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
Washington Middle
District Name
Bakersfield City Elementary
Principal
Armando Carrillo
Superintendent
Dr. Jean Fuller
Street
1101 Noble Ave.
1300 Baker St.
City, State, Zip
Bakersfield, CA 93305-1928
Bakersfield, CA 93305-4326
Phone Number
661.631.5810
661.631.4600
FAX Number
661.631.3172
661.326.1485
Web Site
www.bcsd.com/washington
www.bcsd.com
Email Address
carrilloa@bcsd.com
fullerj@bcsd.com
CDS Code
15-63321-6009179
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 2002-03 Report Card, you will gain a better understanding of Washington as a school with a record for improvements; A faculty that is professionally skilled and personally committed to meeting the learning technology and social needs of students; A student body which is enthusiastic and motivated to perform well. We are a middle school serving 6th, 7th and 8th grade students.
Washington Middle School is located in the northeast, in a middle class neighborhood. We are a neighborhood school, as most students in the Washington attendance area live within walking distance.
Our mission at Washington Middle School is to develop successful students who; know how to solve problems, are capable of being lifelong learners and are capable of being responsible community members.
Opportunities for Parental Involvement
Contact Person Name
Michelle Welch, Program Specialist
Contact Person Phone Number
Washington Middle School’s staff encourages parent participation in all areas. Parents feel they are welcome in the school. Parent education programs are provided by the district to meet the needs of the school community. Agreed-upon principles guide the way people make decisions, interact, work, and learn together. Parents and community members are confident about school staff’s ability to meet the learning needs of children. A common purpose is evident among members of the school community. Student, staff members and parents acknowledge and celebrate the special contributions of others within the school. Students, staff members, and parents accept and share the responsibility for discipline.
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
140
Grade 7
248
Grade 8
229
Total Enrollment
617
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
53
8.6
Hispanic or Latino
463
75.0
American Indian or Alaska Native
9
1.5
Pacific Islander
3
0.5
Asian
7
1.1
White (Not Hispanic)
81
13.1
Filipino
1
0.2
Multiple or No Response
0
0.0
II. School Safety and Climate for Learning School Safety Plan
Date of Last Review/Update
3-26-03
Date Last Discussed with Staff
Washington 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. Washington’s School Safety Plan is current and is updated annually. Key elements of Washington’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
Washington Middle School’s environment encourages the capabilities of the students and emphasizes the worth of individuals. Students and staff show respect for one another. The school building and grounds are neat, clean, aesthetically pleasing, safe and well maintained. Agreed-upon principles guide the way people make decisions, interact, work, and learn together. Staff members participate in making those school-based decisions that affect them. A common purpose is evident among members of the school community. Students and staff acknowledge and celebrate the special contributions and achievements of others within the school. Staff members model and encourage desirable behavior among students. The accomplishments of students and school personnel are appropriately recognized and celebrated. Student work is attractively displayed. Student and staff attendance is high. Students and staff members are aware that outstanding performance is expected of them. School programs and practices include:
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
180
214
627
3127
3319
9451
Rate of Suspensions
31%
34%
102%
11%
12%
Number of Expulsions
4
8
127
136
Rate of Expulsions
1%
0%
School Facilities
Washington School was built in 1956 and modernized in 1992. It sits on 7.97 acres of which 4.6 acres is playground. This school has 28 classrooms, a multi-purpose facility, library, and a computer lab. 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
11
13
16
20
30
32
35
Not Tested
6
5
Mathematics
19
24
31
---
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)
26
15
23
10
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
2
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
44
45
43
37
38
55
50
NRT - Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile.
18
39
22
NRT - Subgroups Data reported are the percent of students scoring at or above the 50th percentile.
21
17
33
25
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
32.9
31.7
34.2
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
97
99
100
API Base Score
523
511
495
API Growth Score
519
481
544
Growth Target
Actual Growth
-4
-30
49
Statewide Rank
Similar Schools Rank
API Subgroups - Racial/Ethnic Groups
497
492
485
471
532
-2
-21
47
621
615
636
API Subgroups - Socioeconomically Disadvantaged
500
493
489
499
475
539
-1
-18
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
n/a
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
25.28
28.52
26.57
29
24.31
28.07
23.32
25.63
28.75
31.27
Social Science
25.38
29.00
27.75
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
Teachers with Full Credential (full credential and teaching in subject area)
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
313.50
VII. Curriculum and Instruction School Instruction and Leadership
The principal of Washington Middle School has 9 years of experience as an educational leader. The principal demonstrates skills that enable the school to reach its goals. He works with staff to define purposed and set organizational goals, and mobilizes them to collaborate in solving problems and accomplishing school goals. The principal shapes the school environment and promotes the school’s mission by demonstrating team-and trust-building. He facilitates the process of change and innovation. The principal communicates effectively with all segments of the school and the community, and welcomes suggestions from those groups. He acknowledges the nature and diverse backgrounds of the children served by the school, and promotes the celebration of diversity.
To accomplish the school’s mission, leadership must be a shared responsibility among all members of the school community. Leadership is encouraged and supported throughout the school. Common beliefs and values are evident in daily practices within the school.
The leadership team consists of 7 teachers and the principal. This leadership team provides informational for guiding the school. The team makes suggestions in all aspects of the school environment.
Washington Middle School has Standards based curriculum that provides direction for teaching and learning for all students.
ELL students will be of varying abilities and proficiencies. All ELL students will take the annual CELDT test. The test results for this test are used to place a student in the correct program. All ELL students receive an extra 45 minutes of ELD each day. Highpoint curriculum was purchased to use in the ELD classes in order to improve the English Learners levels in English. Students are tested and placed in an ELD class that is at their instructional level. We also have a bilingual aide to assist with the ELL students’ learning. Supplementary materials such as books, charts, videos, head-sets, tape recorders and computer software, etc. are ordered using special funds.
At Washington ‘at risk’ students are defined as those who are functioning below grade level in reading or on the CAT/6 test in reading and/or math. In addition to our Standards based curriculum, our ‘at risk’ students get additional assistance in Reading Improvement where the teacher uses Highpoint. Students who are struggling in math have an elective period of Math Improvement where the teacher uses Standards based math curriculum to reinforce the Standards being taught in the core math class. These two classes serve to fill the gap that students have in their learning. The ‘at risk’ students are also encouraged to participate in After School Tutoring.
The district office provides Washington Middle School with a list of previously identified GATE students. The students were identified based on scores from the
CAT/6 test, teacher recommendation, committee recommendation and parent consent. The gifted students are grouped for Social Science and Reading/English classes by grade level. Seventh and eighth grade Honor students are grouped together in Math class. These classes move at a faster pace and the students are required to complete more in depth research projects.
Washington Middle School has 3 RSP teachers and 3 instructional aides to provide services for identified RSP and Special Day students. Students are scheduled into RSP classes for core subjects in areas of their greatest need according to their IEP. Some students are with the RSP teachers for several periods. All students go to regular classes for advisory and physical education. Teachers with RSP mainstreamed into their classes informally consult with the RSP teachers regarding student assignments. The RSP teachers administer the CAT/6 test to RSP students if modifications for testing are indicated in the students’ IEP.
Student progress is monitored in math and reading through the district SAFTI tests. These assessments measure student performance at regular intervals. Teachers use the assessment results to show which skills the students have yet to master. The Assessments drive the instruction. Teachers also grade students’ work in the classes.
Washington Middle School sends home progress reports mid-way through each trimester. This progress report gives the students enough time to make up work in order to improve the final grade. Report cards are sent home each trimester. Teachers conference with parents during Parent Conference Week about how the students are progressing academically. Parents and teachers communicate throughout the year regarding student progress.
The district sends home the CAT/6 test results as soon as the results get to the district office. The principal of Washington Middle School shows the teachers how to read the test results. There is also an annual meeting to explain how to read the results of the tests to the parents.
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