Mountain View Middle School 675 Shasta View Drive Redding, CA 96003 530-221-5224 Grades 5-8 Shannon Angstadt, Principal sangstadt@columbiasd.com 2012-13 School Accountability Report Card Published During the 2013-14 School Year Columbia Elementary School District 10140 Old Oregon Trail Redding, CA 96003 530-223-1915 www.columbiasd.com District Governing Board Walter Albert Linda Johnson James Luna Penny Steiner Charles Van Hoosen District Administration Clay Ross Superintendent Donna Heller Assistant Superintendent Business Services About the SARC 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. All data are reported for the 2012-13 school-year, unless otherwise indicated. For more information about SARC requirements, see the California Department of Education (CDE) SARC webpage at www.cde.ca.gov/ta/ac/sa/. For additional information about this school, please contact the school administration at 530-221-5224. Our Vision Columbia School District schools are safe, well maintained, exciting, stimulating and success oriented. The level of pride and accomplishment is quite evident. Everyone has a high sense of responsibility, sense of good values, positive behavior and moral conscience and holds him/herself accountable for their actions and the choices he/she makes. Adults are visible and accessible to students. Communication is open, friendly and caring. Students come prepared, eager to participate and devoted to learning because they believe in themselves. Parents take an active role in their children s education by teaching their children values and good work ethics at home and by collaboratively working with the school staff. Mission Statement The mission of our school district is to ensure learning for all no limits, no excuses. We do this by building positive relationships, maintaining high expectations, creating relevance, providing more time and support, meeting the physical, intellectual, emotional, social and moral needs of our children and by being persistent and passionate about children. School Profile Mountain View Middle School is located at 675 Shasta View Drive in Redding, California in a semirural to rural area, although there are several subdivisions within the district boundaries that have contributed to rapid growth during the middle and late 1990 s. We are fortunate to have two college campuses located within our district, Shasta College, a two-year community college, and Simpson University, a private four-year college. We maintain a positive relationship with both schools and often have student teachers from Simpson. Mountain View Middle School offers a setting for students that encourages academic excellence and traditional values. We work to maintain a safe, positive learning environment, and parents and community members are welcomed and encouraged to become an integral part of our learning community. Our middle school includes grades 5,6,7 and 8, and an enrollment of 425 students. We have fourteen regular classroom teachers, 1.5 P.E. teachers, Special Day Class teacher, Resource Specialist teacher, Music Teacher, and an on-site Opportunity Teacher, funded through the County Office of Education. We also share a Counselor (LCSW) and share one Speech Therapist. Our students are housed in a combination of permanent and portable classrooms which are well maintained. Our portable buildings offer the same amenities to students and teachers as a permanent classroom. 2012-13 School Accountability Report Card for Mountain View Middle School Page 1 of 8
We offer a variety of curricular and extra-curricular activities for our students including, Link Crew, Spanish, Band, Choir, Cheerleading, Student Council, Student Senate, Yearbook, after-school sports, dances, Games Club and Club Live. High School credit is given for students who take Algebra and Spanish classes and pass the placement test(s). Mountain View provides instrumental music instruction in both band and string instruments. The instruction is sequential and adheres to the National and State Music Standards. Currently the school has an intermediate band and advanced band for all interested students. Our strings program incorporates violins, cellos and acoustic bass. Mountain View has a show choir program that integrates singing and dance. All ensembles perform regularly and have participated in community events such as parades and music festivals. Opportunities for Parental Involvement Our school enjoys a very positive support from our parents and community. We have an involved Mountain View Parent Club who provide activities for students and parents alike all during the school year. Our School Site Council plays an active role in developing and reviewing curriculum as well as categorical programs/budgets. They conduct an annual survey of all staff and parents. The results of the surveys are used for continuous improvement. Contact Information Parents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact the Mountain View Middle at (530) 221-5224. Student Enrollment by Grade Level Grade Level Number of Students Gr. 5-- 92 Gr. 6-- 99 Gr. 7-- 111 Gr. 8-- 100 Total-- 402 Student Enrollment by Group Group Percent of Total Enrollment Black or African American------- 1.2 American Indian or Alaska Native--- 3.5 ---- Asian------- 0.7 Filipino------- 0.0 Hispanic or Latino------- 10.0 Native Hawaiian/Pacific Islander 0.0 White 80.6 Two or More Races 4.0 Socioeconomically Disadvantaged 41.5 English Learners 0.2 Students with Disabilities 8.0 Average Class Size and Class Size Distribution Average Class Size Number of Classrooms* 1-20 21-32 33+ Year 11 12 13 11 12 13 11 12 13 11 12 13 Gr. 5-- 16.9 30 4 2 3 16 0 2 Gr. 6-- 7 16 1 22 0 7 0 6 English 25.6 28.1 17 5 5 6 8 4 3 4 8 2 Math--- 22.4 24.2 20 4 4 5 5 2 4 0 3 Science 26.6 27.9 29 2 1 1 5 6 4 1 1 3 SS----- 26.6 25.4 26 3 3 2 3 5 5 2 1 1 * 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, English, Math, Science and Social Science (SS), rather than grade level. Suspensions and Expulsions Schoolwide 10-11 11-12 12-13 Suspensions Rate 8.47 9.2 1.98 Expulsions Rate 0 0.5 0 Districtwide 10-11 11-12 12-13 Suspensions Rate 4.3 10.5 1.33 Expulsions Rate 0 0.5 0 * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment (and multiplying by 100). 2012-13 School Accountability Report Card for Mountain View Middle School Page 2 of 8
School Safety Plan This section provides information about the school s comprehensive safety plan, including the dates on which the safety plan was last reviewed, updated, and discussed with faculty; as well as a brief description of the key elements of the plan. Safety of students and staff is a primary concern of Mountain View Middle School. The school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The School Site Safety plan was reviewed and updated by the School Site Council. All revisions were communicated to both the classified and certificated staff. The school s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire and disaster drills are conducted on a regular basis throughout the school year. Lockdown drills are held as needed. Students are supervised before and after school, and during lunch and break periods by certificated and/or classified staff, as well as Administration. There is a designated area for student drop off and pick up. Visitors must check in at the main office for an identification badge and all staff have been directed to send visitors to the office if an adult is spotted on campus without a name tag. Substitutes wear ID badges. The key elements in the plan include types of drills, expected behaviors, assignments for staff, and procedures for different scenarios (i.e. intruder on campus, earthquake, fire, natural/civic disaster and evacuation). The plan includes who does what, where emergency supplies are and a detailed description of key staff duties and office staff responsibilities as well as procedure for releasing students, press releases and counseling needs, if any. School Facility Conditions and Planned Improvements (School Year 2013-14) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Description of the safety, cleanliness, and adequacy of the school facility Description of any planned or recently completed facility improvements The year and month in which the data were collected Description of any needed maintenance to ensure good repair Year and month in which data were collected: 9/23/2013 The school is only eleven years old and has been impeccably maintained. While most of the facilities are portable classrooms, our custodial and maintenance staff are dedicated to keeping our facilities, including the playground, clean, safe, and well maintained. We have a gym/cafeteria, a multipurpose room, 21 classrooms and 6 more completed portable classrooms, a library, a staff lounge, and office. District maintenance and custodial staff complete all work orders in a timely manner and is on a schedule for routine maintenance tasks such as changing filters, mowing, deep cleaning and gym floor and light upkeep. There is a district approved cleaning schedule available upon request. Locks on gates are maintained and secured on a regular basis. Deferred Maintenance projects include stripping and waxing the gym floors, upgrading the sprinkler system and maintaining the fields and ball fields. For the 2012-13 school year, the district budgeted $48,000 for the deferred maintenance program. This represents 1% of the district s general fund budget. School Facility Good Repair Status (School Year 2013-14) This section provides information from the most recent Facility Inspection Tool (FIT) data (or equivalent), including: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The Overall Rating (bottom row) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains School Facility Good Repair Status Repair Status Good Fair Poor Repair Needed and Action Taken or Planned 2012-13 School Accountability Report Card for Mountain View Middle School Page 3 of 8
System Inspected Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences School Facility Good Repair Status Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor [ ] Repair Needed and Action Taken or Planned Teacher Credentials Schoolwide 10-11 11-12 12-13 Fully Credentialed 19 19 18 Without Full Credential 0 0 0 Teaching Outside Subject Area 4 0 3 Districtwide 10-11 11-12 12-13 Fully Credentialed 42 Without Full Credential 0 Teacher Misassignments and Vacant Teacher Positions at this School Schoolwide 11-12 12-13 13-14 Teachers of English Learners 0 0 0 Total Teacher Misassignments 0 0 0 Vacant Teacher Positions 0 0 0 * Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Professional Development This section provides information on the number of days provided for professional development and continuous professional growth in the most recent three year period. Staff members build teaching skills and concepts by participating in many conferences and workshops throughout the year, then sharing their experiences and knowledge with district colleagues. The district dedicated three SIP days to staff development annually for the past three years. The staff development activities for Columbia School district staff is driven by our district priorities which are: positive relationships, communication, student achievement, staff development, and facilities. Data from the previous year s State testing, benchmark assessments and other multiple measures are used for staff development days to bring in speakers/experts to help us with our continuous improvement. District committees for Math and Reading/Language Arts also meet twice annually to review data and curriculum. Staff development is delivered through our three Consortium/District Wide School Improvement Days (SIP). On SIP Days, teachers may attend conferences if appropriate. Monthly staff development occurs in meetings with the Principal and grade level department teams. Professional Learning Communities meet once a week. Individual mentoring and staff development occurs randomly as needed, for example in the areas of differentiated instruction or data interpretation. Teacher support is given through grade level articulation days, minimum day meetings, team and peer meetings, individual meetings and peer observations/walkthroughs. 2012-13 School Accountability Report Card for Mountain View Middle School Page 4 of 8
Core Academic Classes Taught by Highly Qualified 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. For more information, see the CDE Improving Teacher and Principal Quality webpage at: www.cde.ca.gov/nclb/sr/tq/ Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School 100.0 0.0 Districtwide All Schools 100.0 0.0 High-Poverty Schools 100.0 0.0 Low-Poverty Schools 0.0 0.0 * 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 25 percent or less in the free and reduced price meals program. Academic Counselors and Other Support Staff at this School Academic Counselor------- Number of Full-Time Equivalent (FTE) Social/Behavioral or Career Development Counselor.5 Library Media Teacher (Librarian) Library Media Services Staff (Paraprofessional).625 Psychologist-------.15 Social Worker------- Nurse-------.07 Speech/Language/Hearing Specialist.2 Resource Specialist------- 1 Other-------.4 Average Number of Students per Staff Member Academic Counselor------- * 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. Level Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12) Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site- $5,654 $1,362 $4,292 $60,528 District------ $5,722 $62,243 - State------- $5,537 $57,720 Percent Difference: School Site/District -24.99% -0.73% Percent Difference: School Site/ State -21.32% 6.15% * Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. * Basic/Unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending webpage at www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: www.ed-data.org. Teacher and Administrative Salaries (Fiscal Year 2011-12) Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $39,218 $38,719 Mid-Range Teacher Salary $55,793 $55,637 Highest Teacher Salary $71,702 $70,797 Average Principal Salary (ES) $0 $90,284 Average Principal Salary (MS) $89,185 $94,675 Average Principal Salary (HS) $0 $85,183 Superintendent Salary $106,000 $104,272 Percent of District Budget Teacher Salaries 35.8% 35.5% Administrative Salaries 4.3% 6.5% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. Types of Services Funded (Fiscal Year 2012-13) This section provides specific information about the types of programs and services available at the school that support and assists students. For example, this narrative may include information about supplemental educational services related to the school s federal Program Improvement (PI) status. Data within the SARC was provided by Columbia Elementary School District, retrieved from the 2011-2012 SARC template, located on Dataquest (http://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. 2012-13 School Accountability Report Card for Mountain View Middle School Page 5 of 8
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2013-14) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: 9/17/2013 Mountain View Middle held a public hearing on September 17, 2013, 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 School 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 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. Core Curriculum Area Reading/Language Arts The textbooks listed are from most recent adoption: Textbooks and Instructional Materials Yes Percent of students lacking their own assigned textbook: 0.0% Textbooks and Instructional Materials/Year of Adoption MacMillan/McGraw Hill Adopted 2012 Pearson Adopted 2012 Mathematics The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0.0% Science The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0.0% History-Social Science The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0.0% McDougal Littell Adopted 2008 Glencoe/McGraw Hill Adopted 2006 Glencoe/McGraw Hill Adopted 2005 Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include Englishlanguage arts (ELA) and mathematics (Math) in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science (H-SS) in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the Percent of Students not tested, see the CDE STAR Results Web site at star.cde.ca.gov. Subject STAR Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced School District State 10-11 11-12 12-13 10-11 11-12 12-13 10-11 11-12 12-13 ELA---- 61 62 59 62 61 58 54 56 55 Math--- 54 55 52 60 57 57 49 50 50 Science 75 80 70 75 78 69 57 60 59 H-SS--- 58 65 48 58 64 46 48 49 49 2012-13 School Accountability Report Card for Mountain View Middle School Page 6 of 8
Internet Access Internet access is available at public libraries and other locations that are publicly accessible. Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. Group 2013 STAR Results by Student Group Percent of Students Scoring at Proficient or Advanced ELA Math Science H-SS All Students in the LEA 58 57 69 46 All Student at the School 59 52 70 48 Male------- 59 56 80 50 Female------- 59 46 61 46 Black or African American American Indian or Alaska Native 58 67 Asian------- Filipino------- Hispanic or Latino 55 50 68 42 Native Hawaiian/Pacific Islander White------- 61 52 71 49 Two or More Races------- 43 38 Socioeconomically Disadvantaged 50 43 63 35 English Learners------- Students with Disabilities 37 33 Students Receiving Migrant Education Services California Physical Fitness Test Results The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the Percent of Students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school s test results to the district and state, see the CDE PFT webpage at www.cde.ca.gov/ta/tg/pf/. Grade Level Percent of Students Meeting Fitness Standards 4 of 6 5 of 6 6 of 6 ---5--- 10.1 18.0 58.4 ---7--- 15.7 20.6 45.1 DataQuest DataQuest is an online data tool located on the CDE DataQuest webpage at dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API webpage at www.cde.ca.gov/ta/ac/ap/. API Growth by Student Group Three-Year Comparison Group Actual API Change 10-11 11-12 12-13 All Students at the School -22 8-34 Black or African American American Indian or Alaska Native Asian------- Filipino------- Hispanic or Latino Native Hawaiian/Pacific Islander White------- -27 14-49 Two or More Races Socioeconomically Disadvantaged -27 36-34 English Learners Students with Disabilities Academic Performance Index Ranks - Three-Year Comparison This table displays the school s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched similar schools. A similar schools rank of 1 means that the school s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school s academic performance is better than at least 90 of the 100 similar schools. 2012-13 School Accountability Report Card for Mountain View Middle School Page 7 of 8
Academic Performance Index Ranks - Three-Year Comparison API Rank 2010 2011 2012 Statewide------- 8 7 7 Similar Schools------- 8 2 2 Federal Intervention Program (School Year 2013-14) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations webpage: www.cde.ca.gov/ta/ac/ay/tidetermine.asp. Program Improvement Status Indicator School District In PI First Year of Program Improvement 2012-2013 Year in Program Improvement Year 1 Number of Schools Currently in Program Improvement 1 Percent of Schools Currently in Program Improvement 100.0 Adequate Yearly Progress The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state s standards-based assessments in ELA and mathematics Percent proficient on the state s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools) Detailed information about AYP, can be found at the CDE Adequate Yearly Progress (AYP) webpage at www.cde.ca.gov/ta/ac/ay/. AYP Criteria School District Made AYP Overall No No Met Participation Rate: English-Language Arts Yes Yes Met Participation Rate: Mathematics Yes Yes Met Percent Proficient: English-Language Arts No No Met Percent Proficient: Mathematics No No Met API Criteria Yes Yes Met Graduation Rate (if applicable) N/A N/A API Growth by Student Group - 2013 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2013 Growth API (API-G) at the school, district, and state level. All Students at the School Black or African American American Indian or Alaska Native Group School District State Students 366 624 4,655,989 API-G 804 809 790 Students 5 7 296,463 API-G 708 Students 12 20 30,394 API-G 855 827 743 Asian------- Students 3 6 406,527 API-G 906 Filipino------- Students 0 0 121,054 Hispanic or Latino Native Hawaiian/ Pacific Islander API-G 867 Students 38 74 2,438,951 API-G 842 825 744 Students 0 0 25,351 API-G 774 White------- Students 295 484 1,200,127 Two or More Races Socioeconomically Disadvantaged API-G 801 809 853 Students 13 33 125,025 API-G 741 771 824 Students 157 266 2,774,640 API-G 767 765 743 English Learners Students 0 6 1,482,316 Students with Disabilities API-G 721 Students 38 65 527,476 API-G 651 630 615 2012-13 School Accountability Report Card for Mountain View Middle School Page 8 of 8