2013-14 School Accountability Report Card for Erle Stanley Gardner Middle School Page 1 of 11

Erle Stanley Gardner Middle School

School Accountability Report Card

Reported Using Data from the 2013-14 School Year

Published During 2014-15

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. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in 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

http://www.cde.ca.gov/ta/ac/sa/. • View this SARC online at the school and/or LEA Web sites. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents and community members should contact the school principal or the district

office.

About This School Contact Information (Most Recent Year)

School Contact Information

School Name------- Erle Stanley Gardner Middle School

Street------- 45125 Via Del Coronado

City, State, Zip------- Temecula, CA 92592

Phone Number------- (951) 699-0080

Principal------- Kristin Larson

E-mail Address------- klarson@tvusd.k12.a.us

Web Site------- http://gms.tvusd.k12.ca.us/

CDS Code 33-75192-0101105

District Contact Information

District Name------- Temecula Valley Unified School District

Phone Number------- (951) 676-2661

Superintendent------- Timothy Ritter

E-mail Address------- tritter@tvusd.k12.ca.us

Web Site------- www.tvusd.k12.ca.us

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School Description and Mission Statement (Most Recent Year)

Gardner Middle School opened in 2004. GMS served 1088 students in the 2013-2014 school year. The school boasts an Academic Performance Index of 893. Gardner Middle School works closely with staff, students, parents and community to create an academic environment focused on an awareness of student needs. We ensure students develop a positive attitude wherein they care about school and life, and there is trust between adults and students. An intellectually stimulating environment is created which engages students to become a positive contributor to their community and encourages peer advocacy and independent creativity. Mission Statement: Gardner Middle School is committed to providing a safe learning environment where staff, students, parents, and community accept the responsibility of preparing students for academic success and to face the challenges of the future. Gardner Middle School's environment of trust and mutual respect for all people reflects our belief that all students can learn. With rigorous and varied academic standards, we will work together to prepare our students to take a role in society as productive citizens and help the develop their personal commitment to learning. Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Grade 6------- 344

Grade 7------- 367

Grade 8 383

Total Enrollment------- 1,094

Student Enrollment by Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American------- 3.6

American Indian or Alaska Native------- 1.7

Asian------- 4.8

Filipino------- 8.1

Hispanic or Latino------- 30.2

Native Hawaiian or Pacific Islander 0.1

White 41.5

Two or More Races 9.9

Socioeconomically Disadvantaged 18.6

English Learners 3.4

Students with Disabilities 14.8

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A. Conditions of Learning

State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are

teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials

Teachers School District

2012-13 2013-14 2014-15 2014-15

With Full Credential 44 43 Unavailable Unavailable

Without Full Credential 0 0 Unavailable Unavailable

Teaching Outside Subject Area of Competence (with full credential) 2 2 Unavailable Unavalible

Teacher Misassignments and Vacant Teacher Positions

Indicator 2012-13 2013-14 2014-15

Misassignments of Teachers of English Learners 0 0 Unavailable

Total Teacher Misassignments * 0 0 Unavailable

Vacant Teacher Positions 0 0 Unavailable Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 100.00 0.00

All Schools in District 97.50 2.50

High-Poverty Schools in District 100.00 0.00

Low-Poverty Schools in District 97.46 2.54 Note: 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 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2014-15) Year and month in which data were collected: 2014 Most recent textbook adoptions for Middle Schools: English Language Arts - 2004 Math - 2008 History – 2006 Science – 2007

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Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts Each pupil has a textbook or reading language arts material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0

Mathematics Each pupil has a textbook or math material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0

Science------- Each pupil has a textbook or science material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0

History-Social Science Each pupil has a textbook or history-social science material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0

Foreign Language Each pupil has a textbook or foreign language material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0

Health------- Each pupil has a textbook or health material, or both, as required by the state of California. Appropriate materials and textbooks are available to each child. All textbooks are aligned to the California Content Standards and approved for use by the State and/or the Temecula Valley Unified School District Board of Education.

Yes 0

Visual and Performing Arts Teachers are provided with class sets approved for use by TVUSD.

Yes 0

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School Facility Conditions and Planned Improvements (Most Recent Year)

Gardner Middle School has 48 permanent classrooms, a multipurpose room, a library, and an administration building. The main campus was built in 2003. TVUSD’s Maintenance and Operations division works diligently to ensure our facilities are clean and safe for students, teachers and staff. The district follows a comprehensive preventive and deferred maintenance program to offset costly repairs and minimize disruptions to the instructional program. Daily cleaning schedules ensure that classrooms, offices and bathrooms are clean and well maintained. The District’s elementary and middle schools each have one full time lead custodian during school hours, while the high schools have a full time and a part time custodian. There are nine night crews in all who clean two to three schools a night. The high schools each have their own night crew of six custodians each. In addition, between two and three times a year the carpets at each site are steam cleaned. In order to respond to work requests in a timely manner, the district utilizes an electronic work order system. When a site secretary, custodian or administrator has a request, they can put it into the system directly. This makes for a more time efficient processing of work orders. School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 07\17\14

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

[X] [ ] [ ]

Interior: Interior Surfaces

[X] [ ] [ ]

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

[X] [ ] [ ]

Electrical: Electrical

[X] [ ] [ ]

Restrooms/Fountains: Restrooms, Sinks/ Fountains

[X] [ ] [ ]

Safety: Fire Safety, Hazardous Materials

[X] [ ] [ ]

Structural: Structural Damage, Roofs

[X] [ ] [ ]

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

[X] [ ] [ ]

Overall Facility Rating (Most Recent Year)

Overall Rating Exemplary Good Fair Poor

[X] [ ] [ ] [ ]

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B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized

Testing and Reporting Program); • The Academic Performance Index; and • The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University

of California and the California State University, or career technical education sequences or programs of study. California Assessment of Student Performance and Progress / Standardized Testing and Reporting Results for All Students in Science (Three-Year Comparison)

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Science (grades 5, 8, and 10) 87 84 87 81 79 81 60 59 60 Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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 Assessment of Student Performance and Progress Results by Student Group in Science (School Year 2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 81

All Student at the School 87

Male------- 89

Female------- 85

Black or African American

American Indian or Alaska Native

Asian------- 86

Filipino------- 86

Hispanic or Latino 81

Native Hawaiian or Pacific Islander

White------- 93

Two or More Races------- 85

Socioeconomically Disadvantaged 82

English Learners-------

Students with Disabilities 64

Students Receiving Migrant Education Services Note: CAASPP includes science assessments (CSTs, CMA, and CAPA) in grades 5, 8, and 10. 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.

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Standardized Testing and Reporting Results for All Students (Three-Year Comparison)

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 79 83 81 73 76 75 54 56 55

Mathematics------- 63 68 67 60 61 60 49 50 50

History-Social Science 65 70 79 63 64 66 48 49 49 Note: STAR Program was last administered in 2012-13. Percentages are not calculated 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. Academic Performance Index Ranks (Three-Year Comparison)

API Rank 2010-11 2011-12 2012-13

Statewide------- 9 9 9

Similar Schools------- 9 10 10 Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group (Three-Year Comparison)

Group Actual API Change

2010-11 2011-12 2012-13

All Students at the School 20 21 4

Black or African American

American Indian or Alaska Native

Asian-------

Filipino-------

Hispanic or Latino 37 12 6

Native Hawaiian/Pacific Islander

White------- 14 34 -7

Two or More Races

Socioeconomically Disadvantaged 22 31 21

English Learners

Students with Disabilities 44 39 3 Note: "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): • Pupil outcomes in the subject areas of English, mathematics, and physical education. California Physical Fitness Test Results (School Year 2013-14)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

-------7------- 17.6 23.5 44.1 Note: Percentages are not calculated 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.

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C. Engagement

State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (Most Recent Year)

There are many opportunities for parent involvement at Gardner Middle School. The PTSA is a vital partnership with Gardner Middle School parents that helps enhance the school’s programs and activities. The PTSA organizes a variety of activities including “Family Nights” and also funds and caters a monthly Grizzly Pride Lunch, an opportunity for teachers to recognize students for excellence in academics and/or citizenship. PTSA also encourages civic activities such as collecting gifts for needy families during the holiday season. The "WATCH D.O.G.S." (Dads of Great Students) program also includes interested fathers in volunteering at Gardner middle school through volunteering opportunities.

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. Suspensions and Expulsions

Rate School District State

2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Suspensions------- 4.0 6.6 4.9 5.4 4.4 4.0 5.7 5.1 4.4

Expulsions------- 0.5 0.3 0.4 0.3 0.3 0.2 0.1 0.1 0.1 Note: The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment x 100. School Safety Plan (Most Recent Year)

School safety is a high priority for our school and district. Our school has a comprehensive School Safety Plan, which is updated and approved annually by the School Site Council. The plan covers topics such as disaster response, safe ingress and egress and ensuring a safe and orderly environment. Additionally, the plan includes data on suspensions and expulsions as well as school and district crime data. Our school is a closed campus that is full enclosed by fencing. School visitors and volunteers are required to sign in at the front office prior to entering campus. In instances of emergency, we use an automated telephone system to contact parents with pertinent information. To better prepare our teachers, students and staff for emergencies, our school conducts fire and earthquake drills regularly throughout the school year. Education Code mandates that all elementary and middle schools hold a fire drill each month they are in session as well as an earthquake drill at least four times during the school year.

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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 Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall

Met Participation Rate: English-Language Arts

Unavailable Met Participation Rate: Mathematics

Met Percent Proficient: English-Language Arts

Met Percent Proficient: Mathematics

Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2012-2013

Year in Program Improvement* Year 2

Number of Schools Currently in Program Improvement --- 3

Percent of Schools Currently in Program Improvement --- 100.0 Note: Cells with “---“ do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.

Average Class Size and Class Size Distribution (Secondary)

Subject

2011-12 2012-13 2013-14

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English------- ----------

25.9 11 9 10 25 13 12 9 25 11 5 16

Mathematics ----------

25.3 11 7 9 27 7 9 10 28 6 11 10

Science------- ----------

34.9 1 2 17 31 3 5 20 29 5 7 17

Social Science ----------

34.7 1 3 16 34 2 1 19 30 4 5 16 Note: 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 rather than grade level. Academic Counselors and Other Support Staff (School Year 2013-14)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 2 544

Counselor (Social/Behavioral or Career Development) 0 ---

Library Media Teacher (Librarian) 0 ---

Library Media Services Staff (Paraprofessional) 1.75 ---

Psychologist------- 1 ---

Social Worker------- 0 ---

Nurse------- 0 ---

Speech/Language/Hearing Specialist 1.6 ---

Resource Specialist------- 4.5 ---

Other------- 0 --- Note: Cells with “---“ do not require data. 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.

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Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- $5,585 $1,430 $4,155 $78,188

District------- --- --- $5,328 $78,077

Percent Difference: School Site and District --- --- -22.0 0.1

State------- --- --- $4,690 $70,720

Percent Difference: School Site and State --- --- -11.4 10.6 Note: Cells with “---“ do not require data.

Types of Services Funded (Fiscal Year 2013-14)

The district's general fund includes monies for:

1. General operations- services, materials, and support to the general education. 2. Specific education-programs offering appropriate, individualized education to students with special needs. 3. Special projects- monies from agencies (e.g., federal, state) earmarked for specific services. 4. Transportation 5. Maintenance and operations 6. District administration 7. LCFF/LCAP- Serves targeted students of the district See District's LCAP plan located on www.tvusd.k12.ca.us

Each school in the district receives an instructional budget based upon enrollment, programs and on formulas set by the Board of Education policy, state law, agreements with employee bargaining units, and guidelines of outside funding agencies. Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $43,428 $41,761

Mid-Range Teacher Salary $72,404 $66,895

Highest Teacher Salary $89,794 $86,565

Average Principal Salary (Elementary) $111,284 $108,011

Average Principal Salary (Middle) $115,292 $113,058

Average Principal Salary (High) $123,193 $123,217

Superintendent Salary $185,000 $227,183

Percent of Budget for Teacher Salaries 47 38

Percent of Budget for Administrative Salaries 4 5 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

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Professional Development

District Commitment to Learning for All Students The Temecula Valley Unified School District is committed to ensuring that each and every child in its care receives a rigorous, multifaceted educational experience preparing them for the demands of college and career. TVUSD teachers engage in active staff development throughout the year by attending: In-District training sessions provided by staff and consultants. Site-based training sessions presented during staff meetings and committee/grade level meetings. One on one training provided during formal observations and post observation conferences. Staff members are sent to national and state conferences to fine-tune instructional practices in specific areas. Teachers with specialized training are given opportunities to train their peers, and provide instructional support as teacher leaders. Standards Based Instruction Staff development focuses on implementing the Common Core State Standards in English-Language Arts and Math, K-12. Monthly district sessions bring teacher leaders and principals together to devise and refine the curriculum and assessments. Teams began by identifying priority and supporting standards, grouping the standards into units of instruction, and crafting common interim and summative assessments for each course/grade. Leaders return to sites to facilitate their grade level/course teams in reviewing the work, suggesting resources, and providing feedback for the refinement committees. Collaborative Teams Teachers are divided into Professional Learning Communities (PLCs) based on content area and grade level. All instructional staff participate almost weekly during professional growth time meeting in their PLC groups to align curriculum, refine teaching strategies, create assessments, analyze student achievement data and transition to Common Core State Standards.