Oliver Wendell Holmes Junior High School School Accountability Report Card Reported Using Data from the School Year Published During

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1 Oliver Wendell Holmes Junior High School 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. About This School Contact Information (Most Recent Year) School Contact Information School Name- Street- Oliver Wendell Holmes Junior High School 1220 Drexel Dr. City, State, Zip- Davis, CA Phone Number Principal- Address- Web Site- Derek Brothers CDS Code District Contact Information District Name- Phone Number- (530) Davis Joint Unified School District Superintendent- Superintendent Winfred Roberson Address- Web Site- School Description and Mission Statement (Most Recent Year) The parents, students, faculty and support staff at Holmes Junior High School are committed to the achievement of excellence in academics and all other curricular and co-curricular pursuits. They are also committed to the cultivation of individual abilities and talents in a supportive environment where respect for individual and group differences and for the rights of others guides behavior School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 1 of 12

2 Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Total Enrollment- 732 Student Enrollment by Group (School Year ) Group Percent of Total Enrollment Black or African American- 2.9 American Indian or Alaska Native- 0.4 Asian Filipino- 1.0 Hispanic or Latino Native Hawaiian or Pacific Islander 0.3 White 60.0 Two or More Races 4.0 Socioeconomically Disadvantaged 20.2 English Learners 4.0 Students with Disabilities 10.1 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 With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential) 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 School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 2 of 12

3 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes 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. 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 ) Year and month in which data were collected: October 14, 2014 Core Curriculum Area Reading/Language Arts Mathematics Science- Textbooks and Instructional Materials/ Year of Adoption 6-8 Prentice Hall Literature: Timeless Voices, Timeless Themes, 2002 These text materials are aligned with state content standards and officially adopted for use in the classroom 6-8 CPO Science, Focus on Earth, Life and Physical Science, 2006 From Most Recent Adoption? Percent of Students Lacking Own Assigned Copy Yes 0% Yes 0% Yes 0% History-Social Science 6-8 TCI, History Alive! Middle School Program, 2006 Yes 0% Foreign Language Spanish 1-3, Avancemos! Holt McDougal, 2010, 1996, Spanish 4, Imagina, Vista Higher Learning, 2007, Spanish 5, ia toda Vela EMC Publishing, 2008, French 1-3, C'est A Toi, EMC Paradigm, 2007, German 1 & 2, Deutsch Aktuell, 1997, German 3-6, Kaleidoskop, McDougal Littel, 1998, Japanese 1-5 Yookoso, Glencoe, , Chinese 1-4, Integrated Chinese, Cheng & TSUI Co., 2005 Health- Science Laboratory Equipment (grades 9-12) Middle School - Holt, Rinehart and Winston, Holt< Decisions for Health School Facility Conditions and Planned Improvements (Most Recent Year) Yes 0% Yes 0% Lab Science requirements are adequate. Yes 0% The school s permanent buildings are approximately 45 years old. In the fall of 2005, the school district completed work on an extensive modernization plan for Holmes that includes interior remodeling, a new data and electrical backbone, accessibility improvements for disabled students, and structural repairs to all existing buildings. Over the last ten years, we also added student and staff bathrooms and replaced the roofs on all original buildings and updated our HAVC systems School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 3 of 12

4 School Facility Good Repair Status (Most Recent Year) System Inspected 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 External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 1/19/15 Repair Status Good Fair Poor [X] [ ] [ ] [X] [ ] [ ] [X] [ ] [ ] [X] [ ] [ ] [X] [ ] [ ] Repair Needed and Action Taken or Planned [X] [ ] [ ] Fire extinguishers missing in L 75 and 76. Vendor contacted. [X] [ ] [ ] Filler wall separating between portable building. Work order established. [X] [ ] [ ] Overall Facility Rating (Most Recent Year) Overall Rating Exemplary Good Fair Poor [ ] [X] [ ] [ ] 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 Students in Science (Three-Year Comparison) Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Science (grades 5, 8, and 10) Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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 School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 4 of 12

5 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 83 All Student at the School 91 Male- 90 Female- 92 Black or African American American Indian or Alaska Native Asian- 98 Filipino- Hispanic or Latino 70 Native Hawaiian or Pacific Islander White- 93 Two or More Races- 91 Socioeconomically Disadvantaged 68 English Learners- Students with Disabilities 57 Students Receiving Migrant Education Services Note: CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. 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. Standardized Testing and Reporting Results for All Students (Three-Year Comparison) Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State English-Language Arts Mathematics History-Social Science 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) API Rank Statewide Similar Schools Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 5 of 12

6 Academic Performance Index Growth by Student Group (Three-Year Comparison) Group Actual API Change All Students at the School Black or African American American Indian or Alaska Native Asian Filipino- Hispanic or Latino Native Hawaiian/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. Career Technical Education Programs (School Year ) Junior high schools in the Davis Joint Unified School District offer the following Career Technical Education programs: Integrated Agricultural Biology; Multimedia; Computer Programming with Robotics; Fashion, Textiles & Apparel/Beginning; Food Science & Nutrition; and Industrial Technology. Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of pupils participating in CTE 267 % of pupils completing a CTE program and earning a high school diploma n/a % of CTE courses sequenced or articulated between the school and institutions of postsecondary education n/a 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 School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 6 of 12

7 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) Subject Percent of Students Scoring at Proficient or Advanced School District State English-Language Arts Mathematics 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 High School Exit Examination Grade Ten Results by Student Group (School Year ) All Students in the LEA Group 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 Not Proficient English-Language Arts Proficient Advanced Not Proficient Mathematics Proficient 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 ) Grade Level Percent of Students Meeting Fitness Standards Four of Six Standards Five of Six Standards Six of Six Standards 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. Advanced School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 7 of 12

8 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) Our school s annual plan and its budget are approved by our School Site Council, which includes parent and student members. We have an English Language Advisory Committee, an active PTA, a Positive School Climate committee, an active Student leadership class, and strong music booster groups. Parents volunteer for curriculum advisory groups such as GATE and Superintendent Advisory. Many also volunteer for site supervision, library assistance, new student orientation, field trips, and classroom support. To find out how to volunteer, contact Ashley Nelson, Head Counselor. 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) Indicator Dropout Rate Graduation Rate School District State Completion of High School Graduation Requirements (Graduating Class of 2013) All Students Black or African American Group American Indian or Alaska Native Asian- Filipino- Hispanic or Latino Native Hawaiian/Pacific Islander White- Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Graduating Class of 2013 School District State School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 8 of 12

9 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 Suspensions Expulsions Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100. School Safety Plan (Most Recent Year) Davis schools place the highest priority on student safety. We review emergency plans frequently and hold student fire and earthquake drills twice a year as well as annual training on safety procedures with staff. The district s careful use of resources ensures that students have access to clean and safe facilities. Holmes has several campus supervisors who monitor the grounds and address student safety needs. Visitors must check in with the office, sign in and wear a badge identifying their presence on campus. All campus facilities have both phone and intercom access. Each classroom is equipped with an Emergency Kit in a clearly identified location. Security cameras have been installed and are operational. 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 ) 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 (if applicable) Federal Intervention Program (School Year ) Program Improvement Status AYP Criteria School District Indicator School District First Year of Program Improvement Year in Program Improvement* Year 1 Number of Schools Currently in Program Improvement 4 Percent of Schools Currently in Program Improvement 66.7 Note: Cells with 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. In PI School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 9 of 12

10 Average Class Size and Class Size Distribution (Secondary) Subject Avg. Class Size Number of Classrooms Avg. Number of Classrooms Avg. Number of Classrooms Class Class Size Size English Mathematics Science Social Science 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 ) Title Number of FTE Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 0 Library Media Teacher (Librarian).5 Library Media Services Staff (Paraprofessional) 1.6 Psychologist-.7 Social Worker- 0 Nurse-.25 Speech/Language/Hearing Specialist.6 Resource Specialist Other- Note: Cells with 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 ) Level Total Expenditures Per Pupil Supplemental/ Restricted Basic/ Unrestricted Average Teacher Salary School Site- 9,518 2,457 7,062 70,627 District- 6,578 $66,722 Percent Difference: School Site and District State- $4,690 $67,762 Percent Difference: School Site and State Note: Cells with do not require data. Types of Services Funded (Fiscal Year ) In Holmes Junior High School received categorical funding and services through the following state and local resources: Davis Schools foundation; Davis School Arts Foundation and parcel tax funding School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 10 of 12

11 Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $36,572 $41,243 Mid-Range Teacher Salary $58,262 $64,893 Highest Teacher Salary $77,965 $83,507 Average Principal Salary (Elementary) $100,355 $103,404 Average Principal Salary (Middle) $106,819 $109,964 Average Principal Salary (High) $113,477 $120,078 Superintendent Salary $178,000 $183,557 Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries 5 6 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Advanced Placement Courses (School Year ) Computer Science English- Fine and Performing Arts Foreign Language Mathematics Science- Social Science All courses Note: Cells with do not require data. Subject Number of AP Courses Offered* Percent of Students In AP Courses * Where there are student course enrollments School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 11 of 12

12 Professional Development Davis Joint Unified School District focuses our professional growth system on our mission and objectives with priority given to social emotional intelligence, differentiated instruction, inquiry based learning, implementation of the Common Core State Standards and the formative assessment process. These focus areas were developed through the Strategic Plan process along with teacher surveys to ensure relevancy and meaningfulness. Davis Joint Unified School District uses a variety of professional learning models to engage staff in their continued growth. Built on the foundation of internal expertise and consultants from outside DJUSD, staff has opportunities during the school year and summer to complete professional development activities. These activities are supported by federal, state, and local funding and generous local parcel taxes. The professional development within Davis Joint Unified School District has a heavy emphasis on collaboration where time is reserved weekly for staff collaboration by sites in grade level or departmental teams under the direction of site administrators, staff also has the opportunity to collaborate with grade level/content peers through the Common Core Collaboration Grants, and collaboration opportunities are built in to all of the professional development sessions. Examples of recent DJUSD professional learning activities include: Site Developed Training (K-12) provided professional development to meet specific needs of site staff; professional development sources included outside trainers, teacher-trainers/experts, and administrators. DJUSD Secondary (7-12) Grade Level Articulation breakout sessions provided a venue for teacher experts to share with their colleagues and facilitate discussions on a variety of topics related to the Common Core State Standards as they applied to secondary education. Sacramento County Office of Education in-district training in CCSS Overview (K-12). Sacramento County Office of Education (K-12) training about the Transition to CA Common Core State adopted K-12 English Language Arts standards, including English Language Arts, Literacy in History/Social Studies, Science and Technical Subjects California Reading and Literature Project's Frontloading for Common Core trained teachers how to develop language skills while also developing course content. Sacramento County Office of Education (K-12) training about the Transition to CA Common Core State adopted K-12 Math standards. UC Davis Mathematics Project Teacher Leadership program (K-12) trained math and English Learner specialists to collaborate on how to address significant instructional shifts in the Common Core State Standards (CCSS) for mathematics. English Language Learner Support (K-12 ) trainings in the area of English Language Long-Term Learner at Yolo County Office of Education; in addition to in-district trainings for the administration of English Language Development assessments. UC Davis Math Project Series presented by DJUSD content expert and UC Davis Math Project presenter. Secondary Common Core Math Common Core Integrated Math pathways Next Generation Science Standards focus professional development. Science in the River City Area 3 Writing Project Teacher collaborating and developing TK-6 report cards and assessments aligned with Common Core State Standards Project Based Learning Conference and series presented by DJUSD experts Gender Inclusiveness training Anti-bullying series of workshops Yolo County Mental Health First Aid School Accountability Report Card for Oliver Wendell Holmes Junior High School Page 12 of 12

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