sarc report for culver city middle · pdf filethe mission of culver city middle school, ......

Culver City Middle

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2014-15 School Year

Published During 2015-16

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, highschool graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Dr. Linsey Gotanda, PrincipalPrincipal, Culver City Middle

Culver City Middle4601 Elenda St.Culver City, CA 90230-4103

Phone: 310-842-4200E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/10/2016


About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name Culver City Unified

Phone Number (310) 842-4220

Superintendent David LaRose

E-mail Address [email protected]

Web Site http://www.ccusd.org

School Contact Information - Most Recent Year

School Name Culver City Middle

Street 4601 Elenda St.

City, State, Zip Culver City, Ca, 90230-4103

Phone Number 310-842-4200

Principal Dr. Linsey Gotanda, Principal

E-mail Address [email protected]

County-District-School (CDS) Code

19644446057608

School Description and Mission Statement - Most Recent YearSchool Description and Mission Statement - Most Recent Year

The mission of Culver City Middle School, a culturally diverse and environmentally act ive learning community, is to ensure that all students are provided achallenging educat ional program that w ill foster integrity, respect, and a passion for success in our ever-changing global environment by bringing the resourcesavailable in our unique city together to achieve this goal.

WE BELIEVE:• All students can learn.• Family and community partnerships are integral to student ’s learning.• School should meet the needs of every student to promote act ive learning.• Students and staff w ill learn from each other and respect one another’s contribut ions and diversity.• The school’s facilit ies must be safe, aesthet ically pleasing, and conducive to learning.• Character and academic expectat ions should be clearly defined.• Environment encourages open communicat ion and dialogue among staff, students, and families.

2014-15 SARC - Culver City Middle

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http://www.ccusd.org




Student Enrollment by Grade Level (School Year 2014-15)Student Enrollment by Grade Level (School Year 2014-15)

Grade Level Number of Students

Grade 6 542

Grade 7 484

Grade 8 495

Total Enrollment 1521

Grade 6 Grade 7 Grade 80

100

200

300

400

500

600

Student Enrollment by Student Group (School Year 2014-15)Student Enrollment by Student Group (School Year 2014-15)

Student Group Percent of Total Enrollment

Black or African American 16.4 %

American Indian or Alaska Nat ive 0.3 %

Asian 10.0 %

Filipino 1.8 %

Hispanic or Lat ino 40.4 %

Native Hawaiian or Pacific Islander 0.5 %

White 27.4 %

Two or More Races 3.2 %

Socioeconomically Disadvantaged 39.1 %

English Learners 5.3 %

Students w ith Disabilit ies 9.1 %

Foster Youth 0.1 %

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Foster Youth

16%

10%

1%

40%

27%

3%

39%

5%9%


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2013-14

2014-15

2015-16

2015-16

With Full Credent ial 63 61 63 326

Without Full Credent ial 0 0 0 0

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0 0

2013-14 2014-15 2015-160

10

20

30

40

50

60

70Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2013-

142014-

152015-

16

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: January 2016

School Facility Good Repair Status - Most Recent YearYear and month in which data were collected: April 2015

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 100.0% 0.0%

High-Poverty Schoolsin District

100.0% 0.0%

Low-Poverty Schoolsin District

100.0% 0.0%

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own Assigned

Copy

Reading/Language ArtsHolt Literature & Language Arts

Yes 0.0 %

Mathematics Yes 0.0 %

ScienceFocus on Science Series, Pearson Pren

Yes 0.0 %

History-Social ScienceGr. 6 Ancient Civilizat ion – McDougal Lit tellGr. 7 Medieval and Early Modern T imes –

McDougal Lit tellGr. 8 Creat ing America - McDougal Lit tell

Yes 0.0 %

Foreign Language 0.0 %

Health 0.0 %

Visual and Performing Arts 0.0 %

Science Lab Eqpmt (Grades9-12)

0.0 %

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good


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Overall Facility Rate - Most Recent YearYear and month in which data were collected: April 2015

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Exemplary


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study


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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 stat ist icalaccuracy or to protect student privacy.

Note: 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 tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

ELA- ELA- Grade 6Grade 6

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 537 536 99.8% 11.0% 26.0% 40.0% 23.0%

Male 537 262 48.8% 15.0% 26.0% 39.0% 19.0%

Female 537 274 51.0% 8.0% 25.0% 41.0% 26.0%

Black or African American 537 77 14.3% 14.0% 38.0% 31.0% 17.0%

American Indian or Alaska Nat ive 537 1 0.2% -- -- -- --

Asian 537 48 8.9% 4.0% 10.0% 48.0% 38.0%

Filipino 537 13 2.4% 0.0% 31.0% 23.0% 46.0%

Hispanic or Lat ino 537 225 41.9% 16.0% 33.0% 37.0% 13.0%

Native Hawaiian or Pacific Islander 537 4 0.7% -- -- -- --

White 537 148 27.6% 7.0% 14.0% 47.0% 32.0%

Two or More Races 537 20 3.7% 5.0% 15.0% 45.0% 35.0%

Socioeconomically Disadvantaged 537 221 41.2% 21.0% 35.0% 34.0% 10.0%

English Learners 537 22 4.1% 64.0% 32.0% 5.0% 0.0%

Students w ith Disabilit ies 537 49 9.1% 57.0% 33.0% 8.0% 2.0%

Students Receiving MigrantEducat ion Services

0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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ELA - Grade 7ELA - Grade 7

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 481 478 99.4% 14.0% 24.0% 45.0% 18.0%

Male 481 232 48.2% 17.0% 25.0% 44.0% 13.0%

Female 481 246 51.1% 11.0% 22.0% 46.0% 22.0%


American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 481 56 11.6% 5.0% 7.0% 48.0% 39.0%

Filipino 481 4 0.8% -- -- -- --



White 481 130 27.0% 7.0% 15.0% 50.0% 27.0%

Two or More Races 481 12 2.5% 17.0% 17.0% 33.0% 33.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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ELA - Grade 8ELA - Grade 8

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 504 499 99.0% 11.0% 24.0% 42.0% 22.0%

Male 504 269 53.4% 15.0% 27.0% 39.0% 18.0%

Female 504 230 45.6% 6.0% 20.0% 47.0% 28.0%



Asian 504 46 9.1% 0.0% 13.0% 59.0% 28.0%

Filipino 504 11 2.2% 0.0% 18.0% 55.0% 27.0%



White 504 129 25.6% 7.0% 14.0% 40.0% 38.0%

Two or More Races 504 13 2.6% 8.0% 8.0% 23.0% 62.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Mathematics - Grade 6Mathematics - Grade 6

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 537 535 99.6% 19.0% 29.0% 26.0% 26.0%

Male 537 261 48.6% 19.0% 28.0% 26.0% 26.0%

Female 537 274 51.0% 18.0% 30.0% 26.0% 26.0%



Asian 537 48 8.9% 6.0% 4.0% 29.0% 60.0%

Filipino 537 13 2.4% 0.0% 38.0% 15.0% 46.0%



White 537 148 27.6% 9.0% 22.0% 32.0% 37.0%

Two or More Races 537 20 3.7% 0.0% 35.0% 25.0% 40.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 481 478 99.4% 28.0% 30.0% 16.0% 26.0%

Male 481 232 48.2% 30.0% 31.0% 16.0% 22.0%

Female 481 246 51.1% 27.0% 29.0% 16.0% 28.0%


American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 481 56 11.6% 11.0% 20.0% 5.0% 64.0%

Filipino 481 4 0.8% -- -- -- --



White 481 130 27.0% 17.0% 24.0% 21.0% 38.0%

Two or More Races 481 12 2.5% 33.0% 8.0% 25.0% 33.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 504 496 98.4% 33.0% 25.0% 19.0% 24.0%

Male 504 265 52.6% 38.0% 22.0% 17.0% 23.0%

Female 504 231 45.8% 27.0% 27.0% 21.0% 25.0%



Asian 504 46 9.1% 4.0% 26.0% 13.0% 57.0%

Filipino 504 11 2.2% 9.0% 27.0% 27.0% 36.0%



White 504 128 25.4% 20.0% 22.0% 20.0% 38.0%

Two or More Races 504 13 2.6% 15.0% 8.0% 23.0% 54.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests Results by Student Group in Science (School Year 2014-15)

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests for All Students in Science – Three-Year ComparisonCalifornia Standards Tests 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

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

Science (grades 5, 8, and 10) 80.0% 75.0% 75.0% 76.0% 75.0% 73.0% 59.0% 60.0% 56.0%

Student Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 73.0%

All Students at the School 75.0%

Male 72.0%

Female 76.0%

Black or African American 60.0%

American Indian or Alaska Nat ive --

Asian 91.0%

Filipino 90.0%

Hispanic or Lat ino 68.0%

Native Hawaiian or Pacific Islander --

White 87.0%

Two or More Races 76.0%

Socioeconomically Disadvantaged 60.0%

English Learners 72.0%

Students w ith Disabilit ies 41.0%

Students Receiving Migrant Educat ion Services --

Foster Youth --


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion

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 forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2014-15)California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

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

7 15.8% 20.6% 43.7%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

The parents in the Culver City Unified School District are involved and interested in the operat ion of all schools. The Parent Teacher Student Associat ion (PTSA)at CCMS assists in fundraising, scholarships, and assuring that communicat ion flows between all schools and community.

Parents also have the opportunity to serve on the School Site Council, the District Budget Committee, the English Learner Committee, the Strategic Plan TeamAdvisory Committee, and a number of other individual school site committees. Various business partners sponsor many special events for both students andparents. The Culver City Educat ional Foundat ion supports and enhances quality educat ional programs for every student in the Culver City Unified School District .

All of our leadership structures provide a mult itude of opportunit ies for parents, staff and community members to work together to advance our school vision.W ithin each structure are focused efforts to develop certain features of the CCMS vision mult icultural appreciat ion through a balanced educat ional program thatpromotes academic, social, physical and psychological growth. Through the School Site Council (SSC), this decision-making body comprised of five parents, threeteachers, one support staff member and the principal, meets monthly to monitor the implementat ion of the goals to support student achievement in the SinglePlan for Student Achievement (SPSA) and modify any goals or act ivit ies when necessary. All pert inent school decisions are made based on object ives art iculated inour SSP. The SSC members review both quant itat ive and qualitat ive data to ensure that available resources are target ing SPSA object ives and CCMS students inmost need of support. Members of the English Learners Advisory Committee (ELAC), made up of parents, teachers and district staff, monitor the achievementdata and art iculate the needs of English Learners. The committee monitors the progress that Culver City Middle School students are making toward meetingand/or exceeding state standards and recommends addit ional support services to the School Site Council as needed. CCMS parents also serve on the District ELACand GATE committees, obtaining information and providing addit ional input for programs.

Monthly meetings w ith the School’s Parent/Teacher Student Associat ion (PTA) occur to ensure that PTA-funded enrichment act ivit ies align w ith the school’svision and support student mastery of the state standards. The PTA raises funds each year to provide CCMS students w ith assemblies and field trips, academiccontent and simultaneously meeting target language goals. The PTSA works closely w ith the school principal and teachers to coordinateinstruct ional act ivit ies that support student achievement and enhance educat ional, cultural, and social experiences for all CCMS students.

Through monthly newsletters, weekly e-blasts, frequent parent/teacher communicat ions, goal-sett ing conferences, standards-based report cards, an act ive PTA,School Site Council, and site English Learner Advisory Committee, parents and families are assured that they w ill have significant input as to how their children w illbe learning the state standards, as well as a second language at the same t ime. The community benefits from an enriched instruct ionalopt ion that not only prepares students for academic success, but also for global awareness and greater employability. Everyone at CCMS works in unity towardthe common goal of educat ing our students to become lifelong learners. All stakeholders share the belief that the educat ion that is being provided here at CCMSwill not only benefit our students, but their families, their community, their world and their future.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


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

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 13.1% 11.4% 11.5%

Graduat ion Rate 0.00 0.00 0.00 87.80 86.60 89.50 78.87 80.44 80.95

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

1.0


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2011-12 2012-13 2013-14-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan - Most Recent Year

Suspensions and ExpulsionsSuspensions and Expulsions


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

Suspensions 2.5 1.9 2.0 2.0 1.5 1.5 5.1 4.4 3.8

Expulsions 0.1 0.1 0.0 0.0 0.0 0.1 0.1 0.1 0.1

Suspensions

2012-13 2013-14 2014-150.0

1.0

2.0

3.0

4.0

5.0

6.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2012-13 2013-14 2014-150.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

The School Safety Plan is reviewed, updated, then approved by our School Site Council at the begining of each school year . The planwas also reviewed w ith faculty and staff during Staff and School Site Council Meet ings in the fall of 2015. A letter is posted on our website for parentsdetailing emergency procedures.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes Yes

Met Part icipat ion Rate - English Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics Yes Yes

Met Percent Proficient - English Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate Yes

Met Graduat ion Rate N/A Yes

Federal Intervention Program (School Year 2015-16)Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2006-2007 2011-2012

Year in Program Improvement Year 5 Year 3

Number of Schools Current ly in Program Improvement N/A 3

Percent of Schools Current ly in Program Improvement N/A 75.0%


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* 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 isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2014-15)

Note: Cells w ith N/A values do not require data.

*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.

Note: Cells w ith N/A values do not require data.

Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2012-13 2013-14 2014-15

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

English 24.0 13 13 15 22.0 20 11 17 28.0 9 7 20

Mathematics 26.0 10 20 10 24.0 13 22 9 29.0 5 12 17

Science 30.0 4 8 19 32.0 3 6 22 32.0 3 5 23

Social Science 29.0 10 4 24 30.0 6 10 19 31.0 3 7 22

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 4.0 425.0

Counselor (Social/Behavioral or Career Development) 0.0 N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) 1.0 N/A

Psychologist 1.0 N/A

Social Worker 0.0 N/A

Nurse 1.0 N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) 0.0 N/A

Other N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $5144.0 $3722.0 $3137.0 $66370.0

District N/A N/A $4963.0 $75340.0

Percent Difference – School Site andDistrict

N/A N/A 63.0% 88.0%

State N/A N/A $5348.0 $69257.0

Percent Difference – School Site and State N/A N/A 59.0% 96.0%


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Professional Development – Most Recent Three Years

Types of Services Funded (Fiscal Year 2014-15)Types of Services Funded (Fiscal Year 2014-15)

CCMS received T it le I funding of which 20% was ut ilized for supplmental educat ional services. T it le II funding was used for teacher quality, staff development andTit le III was used to fund program used to improve performance of English Language Learners

Teacher and Administrative Salaries (Fiscal Year 2013-14)Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $43,294 $42,315

Mid-Range Teacher Salary $67,978 $66,451

Highest Teacher Salary $83,952 $85,603

Average Principal Salary (Elementary) $104,970 $105,079

Average Principal Salary (Middle) $112,701 $111,005

Average Principal Salary (High) $122,988 $121,310

Superintendent Salary $193,800 $189,899

Percent of Budget for Teacher Salaries 39.0% 39.0%

Percent of Budget for Administrat ive Salaries 6.0% 6.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

90000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000

Current ly, our staff is focusing on developing our Professional Learning Communit ies - grade-level departments meet during their common prep period to developand align curriculum, create common assessments, and discuss student achievement data. W ith the Common Core State Standards formally being assessed in2015, we are emphasizing curriculum development and changing our instruct ional pract ice to meet these new standards.Our Leadership Team studies studentachievement, analyzes needs, and ident ifies other areas for staff development.

These ident ified needs become the focus of professional development for the follow ing year for an ongoing comprehensive staff development program. Thisprogram includes district w ide assistance to teachers on the Common Core Standards, curriculum,special needs students, different iat ion, EL students, technology, paraprofessional training and ut ilized for discussion on instruct ion such as classroom management.


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


New teachers have attended Los Angeles County workshops and the Beginning Teacher Supportand Assessment program (BTSA) is provided by CCUSD.


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sarc report for culver city middle · pdf filethe mission of culver city middle school, ......

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