California Department of Education. School Accountability Report Card. Reported Using Data from the School Year. Published During

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1 Thomas E. Mathews Community California Department of Education School Accountability Report Card Reported Using Data from the School Year Published During Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at View this SARC online at the school and/or LEA Web sites. For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents and community members should contact the school principal or the district office. Christopher Reyna, Principal Principal, Thomas E. Mathews Community About Our School About Our School Welcome! I would like to thank you for taking the time to look inside our very unique learning environment. Here at Thomas E. Mathews Community School, we offer a blended learning educational experience combining: direct teacher instruction, web-based on-line learning, goal-setting/team-building activities, community service, and service learning projects. Our student population currently ranges from middle school to twelfth grades. Our students come to us for a variety of reasons. As a result, we tailor our instruction to each individual student's needs and their goals for the future. Our staff of professional educators create a Personal Learning Community (PLC) for each individual student. The PLC is designed to afford students a menu of options including returning them to their regular school, graduation from TEM Coummunity School, preparing them for the world of work, and/or continuing their education beyond high school. As a staff our desire is for our students to have every advantage afforded students in the regular education setting. We are a technology-based, wireless learning environment providing our students with laptops, and a credite recovery program called oddessyware. Our staff believes the "Rigor, Relevance, and Relationship" model is the framework to accomplish our goals. We do not view our school as an alternative to the regular school environment. Our students and staff collectively see TEM as "a school of alternatives" and we strive every day to meet the needs of each individual student. Thanks! Chris Reyna Principal, Thomas E. Mathews Community School Contact 1010 I St. Marysville, CA 95901

2 Phone: View Larger Map Page 2 of 22

3 About This School Contact Information - Most Recent Year Contact Information - Most Recent Year School District School Name Thomas E. Mathews Community District Name Yuba County Office of Education Street 1010 I St. Phone Number (530) City, State, Zip Marysville, Ca, Web Site Phone Number Superintendent First Name Scotia Principal Christopher Reyna, Principal Superintendent Last Name Sanchez Address Address Web Site County-District School (CDS) Code School Description and Mission Statement (Most Recent Year) School Description and Mission Statement (Most Recent Year) The Yuba County Office of Education provides a full range of educational services to meet the needs of students in the Community School. T.E. Mathews Community School serves students in grade 7-12 and is located in downtown Marysville. TEM provides an alternative learning community for students that are court ordered to the program, expelled from school districts, and/or are beyond parental control. The primary goal of the school is to help students succeed academically and successfully return to public school. We focus on creating a stimulating learning atmosphere while remediating credit deficiencies and mitigating existing learning problems. Teacher directed learning, group and individual assignments, oral recitation, music classes, and arts infused thematic lessons are delivered by teachers who are using a wide variety of teaching techniques to address learning styles of all students. Special Education services are provided by classroom teachers under the guidance of a resource teacher who also works individually with students. All students are tested when enrolled and placed at their appropriate grade level. Subsequent assessments are administered every six weeks. Students are offered the opportunity to make up credits through additional individual assignments. MISSION STATEMENT: To provide an educational program which reinforces the physical, emotional and intellectual growth of all students, as well as nurturing a love of learning that produces positive and productive members of society. Vision Statement: Thomas E. Mathews is a cohesive team where all students develop social, emotional and intellectual norms to be successful in today s world. Expected School Wide Learning Results: ESLR 1: Individuals who are effective and informed communicators who: Understand and navigate through and among Standard English, Non-StandardEnglish, and other languages of their communities; Page 3 of 22

4 Know the difference between formal and informal communication, and when it isappropriate to use each form; Write and speak in logical, structured, and thoughtful language that is anchoredwith knowledge, by purpose, and with an understanding of the needs of theiraudience; Recognize and use appropriate nonverbal communication. ESLR 2: Self-directed and responsible individuals who: Know how and where to find information when needed to answer questions. Understand and use ever evolving technologies effectively; Understand and use effective goal setting strategies to achieve appropriate results; Demonstrate and practice appropriate and productive citizenship. ESLER 3: Creative individuals and critical thinkers who: Independently enjoy, seek, and actively apply knowledge that has been criticallyevaluated and synthesized as part of the ever evolving cultural kit supportingpersonal life skills; See and comprehend the connection between what is learned in academic andvocational training and their lives beyond classroom and school; Understand and make connections among the various elements of prior and newlyacquired knowledge to enrich their own lives, as well as the collective well-beingof the larger communities in which they are involved. Opportunities for Parental Involvement (School Year ) Parents are consistently encouraged to actively participate in the T.E. Mathews program. Festivals that feature student achievement in academics and behavior are presented, frequent parent/teacher meetings are held and the Probation Officer and Principal speak with parents on a daily basis. Our student population is often disenfranchised from the public school system and parents have not had many positive experiences with the schools. It is a challenge to engage the parents in the school process. Parents are always welcome to visit the school, observe classes, and actively work with their child s behavior. All parents commit to helping their children be successful students. Parents are encouraged to be involved with their child s education and to help tailor the program to meet individual needs. The classrooms formally invited parents at least twice to listen to presentations made by the students. This year parents were invited to a barbeque. Parents are asked and encouraged to contact the teacher weekly to learn about what is happening at school and how their child is doing. When possible, teachers will parents with information on student progress and tips on how to help their children with their education. All students and parents receive school rules and procedures at the beginning of the school year. Parent newsletters are developed quarterly with updates on activities and rules. Page 4 of 22

5 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade 8 6 Grade 9 5 Grade Grade 11 8 Grade 12 2 Total Enrollment Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Group Percent of Total Enrollment Black or African American 3.2 American Indian or Alaska Native 9.7 Asian 0.0 Filipino 0.0 3% 9% Hispanic or Latino 19.4 Native Hawaiian or Pacific Islander 3.2 White 64.5 Two or More Races 0.0 Socioeconomically Disadvantaged English Learners 0.0 Students with Disabilities 29.0 Black or African American 64% American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 19% 3% Page 5 of 22

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 Teacher Credentials Teachers School District With Full Credential Without Full Credential Teachers Teaching Outside Subject Area of Competence (with full credential) Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions 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. Page 6 of 22

7 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) 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 High-Poverty Schools in District Low-Poverty Schools in District 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. Lowpoverty 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 - Most Recent Year Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year Year and month in which data were collected: January 2014 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Holt Literature and Language Arts Grades 6-12 Houghton Mifflin Grades K-6 High Point Supplemental & EL Yes 0.0 Mathematics McDougal Littell, Alg Saxon Alg II Prentice Hall Geometry 2008 Yes 0.0 Science McGraw Hill Science Grades k-5 Holt Ca. Science Grades 6-8 Glencoe Physical Science Grades 9-12 Glencoe Earth Science Grades 9-12 Glencoe Biology Grades 9-12 Glencoe Chemistry Grades 9-12 Glencoe Physics Grades 9-12 Yes 0.0 History-Social Science Medieval and Early Modern Times Grade 7 America: history of Our Nation Grade 8 Globe World History Grade 10 Globe American History Grade 11 Yes 0.0 Foreign Language Yes 0.0 Health Glencoe Health Yes 0.0 Visual and Performing Arts Discoverying Art History Yes 0.0 Science Laboratory Equipment (grades 9-12) Students are able to access equipment if needed. Yes 0.0 Page 7 of 22

8 School Facility Conditions and Planned Improvements - Most Recent Year School Facility Conditions and Planned Improvements - Most Recent Year Policies are in place addressing compliance with state mandates concerning asbestos, earthquakes, fires, substance abuse, tobacco, violence, and weapons. Guidelines and regulations required by Probation and Social Services are also adhered to. The building housing T.E. Mathews was remodeled to accommodate a school. Due to the nature of the student body, close watch is maintained by the Probation Officer and school staff for signs of gang activity, violence, and drug use. Required schools uniforms help address the problems generated by gang attire. Surveillance cameras have been installed and constantly monitor the facility. School Facility Good Repair Status - Most Recent Year System Inspected Rating Repair Needed and Action Taken or Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs Fair Fair Good Good Good Good Fair Had a leak that was repaired this year. External: Playground/School Grounds, Windows/Doors/Gates/Fences Good Overall Facility Rate - Most Recent Year Overall Rating Fair Page 8 of 22

9 B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); The Academic Performance Index; and The percentage of pupils 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. California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All Students in Science Three-Year Comparison Students in Science Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject Science (grades 5, 8, and 10) Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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. California Assessment of Student Performance and Progress Results by Student Group in Science (School Year California Assessment of Student Performance and Progress Results by Student Group in Science (School Year ) Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 28 All Students at the School Male Female 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 Students with Disabilities Students Receiving Migrant Education Services Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10. 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. Page 9 of 22

10 Standardized Testing and Reporting Results for All Students - Three-Year Comparison 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) School District State Subject English-Language Arts 6% 21% 9% 23% 29% 30% 54% 56% 55% Mathematics 6% 13% 13% 18% 24% 27% 49% 50% 50% History-Social Science % 31% 10% 9% 10% 48% 49% 49% Note: STAR Program was last administered in 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. Academic Performance Index Ranks Three-Year Comparison Academic Performance Index Ranks Three-Year Comparison API Rank Statewide B Similar Schools B Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013 All Students at the School B 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 Students with Disabilities 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. Page 10 of 22

11 Career Technical Education Programs (School Year ) Career Technical Education Programs (School Year ) There is no Career Technical Education Programs for the School year Career Technical Education Participation (School Year ) Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of pupils participating in CTE 0 Percent of pupils completing a CTE program and earning a high school diploma 0.0 Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education 0.0 Courses for University of California and/or California State University Admission Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission 0.0 Page 11 of 22

12 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 English, mathematics, and physical education. California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced School District State Subject English-Language Arts 14% 22% 25% 56% 57% 56% Mathematics 15% 12% 24% 58% 60% 62% 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. English-Language Arts Percent of Students Scoring at Proficient or Advanced 1.0 Mathematics Percent of Students Scoring at Proficient or Advanced Page 12 of 22

13 California High School Exit Examination Grade Ten Results by Student Group (School Year ) (if applicable) English-Language Arts Mathematics Group Percent Not Proficient Percent Proficient Percent Advanced Percent Not Proficient Percent Proficient Percent Advanced All Students in the LEA 75% 19% 6% 76% 19% 4% All Students at the School 0% 0% 0% 0% Male Female 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 Students with Disabilities Students Receiving Migrant Education Services 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. California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) Percent of Students Meeting Fitness Standards Grade level Four of Six Standards Five of Six Standards Six of Six Standards 7 9 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 13 of 22

14 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 - Most Recent Year Opportunities for Parental Involvement - Most Recent Year Parents are consistently encouraged to actively participate in the T.E. Mathews program. Festivals that feature student achievement in academics and behavior are presented, frequent parent/teacher meetings are held and the Probation Officer and Principal speak with parents on a daily basis. Our student population is often disenfranchised from the public school system and parents have not had many positive experiences with the schools. It is a challenge to engage the parents in the school process. Parents are always welcome to visit the school, observe classes, and actively work with their child s behavior. All parents commit to helping their children be successful students. Parents are encouraged to be involved with their child s education and to help tailor the program to meet individual needs. The classrooms formally invited parents at least twice to listen to presentations made by the students. This year parents were invited to a barbeque. Parents are asked and encouraged to contact the teacher weekly to learn about what is happening at school and how their child is doing. When possible, teachers will parents with information on student progress and tips on how to help their children with their education. All students and parents receive school rules and procedures at the beginning of the school year. Parent newsletters are developed quarterly with updates on activities and rules. State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): High school dropout rates; and High school graduation rates. Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator Dropout Rate Graduation Rate Dropout/Graduation Rate (Four-Year Cohort Rate) Chart Dropout Rate Graduation Rate Page 14 of 22

15 Page 15 of 22

16 Completion of High School Graduation Requirements Completion of High School Graduation Requirements Graduating Class of 2013 Group School District State All Students Black or African American American Indian or Alaska Native Asian 92 Filipino 92 Hispanic or Latino Native Hawaiian or Pacific Islander 84 White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Page 16 of 22

17 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 Suspensions and Expulsions School District State Rate Suspensions Expulsions Suspensions Expulsions School Suspensions District Suspensions State Suspensions School Expulsions District Expulsions State Expulsions School Safety Plan - Most Recent Year School Safety Plan - Most Recent Year The Yuba County Office of Education Safe School Plan was adopted by the Yuba County Office of Education Board of Trustees on March 18th, The plan meets the required legal components per California Ed Code. The plan is reviewed by staff at the school site each year after board approval, and on an ongoing basis at site staff meetings. Page 17 of 22

18 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. Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District Made AYP Overall Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics Met Percent Proficient - English-Language Arts Met Percent Proficient - Mathematics Met Graduation Rate Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Indicator School District Program Improvement Status Not in PI Not in PI First Year of Program Improvement Year in Program Improvement * Number of Schools Currently in Program Improvement Percent of Schools Currently in Program Improvement % Note: Cells with NA values do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Page 18 of 22

19 Average Class Size and Class Size Distribution (Elementary) Average Class Size and Class Size Distribution (Elementary) Number of Classes * Number of Classes * Number of Classes * Grade Level K Average Class Size Average Class Size Average Class Size 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) Average Class Size and Class Size Distribution (Secondary) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size Average Class Size Average Class Size 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. Page 19 of 22

20 Academic Counselors and Other Support Staff (School Year ) Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 0.0 Counselor (Social/Behavioral or Career Development) 0.0 Library Media Teacher (librarian) 0.0 Library Media Services Staff (paraprofessional) Psychologist 0.3 Social Worker Nurse Speech/Language/Hearing Specialist 0.2 Resource Specialist (non-teaching) 0.5 Other Note: Cells with 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 ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site $11,579 $11,579 $55,744 District $8,527 $54,933 Percent Difference School Site and District 0.73% 0.98% State $4,690 $59,345 Percent Difference School Site and State 1.71% Note: Cells with values do not require data. Page 20 of 22

21 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Revenue for the school was derived from state apportionment as determined by the average daily attendance. Expenditures include textbooks and instructional materials and supplies and equipment. Additional monies were spent on computers and software, office equipment, rents, leases, utilities, and other overhead costs. Special Education services, tutoring, EL support, and CAHSEE intervention classes were also provided. Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $41,059 $40,329 Mid-Range Teacher Salary $55,744 $59,804 Highest Teacher Salary $70,429 $79,279 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Superintendent Salary Percent of Budget for Teacher Salaries % % Percent of Budget for Administrative Salaries % % For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Teacher Salary Chart Principal Salary Chart Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary -1.0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 21 of 22

22 Advanced Placement Courses (School Year ) Advanced Placement Courses (School Year ) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science All Courses Note: Cells with values do not require data. *Where there are student course enrollments. Professional Development Most Recent Three Years Professional Development Most Recent Three Years Thomas E. Mathews designates 7.5 days a year, for lesson planning team building, curriculum and instruction, classroom management, WASC, multiple learning modalities, PBIS, and Professional Learning Communities Page 22 of 22

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