School Accountability Report Card School Year

Transcription

1 School Accountability Report Card School Year (Published during 15-1) Dr. Martin Luther King, Jr. Academic Middle School 35 GIRARD ST, SAN FRANCISCO, CA Principal: ESSIEN, MICHAEL Phone: Fax: SFUSD School ID # 71 Calif.School ID #: 595 SAN FRANCISCO UNIFIED SCHOOL DISTRICT Superintendent: Richard Carranza 555 Franklin Street, San Francisco, CA 941 Phone: Web Site: SARC Contact: Research, Planning and Accountability Ritu Khanna, Executive Director Phone: Fax: The School Accountability Report Card (SARC) is required by law to be published annually, by Feb 1st each year. It 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 priorites. 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 - For more information about the LCFF or LCAP, see the CDE LCFF Web page at - For more information about the school, parents and community members should contact the school principal or district office. DataQuest is an online data tool located 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. test data, enrollment, graduates, dropouts, course enrollments, staffing and data regarding English learners. Internet access is available at public libraries and other locations that are publicly accessible. Page 1 of 4

2 About This School School Description and Mission Statement This section provides information about the school's goals and programs. Dr. Martin Luther King, Jr. Academic Middle School (MLK) enrolls students from neighborhoods throughout San Francisco. Once the Elementary School Feeder Pattern is implemented, out Elementary schools will be Hillcrest, Malcolm X, and E. R. Taylor. The diverse and multicultural atmosphere of the school is one of our best characteristics. MLK's focus for all students is the demonstration of scholarship, sportsmanship, mentorship, and leadership. The basic philosophy of the school is to cooperate, participate, communicate, work, and learn together in order to produce a harmonious, productive, pluralistic society of lifelong learners. Our mission is to ensure that all students realize their potential in academic, creative, physical, and social endeavors. We accomplish this through the combined efforts of our students, families, staff, school district, and community. Student Enrollment By Grade Level (School Year 14-15) This table displays the number of students enrolled in each grade level at the school. Grade Level Enrollment Grade Level Enrollment K Ungraded Sec Total Enrollment 51 Ungraded Elem Student Enrollment By Group (School Year 14-15) This table displays the percent of students enrolled at the school who are identified as being in a particular group. Group African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander White (Not Hispanic) Two or More Races of Total Enrollment Page of 4

3 Socioeconomically Disadvantaged 7.1 English Learners 1.4 Students with Disabilities 15 Foster Youth 1 Section A (Conditions of Learning) begins on next page. Page 3 of 4

4 State Priority: Basic A. Conditions of Learning 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 This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at Teachers School With Full Credential Without Full Credential Teaching Outside Subject Area of Competence District Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions 1 Core Academic Classes Taught by No Child Left Behind Compliant Teachers, The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (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. High-poverty schools are defined as those schools with student eligibility of approximately 4 percent or more in the free and reduced price meals program. Low-poverty schools are 39 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page at See table on next page. Page 4 of 4

5 Location of Classes This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District of Classes in Core Academic Subjects Taught by NCLB Compliant Taught by non-nclb Teachers Compliant Teachers Quality, Currency, and Availability of Textbooks and Instructional Materials For High Schools (grades 9-1) The San Francisco Unified School District adopts instructional materials following the cycle of state frameworks and standards, and provides sufficient textbooks for all students to use in class and to take home in the core curriculum areas of reading/language arts, mathematics, science, and history/social studies. Class sets of health instructional materials were provided for high school health teachers. In addition, other Board-adopted core curriculum materials were provided to remedy all insufficiencies identified through a survey and other activities at the annual Instructional Materials Hearing at the September 9, 15 meeting of the Board of Education. All adopted high school instructional materials have been evaluated and determined locally to meet state standards for grades 9-1. Appropriate science laboratory equipment is available for all laboratory science courses. For Elementary and Middle Schools (grades K-) The San Francisco Unified School District adopts instructional materials following the cycle of state frameworks and standards, and adopts K- materials from the list of standardsaligned materials that have been adopted by the State Board of Education. The district provides sufficient textbooks for all students to use in class and to take home in the core curriculum areas of reading/language arts, mathematics, science, and history/social studies. For 15-1, instructional materials were provided for all students in grades K-. Replacements were provided for core curriculum areas as identified through a survey and other activities preceding the annual Instructional Materials Hearing at the September 9, 15 meeting of the Board of Education. For complete lists of adopted textbooks, go to: Page 5 of 4

6 School Facility Good Repair Status This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status. Repair Status Item Inspected Good Fair Poor Repair Needed and Action Taken or Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer X Ceiling leak at AC unit. Interior: Interior Surfaces Cleanliness: Overall and Pest Infestation X X Electrical X Some ceiling lights are out-of-order at various locations on the 1st floor hallway Almost half of ceiling lights are out-of-order in room 11 Some ceiling lights are out-of-order at various locations on the nd floor hallway Restrooms/Sinks/Fountains X Water fountain by serving counter at Cafeteria is out-of-order. Safety: Fire and Hazardous Materials Structural: Damage, Roofs External: School Grounds, Windows, Doors X X X WO - Work Order. DM - Deferred Maintenance. Overall Summary of School Facility Good Repair Status This table displays the overall summary of the results of the most recently completed school site inspection. Item Inspected Facility Condition Exemplary Good Fair Poor Overall Summary X Inspection Date /19/15 Additional Comments: Facilities will schedule repair of deficiency School Facility Conditions and Improvements This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements. We just completed renovations to make the school ADA compliant and to beautify the school campus. The school's main building was built in 19 and features a large welcoming atrium/entranceway, two up-to-date computer labs, a library/media center, and six well-equipped science classrooms. The cafeteria and gymnasium, originally built in the 193's, were refurbished in 19 as well. The school's garden is actively maintained by several of our classes. The cafeteria doubles as an auditorium and features a stage. The Portola Branch of the San Francisco public library is literally right next door, giving added resources to the school/community. Page of 4

7 Part B (Pupil Outcomes) begins on the next page. Page 7 of 4

8 State Priority: Pupil B. Pupil Outcomes The SARC provides the following information relevant to the Pupil State Priority (Priority 4): - Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); 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 Results for All Students (School Year 14-15) Subject of Students Meeting or Exceeding State Standards School District State English Language Arts/Literacy (grades 3- and 11) Mathematics (grades 3- and 11) 4 33 See Grade Level / Subject / Subgroup results on next pages: Page of 4

9 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups and Grade Level (School Year 14-15) Grade: Group Total Enrollment Number Level 1* Level * Level 3* Level 4* All Students Male Female African American American Indian/Alaskan Asian Filipino Hispanic or Latino Pacific Islander/Hawaiian White Two or More Races Economically Disadvantaged English Learners Students with Disabilities Migrant Education Services Foster Youth Double dashes () appear in the table when the number of students that did not receive a score is 1 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level precentages. The achievement level percentages are calculated using students with scores. Level 1 = Standard Not Met Level = Standard Nearly Met Level 3 = Standard Met Level 4 = Standard Exceeded Page 9 of 4

10 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups and Grade Level (School Year 14-15) Grade: 7 Group Total Enrollment Number Level 1* Level * Level 3* Level 4* All Students Male Female African American American Indian/Alaskan Asian Filipino Hispanic or Latino Pacific Islander/Hawaiian White Two or More Races Economically Disadvantaged English Learners Students with Disabilities Migrant Education Services Foster Youth Double dashes () appear in the table when the number of students that did not receive a score is 1 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level precentages. The achievement level percentages are calculated using students with scores. Level 1 = Standard Not Met Level = Standard Nearly Met Level 3 = Standard Met Level 4 = Standard Exceeded Page 1 of 4

11 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups and Grade Level (School Year 14-15) Grade: Group Total Enrollment Number Level 1* Level * Level 3* Level 4* All Students Male Female African American American Indian/Alaskan Asian Filipino Hispanic or Latino Pacific Islander/Hawaiian White Two or More Races Economically Disadvantaged English Learners Students with Disabilities Migrant Education Services Foster Youth Double dashes () appear in the table when the number of students that did not receive a score is 1 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level precentages. The achievement level percentages are calculated using students with scores. Level 1 = Standard Not Met Level = Standard Nearly Met Level 3 = Standard Met Level 4 = Standard Exceeded Page 11 of 4

12 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups and Grade Level (School Year 14-15) Grade: Group Total Enrollment Number Level 1* Level * Level 3* Level 4* All Students Male Female African American American Indian/Alaskan Asian Filipino Hispanic or Latino Pacific Islander/Hawaiian White Two or More Races Economically Disadvantaged English Learners Students with Disabilities Migrant Education Services Foster Youth Double dashes () appear in the table when the number of students that did not receive a score is 1 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level precentages. The achievement level percentages are calculated using students with scores. Level 1 = Standard Not Met Level = Standard Nearly Met Level 3 = Standard Met Level 4 = Standard Exceeded Page 1 of 4

13 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups and Grade Level (School Year 14-15) Grade: Group Total Enrollment Number Level 1* Level * Level 3* Level 4* All Students Male Female African American American Indian/Alaskan Asian Filipino Hispanic or Latino Pacific Islander/Hawaiian White Two or More Races Economically Disadvantaged English Learners Students with Disabilities Migrant Education Services Foster Youth Double dashes () appear in the table when the number of students that did not receive a score is 1 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level precentages. The achievement level percentages are calculated using students with scores. Level 1 = Standard Not Met Level = Standard Nearly Met Level 3 = Standard Met Level 4 = Standard Exceeded Page 13 of 4

14 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups and Grade Level (School Year 14-15) Grade: 7 Group Total Enrollment Number Level 1* Level * Level 3* Level 4* All Students Male Female African American American Indian/Alaskan Asian Filipino Hispanic or Latino Pacific Islander/Hawaiian White Two or More Races Economically Disadvantaged English Learners Students with Disabilities Migrant Education Services Foster Youth Double dashes () appear in the table when the number of students that did not receive a score is 1 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level precentages. The achievement level percentages are calculated using students with scores. Level 1 = Standard Not Met Level = Standard Nearly Met Level 3 = Standard Met Level 4 = Standard Exceeded Page 14 of 4

15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups and Grade Level (School Year 14-15) Grade: Group Total Enrollment Number Level 1* Level * Level 3* Level 4* All Students Male Female African American American Indian/Alaskan Asian Filipino Hispanic or Latino Pacific Islander/Hawaiian White Two or More Races Economically Disadvantaged English Learners Students with Disabilities Migrant Education Services Foster Youth Double dashes () appear in the table when the number of students that did not receive a score is 1 or less, either because the number of students is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level precentages. The achievement level percentages are calculated using students with scores. Level 1 = Standard Not Met Level = Standard Nearly Met Level 3 = Standard Met Level 4 = Standard Exceeded Page 15 of 4

16 Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); The California Modified Assessment (CMA), and the California Alternate Perfomance Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CAPA is given to those students with significant cognitive disabilities which prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. 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. Student scores are reported as performance levels. Detailed information regarding the STAR program results for each grade and performance level, including percents of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) results web site at 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 Standards Test for All Students in Science - 3-Year Comparison This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). Subject Science (Gr 5, and 1) School District State California Standards Test by Student Groups in Science (School Year 14-15) This 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. Science assessments include CSTs, CMA and CAPA in grades 5, and 1. Page 1 of 4

17 Group % of Students Scoring at Proficient or Advanced All Students in LEA 5 All Students at the School 3 Male 3 Female 3 African American American Indian or Alaska Native Asian Filipino 57 9 Hispanic or Latino 15 Pacific Islander White (not Hispanic) Two or More Races Economically Disadvantaged 3 English Learners 4 Students with Disabilities 9 Students Receiving Migrant Education Services Foster Youth California Physical Fitness Test Results (School Year 14-15) The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. Detailed info regarding this test, and comparisons of a school's test results to the district and state levels, may be found at the CDE web site at: Note: To protect student privacy, scores are not shown when the number of students tested is 1 or less. Grade Level Grade 5 Grade 7 Grade 9 of Students Meeting Fitness Standards Four of Six Standards Five of Six Standards Six of Six Standards Page 17 of 4

18 Part C (Engagement) begins on the next page. Page 1 of 4

19 C. Engagement State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority ): - Pupil suspension rates; - Pupil expulsion rates; and - Other local measures on the sense of safety. School Safety Plan - Most Recent Year This section provides information about the school's comprehensive safety plan. The school has developed a comprehensive school safety plan including emergency response training/planning and regular emergency and safety drills. Students, staff and parents are informed of procedures. Many staff members have received instruction in first aid and crisis response training. Through the Healthy Start Program and various community agencies, students receive appropriate drug, alcohol, and tobacco information. Students and adults at MLK live by the principles of Dr. King: peace, nonviolence, brotherhood, and equality. These help to promote a safe, academically-focused school climate. Suspensions and Expulsions This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period. Subject Suspensions Expulsions School District State 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 This section provides information about opportunities for parents to become involved with school activities. Parents are encouraged to become members of out PTSA, to attend Back-to-School Night, orientation meetings, and other MLK events. Parents can volunteer to accompany field trips, support school dances, promotion, and volunteer in classrooms and in teh office. Parents participate in the School Site Council (SSC), English Learners Advisory Committee (ELAC), and other school site support groups. A studnet planner, monthly PTSA newsletter, report cards, and parent conferences provide on-going communication between staff and parents. A parent center and a parent liaison staff position have been established to provide additional information, resources, and support for parents Page 19 of 4

20 and caregivers. If you are interested in parental involvement opportunities, please contact the principal at the school: ESSIEN, MICHAEL Section D (Other SARC Information) begins on next page. Page of 4

21 Section 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 The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: 1) Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics )Attendance rate (if applicable) 3) Graduation rate (if applicable) Note: schools and LEAs are not responsible for meeting the 1 percent proficient target for the 15 AYP. Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at AYP Overall and by Criteria (14-15) AYP Criteria Made AYP Overall Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics Met Proficient - English-Language Arts Met Proficient - Mathematics Met Attendance Rate Met Graduation Rate School No No No N/A N/A Yes N/A District Yes Yes Yes N/A N/A Yes Yes County No No No N/A NA No No Federal Intervention Program (School Year 14-15) 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 (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. Detailed information about PI indentification can be found at the CDE Web site at Indicator School District Program Improvement Status First Year of Program Improvement In PI -7 In PI -7 Year in Program Improvement Year 5 Year 3 Number of Schools Currently in Program Improvement 43 of Title 1 Schools Currently in Program Improvement 7% Page 1 of 4

22 Average Class Size and Class Size Distribution (Elementary) This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). Grade Avg 1-13 Avg Level Class Number of Classrooms Class Number of Classrooms Size Size K Other Avg Class Size Number of Classrooms Average Class Size and Class Size Distribution (Secondary) This table displays by subject area the average class size and number of classrooms that fall into each size category (a range of total students per classroom). Subject English Math Science Social Science Avg Class Size Number of Classrooms Avg Class Size Number of Classrooms Avg Class Size Number of Classrooms Academic Counselors and Other Support Staff (School Year 14-15) This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 5% of full time. Note: For various reasons, including funding sources and employees serving multiple locations, many of the staff in these positions are listed as working at central administrative offices, and so, will not show up under a particular school's staffing count. If additional information is needed regarding staffing in these particular support roles, please contact the school. Page of 4

23 Title Academic Counselor Library Media Teacher (Librarian) Number of FTE Assigned to School Library Media Services Staff (Paraprofessional) Psychologist / Social Worker.75 Nurse.5 Speech/Language/Hearing Specialist.5 Resource Specialist (non-teaching) Other 3 Average Number of Students per Academic Counselor Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 13-14) This table displays a comparison of the school's per pupil expeditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. The option to report expenditures and salaries for the benefit of all schools in the district equally has been used. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at and Level Total Expenditures Per Pupil Expenditures Per Pupil Supplemental Expenditures Per Pupil Basic School Site District $5,3 $434 $4, $4, Difference - School Site and District % State $5,34 Difference - School Site and State -14% Average Teacher Salary $4,434 $4,434 % $7, % Types of Services Funded (Fiscal Year 14-15) This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources. In order to ensure the academic progress of all students including at-risk, special education and GATE scholars programs and procedures have been established to support and enhance academic performance. These efforts ensure that all students, including Special Education and English Language Learners, receive 3 years of core instruction, providing access for all to grade level instructional materials. We also provide awareness, motivation, and information related to high school success and initial planning for college. The After School Program offers additional homework and academic support for participating students. Teacher and Administrative Salaries (Fiscal Year 13-14) Page 3 of 4

24 This table displays district-level salary information 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 a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the CDE Web site at: State Average For Districts Category District Amount In Same Category Beginning Teacher Salary Mid-Range Teacher Salary $39,99 $5,49 Highest Teacher Salary $,4 Average Principal Salary (Elementary) $99,41 Average Principal Salary (Middle) $1,4 Average Principal Salary (High) $1,3 Superintendent Salary $45, of Budget for Teacher Salaries 3 of Budget for Administrative Salaries $43,15 $,574 $9,14 $111,19 $11,59 $17,44 $34,3 3 5 Professional Development This section provides information about the program for training the school's teachers and other professional staff. Professional development is a part of every site plan and a major component of instructional support to departments. The district's professional development program provides opportunities for teachers to implement the district's core curriculum for all students, update subject area expertise, use data to plan instructional improvement strategies and acquire new instructional strategies. Leadership development across content areas is facilitated centrally, and for educators and parents each school continues to provide some full days of professional development during the academic year. End of SARC Document. Page 4 of 4