Landmark Middle School · 2014-15 School Accountability Report Card for Landmark Middle School Page 1 of 12 ... education in a safe, ... Landmark is based upon the following core

2014-15 School Accountability Report Card for Landmark Middle School Page 1 of 12

Landmark Middle School

15261 Legendary Drive • Moreno Valley, CA 92555 • (951) 571-4220 • Grades 6-8 Vicky Dudek, Principal [email protected]

2014-15 School Accountability Report Card

Published During the 2015-16 School Year ---- ---

-

Moreno Valley Unified School District

25634 Alessandro Blvd Moreno Valley, CA 92553

(951) 571-7500 www.mvusd.net

District Governing Board

Gary Baugh, Ed.S

Cleveland Johnson

Jesus M. Holguin

Denise Fleming, Ed.D

Patrick W. Kelleher

District Administration

Judy D. White, Ed.D. Superintendent

Martinrex Kedziora, Ed.D. Chief Academic Officer,

Educational Services

Francine Story Interim Chief Business Official,

Business Services

Robert J. Verdi, Ed.D. Assistant Superintendent, Human

Resources

---- ----

School Description Landmark Middle School’s administration and staff are proud to serve the students and community of Moreno Valley. Our vision statement is, “The vision of Landmark Middle School is to become a top performing middle school by providing a secure and positive atmosphere that encourages academic success, enhances self-esteem, and promotes respect for others within a culturally diverse society.”

Our mission statement is, “Landmark Middle School’s mission is to provide all students with a comprehensive education in a safe, supportive environment while emphasizing mastery of standards in all our curricular areas.”

The Landmark team joins the parents and community in promoting self-discipline, individual talents, and high expectations for student behavior and achievement. Landmark is based upon the following core educational values and principles: • That ALL students can achieve. • That the goal of our educational programs is to prepare students to become contributing members of

society. • That ALL staff members are essential to the development and achievement of our students. • That ALL parents, students, and staff working together play a vital role in the development of all

children’s education. • That diversity of curriculum, which covers a broad spectrum, enriches student achievement through

recognizing the contributions of a variety of ideas, skills, talents, interests, aptitudes, values, and cultures.

• That ALL Landmark stakeholders (staff, students, and parents) conduct themselves in a professional and caring manner at all times so that optimum learning can occur.

• That all stakeholders promote the “Landmark spirit” by showing respect for staff, students, facilities, grounds, and equipment.

• That LEARNING takes place in a structured and nurturing atmosphere where children feel safe and secure.

Landmark Middle School is located in the southeastern area, outside of the city and just below the beautiful hills surrounding Moreno Valley. Landmark ranks among the highest in enrollment of the District’s six middle schools. Various socio-economic and ethnic groups constitute our student population, including, but not limited to, Hispanic or Latino, African-American, Caucasian, and Asian. While some parents are employed in the Moreno Valley/Riverside area, many parents commute to work in Orange, Los Angeles, and San Diego Counties. Our attendance area includes students from the specific Landmark attendance boundary areas.

The staff implements the State frameworks and MVUSD guidelines through interdisciplinary teams. A variety of instructional strategies are used to assist and enhance the instructional process. These include: thematic units, directed teaching, cooperative learning, small group instruction, the use of manipulatives, and integrated technology.

Landmark has several programs developed to meet the needs of all students in attendance. These programs include Gifted and Talented Education (GATE), Special Education, Advancement Via Individual Determination (AVID), MESA, and English Language Learners (ELL). In addition, a language/speech specialist, school psychologist, and adapted PE specialist also provide services to students.

Landmark Middle School endeavors to meet the special academic, emotional, and social needs of its students through a variety of support services. A Student Study Team (SST) —consisting of an administrator, counselor, teachers, parents and other support personnel as needed—meets regularly to explore potential interventions and to determine those students requiring further assessment. Three guidance counselors and a half-time Grant Counselor make themselves available for students throughout the day. Support classes are offered during the school day in the areas of language arts and math and a before/after-school tutorial and academic assistance program is available for all students showing academic deficiency or for those students desiring extra assistance.


Landmark Middle School’s shared vision of its ideal educational identity is one where students, staff, and community work together in a supportive manner to develop and maintain positive attitudes toward their own and others’ uniqueness, toward their school and their community, and toward academic pursuits. Commitment to these attitudes will enhance communication, foster personal responsibility and respect for others, and promote higher levels of expectation and achievement. Students will be encouraged to work to their fullest potential, enabling them to succeed in education as well as future endeavors.

Landmark Middle School has identified the following student essential learning: • Students will become effective communicators. • Students will become responsible citizens. • Students will think critically and solve problems. • Students will understand and practice the 3 Rs: • Rights, • Responsibilities, • and Respect of others. • Students will begin to become lifelong learners.

About the SARC By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). 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/. • 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/guardians and community members should contact the school at (951) 571-4220 or the district

office.

2014-15 Student Enrollment by Grade Level

Grade Level Number of Students

Grade 6 418

Grade 7 375

Grade 8 451

Total Enrollment 1,244

2014-15 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 20.9

American Indian or Alaska Native 0.3

Asian 2.7

Filipino 3.2

Hispanic or Latino 61.9

Native Hawaiian or Pacific Islander 0.5

White 9

Two or More Races 1.4

Socioeconomically Disadvantaged 81.5

English Learners 14

Students with Disabilities 11.3

Foster Youth 2


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

Landmark Middle School 13-14 14-15 15-16

With Full Credential 54 54 49

Without Full Credential 0 0 0

Teaching Outside Subject Area of Competence 0 0 0

Moreno Valley Unified School District 13-14 14-15 15-16

With Full Credential ♦ ♦ 1437

Without Full Credential ♦ ♦ 0

Teaching Outside Subject Area of Competence ♦ ♦ 23

Teacher Misassignments and Vacant Teacher Positions at this School

Landmark Middle School 13-14 14-15 15-16

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. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers

2014-15 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 50.8 49.3

Districtwide

All Schools 73.8 26.2

High-Poverty Schools 73.8 26.2

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 39 percent or less in the free and reduced price meals program.

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) As of October 1, 2015The District provides all students with high-quality textbooks and instructional resources. Instructional materials are reviewed and approved by State Board of Education (SBE) committees for local adoption in grades K-8; high school grades 9-12 materials are reviewed and approved locally. All core instructional materials are reviewed by District level committees comprised of community members, teachers and administrators and approved by the local MVUSD Board of Education. This textbook adoption process is aligned with the California Department of Education’s seven-year review textbook adoption cycle. Each adoption cycle provides for districts to adopt and purchase texts within a 24 month period. Once adopted by the State Board, the District normally adopts new material within twenty-four months. The State Board’s adoption cycle historically included the following: • Health• 2005-07: History Social Science• 2006-08: Science and Visual & Performing Arts• 2007-09. Beginning in the 2009-2010 school year the seven-year adoption cycle was suspended. Assembly Bill X4 2 (Chapter 2, Statutes of 2009-10 Fourth Extraordinary Session) signed on July 28, 2009, suspended the process and procedures for adopting instructional materials, including framework revisions, until the 2013-14 school year. The new adoption cycle began with Mathematics (2012-14) and English Language Arts (2015-2017). Each school has a library to supplement and enrich the schools instructional program. In accordance with Education Code Section 60422(a) and 60119, the Governing Board certified on September 22,2015 that each pupil in the district, including English learners in kindergarten through grade twelve, utilized standards-aligned textbooks or basic instructional materials in each of the areas listed below. The chart below outlines the content areas where textbooks have been adopted and used by Moreno Valley Unified School District.


2004-05 Health

2005-06 History-Social Science 2006-07 Science and Visual & Performing Arts

2007-08 Mathematics

2008-09 Reading-Language Arts 2014-16 Mathematics

Textbooks and Instructional Materials

Year and month in which data were collected: 9/2015

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts Read 180 Stage B, Scholastic (Adopted in 2005)

The Language of Literature, McDougal Littell (Adopted in 2003)

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0%

Mathematics California Math, Glenco, McGraw-Hill (Adopted 2014)

Math Accelerated, McGraw-Hill (Adopted in 2014)

Integrated Math I, Houghton Mifflin (Adopted in 2015)

The textbooks listed are from most recent adoption: No


Science Focus on Earth Science, Prentice Hall (Adopted in 2008)

Focus on Physical Science, Prentice Hall (Adopted in 2008)

Focus on Life Science, Prentice Hall (Adopted in 2008)



History-Social Science World History: Medieval and Early Modern Times, McDougal Littell (Adopted in 2007)

World History: Ancient Civilizations, McDougal Littell (Adopted in 2007)

Creating America: Beginnings through World War I, McDougal Littell (Adopted in 2007)



School Facility Conditions and Planned Improvements (Most Recent Year) General: The District takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the District office, or on the Internet at www.mvusd.k12.ca.us. Listed below is more specific information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment. Age of School Building: This school has 58 classrooms, 52 permanent classes, 21 portables, a multipurpose, a locker room, a library, and an administration building. The main campus was built in 1991. The school opened in 1991. Maintenance and Repair:


District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and all emergency repairs are given the highest priority. Cleaning Process and Schedule: The District governing board has adopted cleaning standards for all schools in the District. A summary of these standards is available at the District’s M & O office. The District Custodial Supervisor works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. Deferred Maintenance Budget: The District participates in the State School Deferred Maintenance Program, which provides State-matching funds on a dollar-for-dollar basis, to assist school districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2008-09 school year, the District has budgeted $1,280,000 for the Deferred Maintenance Program. This represents 0.44% of the District’s general fund budget.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 7/15/2015

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 Rating Exemplary Good Fair Poor

---------- X

B. Pupil Outcomes

State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and • The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and

the California State University, or career technical education sequences or programs of study

2014-15 CAASPP Results for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

ELA 33 29 44

Math 18 17 33

* 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.


CAASPP 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

12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15

Science 54 47 48 42 44 37 59 60 56

* Results are for 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.

Grade Level

2014-15 Percent of Students Meeting Fitness Standards

4 of 6 5 of 6 6 of 6

---7--- 16.60 48.90

* 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.

2014-15 CAASPP Results by Student Group

Group

Percent of Students Scoring at Proficient or Advanced

Science (grades 5, 8, and 10)

All Students in the LEA 37

All Student at the School 48

Male 48

Female 45

Black or African American 36

American Indian or Alaska Native --

Asian 81

Filipino 76

Hispanic or Latino 42

Native Hawaiian or Pacific Islander --

White 72

Two or More Races --

Socioeconomically Disadvantaged 12

English Learners 9

Students with Disabilities 42

Foster Youth --

* 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.

School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

All Students 6 424 415 97.9 39 34 21 5

7 386 379 98.2 38 29 29 4

8 468 445 95.1 33 28 31 7

Male 6 209 49.3 43 31 22 4

7 208 53.9 51 24 23 2

8 221 47.2 39 30 24 6

Female 6 206 48.6 34 38 21 6



Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

7 171 44.3 22 36 36 5

8 224 47.9 28 26 38 8

Black or African American 6 80 18.9 45 26 26 3

7 84 21.8 40 29 26 5

8 91 19.4 47 24 22 7

American Indian or Alaska Native 6 2 0.5 -- -- -- --

7 2 0.5 -- -- -- --

8 1 0.2 -- -- -- --

Asian 6 9 2.1 -- -- -- --

7 8 2.1 -- -- -- --

8 16 3.4 6 13 56 25

Filipino 6 17 4.0 12 18 41 29

7 10 2.6 -- -- -- --

8 17 3.6 18 18 41 24

Hispanic or Latino 6 257 60.6 40 40 17 2

7 236 61.1 40 30 27 2

8 275 58.8 33 31 31 4

Native Hawaiian or Pacific Islander 6 1 0.2 -- -- -- --

7 3 0.8 -- -- -- --

8 2 0.4 -- -- -- --

White 6 43 10.1 35 23 28 12

7 27 7.0 26 44 22 7

8 38 8.1 18 32 39 11

Two or More Races 6 5 1.2 -- -- -- --

7 9 2.3 -- -- -- --

8 5 1.1 -- -- -- --

Socioeconomically Disadvantaged 6 347 81.8 42 36 19 2

7 315 81.6 41 29 26 3

8 352 75.2 36 30 30 4

English Learners 6 70 16.5 60 37 3 0

7 59 15.3 58 25 14 0

8 53 11.3 74 21 2 0

Students with Disabilities 6 47 11.1 81 6 11 0

7 32 8.3 94 3 3 0

8 43 9.2 86 12 2 0

Foster Youth 6 -- -- -- -- -- --



Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

7 -- -- -- -- -- --

8 -- -- -- -- -- --

Double dashes (--) appear in the table when the number of students 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 number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

All Students 6 424 417 98.3 48 36 10 6

7 386 380 98.4 50 31 16 4

8 468 444 94.9 56 25 13 5

Male 6 210 49.5 46 38 9 7

7 209 54.1 53 30 15 2

8 220 47.0 59 21 14 5

Female 6 207 48.8 50 33 11 6

7 171 44.3 46 32 16 6

8 224 47.9 53 29 12 5

Black or African American 6 80 18.9 59 30 9 3

7 84 21.8 57 32 6 5

8 89 19.0 67 20 8 3

American Indian or Alaska Native 6 2 0.5 -- -- -- --

7 2 0.5 -- -- -- --

8 1 0.2 -- -- -- --

Asian 6 9 2.1 -- -- -- --

7 8 2.1 -- -- -- --

8 16 3.4 31 6 38 25

Filipino 6 17 4.0 18 29 24 29

7 10 2.6 -- -- -- --

8 17 3.6 24 29 29 18

Hispanic or Latino 6 259 61.1 49 39 7 5

7 236 61.1 53 29 15 3

8 275 58.8 59 27 11 3

Native Hawaiian or Pacific Islander 6 1 0.2 -- -- -- --

7 3 0.8 -- -- -- --

8 2 0.4 -- -- -- --


School Year 2014-15 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven

Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

White 6 43 10.1 37 30 21 12

7 28 7.3 32 39 21 7

8 38 8.1 34 29 26 11

Two or More Races 6 5 1.2 -- -- -- --

7 9 2.3 -- -- -- --

8 6 1.3 -- -- -- --

Socioeconomically Disadvantaged 6 348 82.1 52 36 9 4

7 315 81.6 54 28 14 4

8 352 75.2 61 26 9 4

English Learners 6 70 16.5 70 24 3 3

7 59 15.3 75 15 8 2

8 55 11.8 87 7 0 2

Students with Disabilities 6 48 11.3 79 15 4 2

7 32 8.3 94 3 3 0

8 41 8.8 98 0 0 0

Foster Youth 6 -- -- -- -- -- --

7 -- -- -- -- -- --

8 -- -- -- -- -- --

Double dashes (--) appear in the table when the number of students 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 number of students tested includes students that did not receive a score; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

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 Student achievement and success are based upon a strong school and community partnership. Landmark Middle School encourages parental and community involvement, and provides a wide variety of opportunities for participation. Parents, through a number of opportunities, including Boosters, English Language Advisory Committee (ELAC), School Site Council (SSC), and “Parent/Staff Socials” develop the bond between student, parent, and teacher, while contributing to a positive educational experience. Landmark’s parent groups support and promote school spirit, special assemblies, special awards, poster/essay contests, Red Ribbon Week activities, parent volunteers, special program needs, and event supervision. The ELAC provides opportunity for parental involvement in the activities of the Multilingual program at our school. Our SSC— comprised of parents, students, staff, and administration working together—design a plan for and govern how categorical funds are spent for the purpose of increased student achievement. For more information on how to become involved, contact Doug Murphy. Principal, or Judy Haynes, Secretary, at (951) 571-4220

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. School Safety Plan The comprehensive School Safety Plan includes, but is not necessarily limited to, assessing the current status of school crime committed on school campuses and at school related functions, identifying appropriate strategies and programs that will provide or maintain a high level of school safety, and addressing procedures for complying with existing laws related to school safety.


Fire drills are held at least twice a year at the secondary schools and once a month at the elementary schools. Disaster and earthquake drills are conducted as needed. The School Safety Plan also includes the MVUSD discipline policy, which describes the consequences for student misconduct (such as detention, Saturday School, suspension, and expulsion). The School Safety Plan was last reviewed, updated, and discussed with school staff in the fall of 2014.

Suspensions and Expulsions

School 2012-13 2013-14 2014-15

Suspensions Rate 18.60 19.01 10.21

Expulsions Rate 0.00 0.06 0.64

District 2012-13 2013-14 2014-15



State 2012-13 2013-14 2014-15



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.

2014-15 Adequate Yearly Progress Overall and by Criteria

AYP Criteria School District State

English Language Arts

Met Participation Rate Yes Yes Yes

Met Percent Proficient N/A N/A N/A

Mathematics

Met Participation Rate Yes Yes Yes

Met Percent Proficient N/A N/A N/A

Made AYP Overall Yes Yes Yes

Met Attendance Rate Yes Yes Yes

Met Graduation Rate N/A Yes Yes

2015-16 Federal Intervention Program

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2004-2005

Year in Program Improvement Year 3

Number of Schools Currently in Program Improvement 21

Percent of Schools Currently in Program Improvement 53.8

Average Class Size and Class Size Distribution (Secondary)

Average Class Size Number of Classrooms*

1-22 23-32 33+

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

English 22 26 21 19 9 19 18 13 21 10 17 7

Math--- 25 25 27 13 12 6 18 14 20 13 16 6

Science

27 31 30 7 2 1 16 14 19 11 14 7

SS----- 30 32 30 2 1 3 17 12 19 11 17 5

* 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 at this School

Number of Full-Time Equivalent (FTE)

Academic Counselor------- 3

Counselor (Social/Behavioral or Career Development)

Library Media Teacher (Librarian)

Library Media Services Staff (Paraprofessional) 1

Psychologist------- 0.6

Social Worker-------

Nurse------- 0.2

Speech/Language/Hearing Specialist 0.6

Resource Specialist-------

Other-------

Average Number of Students per Staff Member

Academic Counselor------- 456 * 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.

Professional Development provided for Teachers Professional development is a critical and extensive service provided by the Moreno Valley Unified School District (MVUSD) focused on supporting the implementation of the district’s strategic plan which include specific goals and outcomes. The thirteen outcomes are: 1. Increase the meets/exceeds standards rate in grades 3-8 and 11 SBAC ELA and Math by 5% annually. 2. Progressively increase the number of students who meet expected growth as measured by the Achievement Status Growth report in the areas of Reading and Math on the Interim MAP assessment with 50 % or better of your students. 3. Increase the English Learners’ reclassification rate by 5% annually. 4. Increase the percentage of English Learners meeting AMAO 2a and 2b by 5% annually. 5. Ensure all students have access to standards aligned instructional materials as measured by the Williams Report. 6. Progressively increase high school graduation rates to 90% for all students with an emphasis on African American, English Learner and Special Education subgroups. 7. Decrease high school dropout rate by 2% annually with an emphasis on African American, English Learner and Special Education subgroups. 8. Increase the A-G course completion rate by 5% annually with an emphasis on African American, English Learner and Special Education subgroups. 9. Attain a 40% AP passage rate of 3+ for all students with an emphasis on African American students. 10. Increase the number of students exceeding standards on grade 11 SBAC ELA and Math (EAP) by 5% annually. 11. Decrease suspension rate for Foster Youth and African American students by 5% annually. 12. Meet or exceed a 95% attendance rate for all students. 13. Decrease the chronic absenteeism rate for all students to 8% or less. The MVUSD Professional Development Department develops a wide variety of sessions to support staff members as they grow and extend their skill sets to provide highly-effective instruction to ensure student success and meet the goals and outcomes mentioned above. These sessions include, but are not limited to, initial full-day or half-day trainings, on-site trainings, classroom coaching, classroom observation and feedback, co-planning/co-teaching, webinars, demonstration lessons, and conferences. The department also assists with promoting curriculum understanding, programs focused primarily on grade level academic content standards, highly-effective instructional strategies, assessment (data analysis and content training), review processes, individual school site needs, and addressing special needs students. Further, the department focuses on the analysis of teaching (effectiveness) and student learning, accountability strategies, and the integration of technology. There are twenty Professional Development Specialists who serve all thirty-nine school sites. They have been trained in the Professional Learning Community model and are available for assistance with implementation on all campuses. Some additional opportunities are: 1. Teachers with preliminary credentials new to Moreno Valley are provided the opportunity to clear their credentials through the Induction Program coordinated by Professional Development and RCOE. 2. Multilingual and Special Education trainings are coordinated through Professional Development. 3. CPR and Instructional Assistant trainings are also coordinated through Professional Development. Participants may register electronically for professional development offerings. 4. Local colleges and universities offer a wide variety of professional development coursework. Teachers are compensated for attending professional development during their non-contract time. Substitutes are provided through various funding sources for trainings taking place during the school day. .


FY 2013-14 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same Category

Beginning Teacher Salary $45,229 $43,165

Mid-Range Teacher Salary $69,468 $68,574

Highest Teacher Salary $90,463 $89,146

Average Principal Salary (ES) $114,120 $111,129

Average Principal Salary (MS) $124,864 $116,569

Average Principal Salary (HS) $126,476 $127,448

Superintendent Salary $196,016 $234,382

Percent of District Budget

Teacher Salaries 42% 38%

Administrative Salaries 4% 5% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/.

FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries

Level Expenditures Per Pupil

Average Teacher Salary Total Restricted Unrestricted

School Site------- $5710.41 $1292.03 $4418.38 $73,878

District------- ♦ ♦ $4,321 $73,232

State------- ♦ ♦ $5,348 $72,971

Percent Difference: School Site/District 2.3 0.9

Percent Difference: School Site/ State -17.4 1.2

* Cells with ♦ do not require data.

Types of Services Funded The average daily attendance (ADA) dollars provide services budgeted from the general fund and Local Control Funding Formula (LCFF) including regular classroom instruction and support, special education, counseling, psychology, child welfare, services for English Learners, Gifted and Talented Education (GATE), support for foster youth, support for homeless students and attendance and program assessment. Additional services funded as categorical programs include: Title I, which provides supplemental funds designed to ensure every student is proficient and meets the grade level standards. Students who attend schools that are in Year 2 and above Program Improvement are also eligible for Supplemental Educational Services (SES)/Free Tutoring to assist them in attaining grade level standards.

DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://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., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). 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.

http://www.cde.ca.gov/ds/fd/cs/

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Landmark Middle School · 2014-15 School Accountability Report Card for Landmark Middle School Page 1 of 12 ... education in a safe, ... Landmark is based upon the following core