Martin Luther King Jr. Middle 1

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1 Martin Luther King, Jr. Middle Accountability Report Card Sabrina Rodriguez Principal maderausd.org Address: 601 Lilly Street Madera, CA (559) Madera Unified Edward Gonzalez Superintendent maderausd.org Address: 1902 Howard Road Madera, CA (559) CDS: SARC Information Every school in California is required by state law to publish a Accountability Report Card (SARC), by February 1st 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 a 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 webpage at To view this SARC online at the school and/or LEA websites. For more information about the LCFF or LCAP, see the CDE LCFF Webpage at fg/aa/lc/. For additional information about the school, parents and community members should contact the school principal or the district office. Principal s Message Martin Luther King Jr., Middle (MLK) is a safe and academically focused place for any student to attend school. A caring and competent staff addresses the needs of our diverse community. MLK has become a place where staff and students embrace the s statement of encouragement: Every student, every day, whatever it takes. MLK offers all students a variety of academic and social experiences. Students receive instruction in math, language arts, history, science, physical education (PE) and diverse elective choices. Math instruction is provided in Math 7 and 8, Algebra, Accelerated Math for 7th students. English/Language Arts (ELA), and/or English Language Development (ELD) are subject areas that students are enrolled in based on language needs. History classes cover World History and US History curriculum in both core and ELD. PE is offered through grade level instruction. MLK also offers a wide variety of athletic and extracurricular activities. We currently offer two sections of Band and one section of Choir. Students in these classes not only learn to play music and sing, but also perform for events within Madera and throughout the valley. Our music program hosts concerts and performs at events for the, parades, concerts, and field performances around the Central Valley. Throughout the year, interventions are initiated to address student academic needs. Interventions include: Class to Success (which is scheduled within the regular school day), after-school tutoring by individual teachers, and Saturday Academies. The additional instruction targets students who are performing below grade level expectations as measured by multiple assessments. The targeted groups of students range from those students acquiring English language proficiency to students needing additional assistance in core subjects. During the year, students and staff participate in numerous cultural and social activities. Activities such as: Red Ribbon Week, Mix-it-up at lunch, Rallies, Jaguar Den, MLK La Posada, MLK family dance, and a community beautification project are just a few of the many activities offered at school. MLK is unique in its commitment in supporting the whole student socially, academically, and emotionally. Mission Statement/Vision Statement At Martin Luther King Jr., Middle, students master the academic standards through excellent, precise, and passionate instruction. The staff and community will work collaboratively to provide a healthy and safe environment where students become productive and responsible members of society. Vision Statement Martin Luther King Jr., Middle will build a culture of high achievement that inspires students to realize their dreams and become lifelong learners. Mantra We are 3 Rs! (Respectful, Responsible & Ready to Learn) Martin Luther King Jr. Middle 1

2 Profile ( Year ) Martin Luther King Jr., Middle is one of three middle schools in Madera Unified. During the school year, th grade students were enrolled at MLK with classes arranged on a traditional calendar. At MLK we work hard to provide opportunities for all students. Based upon assessment scores and teacher recommendation, students in grades 7-8 are eligible to participate in many of the enrichment activities overseen by our teachers. These activities include: Academic Pentathlon, Odyssey of the Mind, Science Bowl, and Gateway to Technology (Automation & Robotics). We provide students and parents a friendly website that helps to share information in the areas of math, reading, science, technology, arts, and homework. Special Education Program: MLK provides students access to a rigorous curriculum via Special Day Classes(110) or Mainstream classes(210) with support. These (210) students are in the general education classroom for the majority of their day. They are provided support from a special education staff member during a portion of their time. They are also pulled out of the general education environment for more intense work as is determined appropriate by the special education teacher and based on the needs determined in each special education student s Individualized Education Plan (IEP). MLK has five full time special education teachers and three full time special education aides to support our students in all core subjects. English Learner Program: All of MLKs teachers are trained to teach culturally diverse populations. ELD (English Language Development) is taught to our English learners. Students are grouped by their language levels so that instruction can be targeted towards their specific areas of need. The emphasis is on oral language, listening, reading, writing, and thinking skills. The provides a benchmark testing system for our English Language Learners. Teachers evaluate students three to four times a year and monitor their progress. The results of these tests help teachers determine what skills need to be taught or reviewed. Enrollment By Ethnicity Or Student Group ( Year ) This chart illustrates the enrollment trend by ethnicity or student group. Enrollment by Student Group Percentage African American 3.0% American Indian 0.7% Asian 0.5% Filipino 0.1% Hispanic or Latino 92.2% Pacific Islander - White 3.5% Two or More - None Reported - English Learners 32.1% Socioeconomically Disadvantaged 97.9% 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 facilities are maintained in good repair Highly Qualified Teachers ( Year ) The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as Highly Qualified. Minimum qualifications include: possession of a Bachelor s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. For more information, see the CDE Improving Teacher and Principal Quality Web page at: NCLB Compliant Teachers % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers 100.0% 0.0% 97.5% 2.5% High-Poverty s in 97.5% 2.5% Low-Poverty s in N/A N/A Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 39 percent or less. Teacher Assignment The disitrict recruits and employs the most qualified credentialed teachers. This chart shows information about teacher credentials. Teacher Credential Status Fully Credentialed Without Full Credentials Working Outside Subject Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire semester or year. Students with Disabilities 8.7% Misassignments/Vacancies Enrollment By Grade ( Year ) This chart illustrates the enrollment trend by grade level for the past three school years. Enrollment Trend by Grade Level th th Misassignments of Teachers of English Learners Misassignments of Teachers (other) Total Misassignments of Teachers Vacant Teacher Positions Martin Luther King Jr. Middle 2

3 Instructional Materials ( Year ) Madera Unified held a public hearing on September 23, 2014, and determined that each school within the district had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the state are reviewed by all teachers and a recommendation is made to the Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information collected in August, 2014 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. Facilities ( Year ) Martin Luther King, Jr. Middle was originally constructed in 1995 and is comprised of 37 classrooms, 1 gyms, 1 cafeteria, 1 library, 2 staff lounges, 3 computer labs, and 1 blacktop area. Recent remodeling included a variety of updates using QEIA facility funds. Cleaning Process Administration works daily with the custodial staff of 3 full-time employees to ensure that the cleaning of the school is maintained to provide for a clean and safe school. The district governing board has adopted cleaning standards for all schools in the district. A summary of these standards are available at the district office for review. Maintenance and Repair On a regular basis, classrooms and facilities are inspected by the custodial staff and administration to identify needed classroom repairs. maintenance staff ensures that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work order process is used to ensure efficient service and highest priority is given to emergency repairs. Deferred Maintenance Budget The district participates in the State Deferred Maintenance Program, which provides matching funds on a dollar for dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating, electrical systems, interior or exterior painting, and floor systems. For the school year the district allocated $660, for deferred maintenance program. This represents.4% of the district s general fund budget. During the school year, the district s governing board did approve deferred maintenance projects for the school, which included maintenance and operations routine maintenance supplies, pool supplies, building repairs, equipment replacement, land improvements, and building improvements. Grade Levels Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): -Adopted Textbooks Statewide assessments (i.e., California Assessment of Student Performance and Progress and its predecessor 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 California EC Section authorized the replacement of the Standardized Testing and Reporting (STAR) Program with a new assessment program, referred to as the CAASPP. On March 7, 2014, the U.S Department of Education (ED) approved California s waiver request for flexibility in assessment and accountability provisions of Title I of the Elementary and Secondary Education Act (ESEA). Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Subject History/ Social Studies Intervention Reading/ Lang Arts Science Publisher Holt, Rinehart & Winston National Geographic & Hampton Brown Holt, Rinehart & Winston Holt, Rinehart & Winston Adoption Year Sufficient % Lacking 2006 Yes 0.0% 2010 Yes 0.0% 2009 Yes 0.0% 2007 Yes 0.0% For a complete list, visit files/ textbooks_1.pdf Facility Conditions Date of Last Inspection: 08/08/2014 Overall Summary of Facility Conditions: Fair Items Inspected Systems (Gas Leaks, Mech/HVAC, Sewer) Facility Component System Status Good Fair Poor Interior Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) Electrical Restrooms/Fountains Safety (Fire Safety, Hazardous Materials) Structural (Structural Damage, Roofs) External (Grounds, Windows, Doors, Gates, Fences) Deficiency & Remedial Actions Taken or Planned Martin Luther King Jr. Middle 3

4 The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in science (for grades 5, 8, and 10), for the most recent three-year period. California Assessment of Student Performance and Progress Subject State Science The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. California Standards Test California Assessment of Student Performance and Progress Subject Subgroups Science American Indian or Alaska Native * Asian * Black or African American 45 Filipino * Hispanic or Latino 50 Native Hawaiian or Pacific Islander * White 55 Males 52 Females 49 Socioeconomically Disadvantaged 50 English Learners 12 Students with Disabilities * Migrant Education 61 Two or More Races * *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/language arts, mathematics, and social science, for the most recent three-year period. NOTE: CST was last administered in 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 California Standards Test (CST) Subject State English/Language Arts Mathematics History/Social Science *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Martin Luther King Jr. Middle 4

5 Academic Performance Index The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet. Statewide Rank: s receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school). Similar s Rank: s also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools. Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. The table displays the school s API ranks and actual API point changes by student group for the past three years. API Results Statewide Similar s Group All Students at the Actual API Change Hispanic or Latino Actual API Change Socioeconomically Disadvantaged Actual API Change English Learners Actual API Change State Priority: Other Pupil Achievement The SARC provides the following information relevant to the Other Pupil Outcomes State Priority: Pupil outcomes in the subject areas of English, mathematics, and physical education. Physical Fitness ( Year ) In the spring of each year, the district is required by the state to administer a physical fitness test to all fifth, seventh and ninth grade students. The physical fitness test measures each student s ability to perform fitness tasks in six major areas: Aerobic Capacity, Body Composition, Abdominal Strength, Trunk Extension Strength, Upper Body Strength, and Flexibility. Students who either meet or exceed the standards in all six fitness areas are considered to be physically fit or in the healthy fitness zone (HFZ). Percentage of Students in Healthy Fitness Zone Grade Level Four of Six Standards Five of Six Standards Six of Six Standards % 24.9% 46.0% *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. 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. Parent Involvement ( Year ) Martin Luther King Jr. Middle greatly benefits from its supportive parents who volunteer and proactively support their children both academically and behaviorally. The school has a strong base of parent volunteers who serve on a variety of committees such as: Site Council, English Learner Advisory Committee and Parent Club. Parents are also welcome to join a quarterly Coffee with the Principals/Cafe con los Directores. The school also benefits from several community partnerships, including our outreach with local businesses. Contact Information Parents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact the school office at (559) State Priority: Climate The SARC provides the following information relevant to the Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. Discipline & Climate for Learning Students at Martin Luther King Jr. Middle are guided by specific rules and classroom expectations that promote respect, responsibility and ready to learn behaviors. The goal of Martin Luther King Jr. Middle discipline program is to provide a positive behavior intervention support system. Parents and students are informed of school rules and discipline policies through our Parent/Student handbook which is sent home at the beginning of the school year. Additionally, all students receive lessons specifically teaching the school-wide behavior expectations. The suspensions and expulsions table illustrates total cases for the last three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, as some students may have been suspended on multiple occasions. Expulsions occur only when required by law or when all other alternatives are exhausted. Suspensions & Expulsions Suspensions Suspension Rate 22.8% 21.9% 24.0% 9.6% 10.6% 9.9% Expulsions Expulsion Rate 1.7% 0.7% 1.3% 0.7% 0.5% 0.3% Students are encouraged to participate in the school s additional academic and extracurricular activities, which are an integral part of the educational program. These school-wide and classroom incentives promote positive attitudes, encourage achievement, and aid in the prevention of behavioral problems. Extracurricular activities, clubs, and programs include: Associated Student Body, Campus Awakening, Book Club, Yearbook Club, Gardening Club, Academic Pentathlon-Speech, Math, Essay/literature, Super Quiz for Science, Peer Helpers, and the International Club. The school s interscholastic athletic programs promote individual and team-oriented achievement and self-esteem through school-sponsored teams that compete with other schools in the area. Athletic programs include: Football, Cross Country, Tennis, Volleyball, Golf, Soccer, Wrestling, Softball, Baseball, Track, Basketball, Gymnastics, and Cheer. recognizes and celebrates the achievements and successes of students and staff on a regular basis. Students are recognized for their achievements during quarterly honor awards assemblies, routinely by their classroom teachers, and by various staff members for demonstrating the 3 Rs-Being Respectful, Responsible and Ready to learn. Martin Luther King Jr. Middle 5

6 Safe Plan ( Year ) Safety of students and staff is a primary concern of Martin Luther King Jr. Middle. The school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The Site Safety plan was last reviewed and updated on February 2014 by the Safety Committee. All revisions were communicated to the both the classified and certificated staff. The school s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire drills are conducted on a regular monthly basis throughout the school year. Lockdown drills are held two times a year. Students are supervised before and after school by both certificated and classified staff. Certificated and classified staff also supervise students during lunch. There is a designated area for student drop off and pick up. Visitors are always required to check into the office. 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 ( Year ) s 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 (English/language arts 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: tidetermine.asp. Staff Development Staff members enhance their teaching skills, repertoire and concepts by participating in many conferences and workshops throughout the year; then, sharing their experiences and knowledge with district colleagues. The district dedicated 2 full days for staff development annually for the past three years, as well as at least 1 hour per week for planning and professional development. Topics for staff development during the school year included: Common Core State Standards for ELA Habits of Mind, Mathematical Practices & Technology CCSS, Professional Learning Communities, Direct Instruction (Initial training for DI & Refresher training for DI), Checking for understanding Strategies, Higher order questioning strategies, pair-share strategies, EL Program Principles, ELD Curriculum trainings, Academic Register/Academic Language training, Literacy support trainings, LMB trainings, Sped Trainings, Writing Committee Trainings, and CELDT proctoring training. Data Sources Federal Intervention Programs Program Improvement (PI) Status In PI In PI First Year in PI Year in PI ( ) Year 5 Year 3 # of s Currently in PI - 24 % of s Identified for PI % Data within the SARC was provided by Madera Unified, retrieved from the SARC template, located on Dataquest ( data1.cde.ca.gov/dataquest), and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/ intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California s public kindergarten through grade twelve school districts and schools. Class Size The table indicates the average class size by grade level or subject area, as well as the number of classrooms that fall into each size category Counseling & Support Staff ( Year ) In addition to academics, the staff strives to assist students in their social and personal development. Staff members are trained to recognize at-risk behavior in all students. The school values the importance of on-site counseling and has procedures in place to insure that students receive the services they need. Staff members are devoted to helping students deal with problems and assisting them to reach positive goals. The counselor-to-pupil ratio is 1:188. The chart displays a list of support services that are offered to students.note: 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. Revenue Sources (Fiscal Year ) In addition to general state funding, Madera Unified received state and federal funding for the following categorical funds and other support programs: Title I, II, III EIA/SCE EIA/LEP Average Class Size Counseling & Support Services Staff Number of Staff Full Time Equivalent Counselor Intervention Specialist Paraprofessionals Teacher on Special Assignment Class Size Distribution 1-20 Students Classrooms Containing: Students Students By Grade Level By Subject Area English Mathematics Science Social Science Martin Luther King Jr. Middle 6

7 Site Teacher Salaries (Fiscal Year ) The table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on financial statements). Average Teacher Salaries & $53,213 $59,591 Percentage of Variation -10.7% & State All Unified s $68,841 Percentage of Variation -22.7% Teacher & Administrative Salaries ( Year ) The table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the district s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE website, Average Salary Information Teachers - Principal - Superintendent State Beginning Teachers $37,159 $40,933 Mid-Range Teachers $58,115 $65,087 Highest Teachers $71,557 $84,436 Elementary Principals $97,705 $106,715 Middle Principals $100,146 $111,205 High Principals $108,042 $120,506 Superintendent $165,000 $207,812 Salaries as a Percentage of Total Budget Teacher Salaries 0.4% 0.4% Administrative Salaries 0.1% 0.1% Expenditures (Fiscal Year ) The expenditures per pupil data is based on fiscal year audited financial statements. The table reflects the direct cost of educational services, per average daily attendance, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law annually and is compared with other districts state-wide. Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/Unrestricted expenditures, except for general guidelines, are not controlled by law or 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: ed-data.org. Expenditures per Pupil Total Expenditures Per Pupil $7,767 From Supplemental/Restricted Sources $2,585 From Basic/Unrestricted Sources $5,181 From Basic/Unrestricted Sources $4,450 Percentage of Variation between & 16.4% State From Basic/Unrestricted Sources $4,690 Percentage of Variation between & State 10.5% Martin Luther King Jr. Middle 7