English Mathematics Science Social Science * 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. School Safety Plan (School Year ) 1/17/2014 Powered by SchoolCity, Inc Page 9 of 16

10 School rules are published in our Code of Conduct and are given to students in August as our school year begins. Parents are asked to review these rules with their children and signed acknowledgments of the review are returned to classroom teachers. Assemblies to reiterate the rules are scheduled in the fall and midyear to review the expectation that Jackson School is a safe environment for all. Teachers have classroom rules, consequences, and positive rewards for behavior. All visitors must check in and out at the office upon entering the campus. Providing a safe and orderly environment for student arrivals and dismissal is a primary focus for school staff and student safety patrol. The playground is supervised at recess, lunch periods, and before school only. The custodial staff and district groundskeeper maintain a clean and cared-for campus. School safety plans are reviewed annually and updated as needed. All persons visiting campus must to go through the office to ensure they are identified with a visitor badge. School-level emergency procedures are reviewed annually in early fall. We conduct quarterly earthquake and monthly fire drills on campus. The Home and School Club, in conjunction with administration and school staff, maintains emergency supplies for each classroom. In addition, the Morgan Hill Police Department trains our students and staff on Code Red lockdown procedures. Suspensions and Expulsions Rate* School School School District District District Suspensions Expulsions * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. 1/17/2014 Powered by SchoolCity, Inc Page 10 of 16

11 VI. School Facilities School Facility Conditions and Planned Improvements (School Year ) For over 30 years, Jackson Elementary School has served as the neighborhood school for many students. The campus is located in the eastern hills of Morgan Hill, sitting on 9 acres. The campus is made up of a kindergarten building and two classroom buildings, with the library and multipurpose room tucked in the center. Beginning in August 2012, the school opened its doors as Jackson Music and Math Academy serving grades K-8. The Maintenance, Grounds and Custodial staff continue to work together to ensure the campus remains in good repair in order to provide a safe, clean and well maintained learning environment to help support student achievement. As part of the Measure G Bond funds, Jackson is scheduled to have a technology infrastructure upgrade beginning summer of This will include campus wide WiFi. School Facility Good Repair Status (School Year ) 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 Repair Needed and Action Taken or Planned System Inspected Good Fair Poor Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces HVAC units will be replaced as part of the Measure G bond projects. Work is scheduled to begin summer Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Overall Facility Rate (School Year ) Roof replacement will be part of the Measure G bond projects. Work is scheduled to begin summer A new kinder playground will be installed January Overall Rating Exemplary Good Fair Poor 1/17/2014 Powered by SchoolCity, Inc Page 11 of 16

12 Teacher Credentials Teachers VII. Teachers School School School District Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence n/a Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions 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 ) The federal ESEA, also known as NCLB, requires 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 core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at Location of Classes 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 All Schools in District 99 1 High-Poverty Schools in District 99 1 Low-Poverty Schools in District 98 2 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. 1/17/2014 Powered by SchoolCity, Inc Page 12 of 16

13 VIII. Support Staff Academic Counselors and Other Support Staff (School Year ) Academic Counselor Title Counselor (Social/Behavioral or Career Development Number of FTE* Assigned to School Average Number of Students per Academic Counselor 0 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 (non - teaching) 2 N/A Other Note: Cells shaded in black or 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. N/A 1/17/2014 Powered by SchoolCity, Inc Page 13 of 16

14 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) 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. Year and month in which data were collected: IX. Curriculum and Instructional Materials Core Curriculum Area Reading/Language Arts Mathematics Science History-Social Science Textbooks and instructional materials/year of adoption Houghton Mifflin: A Legacy of Literature McDougal Littell/Houghton Mifflin: Literature of Language Harcourt Brace Math Pearson Scott Foresman: envision Math Holt, Rinehat, and Winston Mathematics Course 1 MacMillian-McGraw Hill Science Glencoe/McGraw-Hill Science series Houghton Mifflin History- Social Science Series McDougal Littell World History From most recent adoption? Percent students lacking own assigned copy yes 0% yes 0% yes 0% yes 0% Foreign Language 0% Health 0% Science Laboratory Equipment (grades 9-12) Visual and Performing Arts 0% 0% 1/17/2014 Powered by SchoolCity, Inc Page 14 of 16

15 X. School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Types of Services Funded (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic/ Unrestricted) Average Teacher Salary School Site $4,523 $546 $3,976 $63,865 District N/A N/A $4,992 $65,163 Percent Difference School Site and District N/A N/A ($20.35) ($1.99) State N/A N/A $5,537 $67,106 Percent Difference School Site and State N/A N/A ($28.19) ($4.83) Note: Cells shaded in black or with N/A values do not require data. 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. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: In addition to the state and local revenues used for general education, Jackson school received School-Based Coordinated Program (SBCP) funds. These funds benefit all students and include amounts designated for GATE and English Learners. The school also received federal Title I funding. This money was allocated on a per pupil basis to provide for supplemental services. Often these monies are used for personnel who provide individual or small-group instruction for students eligible to participate in the programs. The remaining funds were used to provide staff development activities and purchase supplemental materials for the classroom or other items needed to support specific programs. The designed use of and authority to expend the categorical funds is under the purview of our School Site Council comprised of members from all stake holders in the school community. Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $42,427 $40,928 Mid-Range Teacher Salary $65,315 $64,449 Highest Teacher Salary $82,651 $82,826 Average Principal Salary (Elementary) $112,137 $102,640 Average Principal Salary (Middle) $115,160 $109,253 Average Principal Salary (High) $130,734 $118,527 Superintendent Salary $209,756 $183,968 Percent of Budget for Teacher Salaries 0.38% 39.74% Percent of Budget for Administrative Salaries 0.06% 5.8% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at 1/17/2014 Powered by SchoolCity, Inc Page 15 of 16

16 Professional Development XII. Instructional Planning and Scheduling This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. The Focus is on High Quality Instruction -The 3 factors of High Achieving Schools: 1. Direct Explicit Instruction- Specific lesson plan design to model ones inner voice when learning and making learning transparent to students. 2. Multisource Curriculum Giving students what they can and want to read- different- equity 3. Response Principle- Multiple opportunities for students to respond and be responded to their learning. Through the process of conducting a Professional Learning Community tradition in our staff, the teachers conduct common assessments and analyze data. Professional dialogue and collaboration weekly support teachers to examine teaching practices and adjust lessons accordingly to meet the needs of the class and individual students. This PLC process occurs weekly. Moreover, staff continues with the districts support of systematic ELD and Common Core standards based instruction to provide a consistent approach for all students as well as preparing students for the 21st century college and career. Jackson staff participated in a variety of site-based and district planned opportunities to enhance their learning in data analysis, writing, and English language development. Our district organized staff development to support the implementation of GLAD strategies school-wide. One hundred percent of teachers participated in GLAD training and implemented the strategies in their classroom through GLAD units of study aligned to Science and Social Science themes. Common core standards are becoming the focus standards for ELA this year and next year. Math Common Core standards will begin to implement the following year. These common standards will directly guide the professional development for the next few years as the country re- aligns teachers instruction to the college and career reediness standards for the 21st century. 1/17/2014 Powered by SchoolCity, Inc Page 16 of 16

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