School Accountability Report Card Reported for School Year 2002-2003 Published During 2003-2004
Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at http://www.cde.ca.gov/ope/sarc/data.htm. Most data presented in this report were collected from the 2002-03 school year or from the two preceding years (2000-01 and 2001-02). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in 2001-02. A glossary of terms is available at http://www.cde.ca.gov/demographics/glossary.
School Information
District Information
School Name
Sierra Middle
District Name
Bakersfield City Elementary
Principal
Al Capilla
Superintendent
Dr. Jean Fuller
Street
3017 Center St.
1300 Baker St.
City, State, Zip
Bakersfield, CA 93306-5399
Bakersfield, CA 93305-4326
Phone Number
661.631.5470
661.631.4600
FAX Number
661.631.4541
661.326.1485
Web Site
www.bcsd.com/sierra
www.bcsd.com
Email Address
capillaa@bcsd.com
fullerj@bcsd.com
CDS Code
15-63321-6009153
SARC Contact
Dr. Marvin Jones
School Description and Mission Statement
This is the fifteenth year of the School Accountability Report Card that was established by Proposition 98, an initiative passed by California voters. As you read the Report Card, you will gain a better understanding of Sierra as a school with a record for improvement, a faculty that is professionally skilled and personally committed to meeting the learning needs of students and a student body which is enthusiastic and motivated to perform well.
Sierra Middle School, located in the Hillcrest section of East Bakersfield, serves grades six, seven and eight. The 12.3-acre site is 51 years old
The mission of Sierra Middle School’s staff and the community is to focus on student responsibility and learning as top priorities, with special attention given to students’ unique needs and the production of quality work. Students, teachers, parents and the community share in the responsibility for providing and participating in an environment that is success oriented. Together we will make a difference!
Opportunities for Parental Involvement
Contact Person Name
Irene Cortez, Rosie Painter or Maria Rodriguez
Contact Person Phone Number
661-631-4547
· Open House
· Annual Parent Monitoring: Parents are formally invited to participate in a 2 hour classroom visitation which occurs three times a year. Parents have the opportunity to view all classrooms on campus, focusing on curriculum, environment, student work, and use of computers and supplemented materials.
· Monthly Booster Club meetings
· School Site Council- Parents form 25% of the council and oversee the implementation of the school plan.
· English Learner Advisory Committee- Parents are nominated and sit on the committee in an advisory capacity for School Site Council.
· School Advisory Committee – Parents are nominated and sit on the committee in an advisory capacity for School Site Council.
· Student Intervention Team meetings: Parents are formally invited to attend and participate in meetings that focus on intervention strategies for their child.
· Trimester awards assemblies: Parents are formally invited to attend and watch their child receive an award.
· AVID Parent Nights: Parents of AVID students are formally invited to attend scheduled conference nights focusing on; school expectations, study skills, program overview, High School exit requirements, College Presentations, High School registration, and end of the year celebration.
· Title I Parent Meeting: All parents are invited each year to attend a meeting focusing on Categorical Funds and how they are used to improve student achievement at Sierra.
· Parent Conference Week: One week each year is set aside for parents to attend meetings after school in regards to their individual child and his/her academics.
I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS).
Grade Level
Enrollment
Grade 6
154
Grade 7
352
Grade 8
297
Total Enrollment
803
Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS.
Racial/Ethnic Category
Number of Students
Percent of Students
African-American
31
3.9
Hispanic or Latino
684
85.2
American Indian or Alaska Native
13
1.6
Pacific Islander
1
0.1
Asian
5
0.6
White (Not Hispanic)
67
8.3
Filipino
2
0.2
Multiple or No Response
0
0.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
4-22-03
Date Last Discussed with Staff
Sierra established its Comprehensive School Safety Plan in 1998. A law enforcement officer specializing in safety provided direction in the establishment of the School Safety Plan. Sierra’s School Safety Plan is current and is updated annually. Key elements of Sierra’s School Safety Plan include the following: (a) routine and emergency disaster procedures; (b) suspension, and expulsion procedures; (c) teacher notification of pupils with a specific discipline history; (d) child abuse reporting procedures, (e) the district’s sexual harassment policy; (f) school crime data; (g) the student dress code; (h) safe entrance and exit procedures; (i) the civil defense and disaster plan; and (j) discipline rules and procedures. Our overall goal is to maintain a safe and orderly school environment conducive to learning.
School Programs and Practices that Promote a Positive Learning Environment
Classroom discipline is handled according to the discipline code set forth by the district. We strive to treat all students fairly and adequately. All referrals are dealt with in a timely fashion. Students that violate serious school/district rules and must be suspended are given the opportunity to tell their side of the situation before any punishment is delegated.
Sierra’s climate is one of cooperation and dedication to the best possible academics we can provide. Our beliefs at Sierra are that student learning is the highest priority for a school and that in order for all students to be successful; we must continue to approach instruction using a variety of strategies and techniques that are as unique as the students themselves. Supportive student and staff relations are also a vital component of our school climate as well as shared responsibility by students, teachers, parents, and staff for overall student academic success. We try each day to be a learning community with the shared focus of improving student achievement. “Together we will make a difference!”
Sierra has a full time counselor that works with individual students and groups on behavior problems and personal issues. The counselor takes an active role in improving attendance and erasing truancy. Students can be referred to the counselor by staff members, teachers, or may refer themselves. Rewards and behavior contracts also play an important role in Sierra’s counseling program. Staying in touch with the parent(s) or guardian(s) of the student is a priority as well. Communication is the key to a successful counseling program and Sierra makes every effort to keep two-way communication lines with the community open and flowing.
For student with academic shortcomings, we offer a variety of after school tutoring opportunities. All students are welcome to participate in math, science, social studies, and language arts/reading tutoring programs as well as homework club. The school library and computer lab are open after school for student use. Those individual students that are in jeopardy of not graduating are monitored and assigned to a tutoring class.
Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.
School
District
2001
2002
2003
Number of Suspensions
102
151
294
3127
3319
9451
Rate of Suspensions
12%
19%
37%
11%
34%
Number of Expulsions
3
7
127
140
136
Rate of Expulsions
0%
1%
School Facilities
Sierra School was in built in 1952 and modernized in 1991. It sits on 11.38 acres of which 6.6 acres is playground. This school has 37 classrooms, a multi-purpose center, instructional materials center, computer lab, autistic shelton conference room and a parent outreach center. The campus also has a staff lounge.
The custodial staff adheres to a weekly cleaning schedule that includes classrooms, restrooms, the cafeteria and kitchen areas.
The District’s Mobile Maintenance Team visits the school site at least twice a year. Maintenance emergencies are addressed immediately. District personnel maintain the grounds at least once every two weeks.
III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11. California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Performance Level
State
English Language Arts
Proficient or Advanced
9
10
16
20
30
32
35
Not Tested
6
8
Mathematics
19
24
---
Science
27
History/Social Science
14
28
CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
African- American
White (not Hispanic)
11
15
17
CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard) and percent not tested.
Male
Female
English Learners
Socioeconomically Disadvantaged
Students With Disabilities
Migrant Education Services
Yes
No
12
Norm-Referenced Test (NRT) Reading and mathematics results from the Norm-Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition for 2003), are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT - All Students Data reported are the percent of students scoring at or above the 50th percentile.
Subject
Reading
26
44
45
43
23
18
37
38
53
55
50
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
22
21
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
34
California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at http://www.cde.ca.gov/statetests/pe/pe.html. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
Total
21.9
16.9
26.0
20.5
18.5
22.3
27.2
28.9
25.5
Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or 2003. Subgroup APIs and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools 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 one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at http://www.cde.ca.gov/psaa/api/ or by speaking with the school principal. Schoolwide API
API Base Data
API Growth Data
2000
From 2000 to 2001
From 2001 to 2002
From 2002 to 2003
Percent Tested
99
98
100
API Base Score
526
495
515
API Growth Score
493
506
537
Growth Target
Actual Growth
-33
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
516
490
512
489
500
533
-27
API Subgroups - Socioeconomically Disadvantaged
521
488
502
Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or 2003.
Federal Programs
Recognition for Achievement (Title 1)
Number of Schools Identified for Program Improvement
Identified for Program Improvement (Title 1)
Percent of Schools Identified for Program Improvement
7.0
28.6
Exited Title 1 Program Improvement
Years Identified for Program Improvement
California Programs
Eligible for Governor's Performance Award
Eligible for II/USP
Applied for II/USP Funding
Received II/USP Funding
Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by 2014. In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at http://www.cde.ca.gov/ayp/ or by speaking with the school principal.
Groups
All Students
V. Class Size Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area as reported by CBEDS.
Avg. Class Size
Number of Classrooms
1-22
23-32
33+
English
24.06
22.70
23.86
36
20.45
21.11
25.42
24.38
23.71
26.78
Social Science
23.58
23.25
25.00
VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area.
Total Teachers
41
40
Teachers with Full Credential (full credential and teaching in subject area)
29
33
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits)
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)
Teacher Evaluations
Teacher evaluation procedures are defined in the collective bargaining agreement, evaluation documents utilized in the evaluation process, Board of Education policy, and communications prepared by Personnel Services. Teachers in permanent status are evaluated biennially, but may be evaluated annually. Teachers in any other status are evaluated annually. The criteria for evaluation is developed collaboratively between the school principal and teacher. The results of the evaluation are shared with the teacher with a copy placed in the teacher’s personnel file. The rating on the teacher evaluation checklist are: meets standards, needs improvement, and unsatisfactory.
Substitute Teachers
The District provides qualified substitutes when teachers are absent. If the District experiences difficulty in obtaining substitutes on a particular day due to a short supply and excessive demands, capable and qualified support personnel at our own school are available to substitute.
Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE.
Title
FTE
Counselor
Librarian
Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equals one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors.
Number of Academic Counselors (FTE)
Ratio of Students Per Academic Counselor
391.00
VII. Curriculum and Instruction School Instruction and Leadership
Mr. Capilla has been a principal for the last 18 years with experience in Elementary as well as Jr. High and Middle school programs. He has been the principal at Sierra Middle School since 1990.
The leadership team at Sierra is comprised of the department chairs and support staff. The purpose of the leadership team is to make decisions as a collaborative team in regards to the best instructional practices and means of implementation. Research based information is vital to making sound educational decisions. By meeting as a group as needed, the team develops ideas and solves problems in the critical area of improving student achievement. Members are asked to review a variety of practices inside and outside the classroom which have a direct impact on the quality of instruction. Members also review areas of state compliance and assist the support staff in meeting state mandates when necessary.
The instructional program for all students is access to grade level standards based core curriculum. Sierra wants all students to succeed. In order to meet the demands of the grade level materials, all students have to receive instruction at grade level. Many students are not functioning at grade level and therefore require differentiated instruction in order be successful. Teachers and support staff receive training on how to individualize instruction for students that require a differentiated or non-conventional approach to learning.
Students with special needs are given the opportunity to participate in a variety of programs. Gifted And Talented Education or GATE students are monitored and placed in appropriate classes for their advanced abilities. Expectations are high and challenging assignments are given to spark their interests. At-Risk students are monitored by grade level teams. Those students with low grades, truancy or attendance problems, and or behavior problems are monitored very closely. Student intervention Teams meet and develop educational contracts to support and assist the student on having success.
Special Education classes are offered to all students that meet the qualifications. Sierra boasts one of the best exit rates in the Bakersfield City School District middle schools. Sierra also has a Special Day Education Class for severely handicapped students and an autistic class as well.
After-school programs are available to all interested students. Math, Language Arts/Reading, Science, Computers, and assistance with homework are offered at all grade levels. Sierra also has MESA and Migrant Education classes after school.
A special peer tutoring service is implemented at Sierra. We have top students tutor in core subject classes during their P.E. time one to two days a week. We also have students tutor the elementary students next door to our school. This program is called the Garza project and is operated by one of the counselors. It helps to motivate our own students and it also improves their self-esteem.
Monitoring student achievement is important. The counselor and the teachers work together to identify those students that are not working to their potential. The Program Specialist monitors the development of the English Language Learners. The Outreach Specialist monitors the at-risk students with behavior or truancy problems. With a collaborative effort, Sierra provides counseling, scheduling adjustments, tutoring, and other accommodations in order to maximize student success. Communication with parents and the community occurs through a monthly newsletter, fliers sent home, phone calls, progress reports, and report cards.
Professional Development
Professional Development Days are designed to provide continuous learning opportunities for administrators, teachers, and classified personnel. These days affirm the basic philosophy of education that learning is a lifelong process that contributes to the well being of the students, teachers, administrators, and community.
Three Professional Development Days for certificated staff were scheduled during the 2002-2003 school year. All of the days were planned by the school sites to meet their individual needs. The days were scheduled prior to the opening of school, during the fall and winter. All professional development days were scheduled outside of the regular school calendar.
Through reading, math and technology grants awarded by the state, the district has been able to provide extensive training throughout the school year. Each of these sessions were held during the afternoon and on Saturdays, to support teachers in their implementation of a balanced reading/language arts, the integration of technology and mathematics intervention strategies.
New teachers received professional development through the Beginning Teacher Support and Assessment (BTSA) program. The focus of training was in the California Formative Assessment and Support System for Teachers (CFASST), California Standards for the Teaching Profession (CSTP) and the California Academic Content Standards. In addition, professional development was provided to meet induction requirements of SB 2042 leading to the California Clear Teaching Credential. Each beginning teacher was assigned a veteran teacher who served as a support provider. The support providers received on-going professional development in CFASST, coaching strategies, and instructional techniques. Professional development was provided through individual mentor, monthly meetings, and after-school or weekend workshops.
Pre-Intern and Intern teachers received professional development at monthly meetings focusing on the initial teaching skills of the CSTP including classroom management, lesson planning, assessment, and establishing a climate that is conducive to student achievement. Forty hours of professional development, entitled Initial Teaching Training, was made available to Pre-intern and Intern teachers prior to the beginning of the school session. Each Pre-intern and Intern was assigned a coach that provided day-to-day support in these areas as well as advisement toward meeting credential requirements.
Counseling, mentoring, and videotaping was provided on an individual basis to teachers seeking certification through the National Board for Professional Teaching Standards (NBPTS). NBPTS candidates met weekly with previous certified teachers who supported the new applicants in the application process.
Quality and Currency of Textbooks and Other Instructional Materials
All textbooks and instructional materials provided by the district are aligned with the California State Frameworks and State Academic Content Standards. District-wide committees of teachers, principals, and parents under the direction of the Director of Curriculum and Standards evaluate and select materials from the state list of approved materials. These identified materials meet the rigor of the California Academic Content Standards.
The following instructional materials are standards-based and adopted from the state list:
Content Area
Grade
Level
Publisher
Textbook
Adoption
Year
K-6
Harcourt Brace
Houghton Mifflin
Glencoe/McGraw-Hill
Harcourt Social Science
Across the Centuries
The American Journey
1999-2000
K-5
6-8
Holt, Rinehart and Winston
Harcourt Science
Holt Science and Technology
2000-2001
8*
McDougal Littell
Glencoe
Houghton Mifflin Mathematics and Matematicas (Spanish)
Mathematics Concepts and Skills and Algebra 1 Concepts and Skills
Mathematics Applications and Connections 3
2001-2002
Reading/Language Arts
Holt Rinehart Winston
Reading California
Lectura (Spanish)
Holt Literature and Language Arts
2002-2003
* The Glencoe Mathematics Program used by some 8th graders is not on the current adoption list but on the AB 2519 list. These materials are used to assist students in preparation for the high school exit exam and Algebra I.
Instructional Minutes The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade.
Instructional Minutes
Offered
State Requirement
59,220
54,000
Total Number of Minimum Days
There are a total of eight minimum days during the school year. The minimum days are scheduled to allow time for parent conferences and other duties.
IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year 2001-2002) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section 41409. The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
34836
37036
Mid-Range Teacher Salary
52518
60113
Highest Teacher Salary
67712
74006
Average Principal Salary (Elementary)
88952
89875
Average Principal Salary (Middle)
93958
Average Principal Salary (High)
Superintendent Salary
148394
138150
Percent of Budget for Teacher Salaries
43.81
45.72
Percent of Budget for Administrative Salaries
3.92
5.57
Expenditures (Fiscal Year 2001-2002) Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web site at http://www.cde.ca.gov/fiscal/financial/.
State Average All Districts
Total Dollars
Dollars per Student (ADA)
$191071558
$7030
$6444
$6719