sarc report for nicolas junior high...year and month of the most recent fit report: october 2019...

Nicolas Junior High

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 and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies toaddress state 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 https://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF web page at https://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

School Accountability Report CardReported Using Data from the 2018—19 School Year

California Department of Education

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains addit ional information about thisschool and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., testdata, enrollment, high school 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.

Robyn Clemente, PrincipalPrincipal, Nicolas Junior High

Nicolas Junior HIgh focuses on STEM themes and teaching methodologies where all students are given the opportunity toengage in science, technology, engineering and math across the curriculum. Nicolas offers six unique pathways: Designand Engineering, Robot ics, Computer Science, Media and Business, AVID, and The Arts. The pathways allow for studentsto find their passion and take their learning to a more advanced level. Students also have a technologically enrichedexperience w ith our 1:1 iPad program. We offer students challenging Honors classes in Social Studies, Science, EnglishLanguage Arts, and Math. We also offer Algebra and Geometry classes. Last ly, college credit is awarded to those that passthe Advanced Placement Computer Science Test. We also offer students the opportunity to take college classes forcollege credit through our Middle College Program and Fullerton College. At Nicolas Junior High School we work togetherw ith parents and teachers to provide our children w ith an excellent foundat ion to ensure that the students are on thePathway to Innovat ion! Visit us at http://nicolas.fullertonsd.org/.

Nicolas Junior High1100 West Olive Ave.Fullerton, CA 92833-4132

Phone: 714-447-7775Email: [email protected]

About Our SchoolAbout Our School

ContactContact

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

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

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

mailto:[email protected]

Last updated: 1/23/2020


About This SchoolContact Information (School Year 2019—20)

School Description and Mission Statement (School Year 2019—20)

District Contact Information (School Year 2019—20)

District Name Fullerton Elementary

Phone Number (714) 447-7400

Superintendent Bob Pletka

Email Address [email protected]

Website www.fullertonsd.org/

School Contact Information (School Year 2019—20)

School Name Nicolas Junior High

Street 1100 West Olive Ave.

City, State, Zip Fullerton, Ca, 92833-4132

Phone Number 714-447-7775

Principal Robyn Clemente, Principal

Email Address [email protected]

Website www.fullertonsd.org/nicolas/

County-District-School(CDS) Code

30665066028104

Nicolas Junior High School is a comprehensive school serving 7th and 8th grade students located in the southern sect ion of Fullerton and is one of 20 school sitesin the Fullertons School District .

Nicolas Junior High School is the home of future innovators and mindful cit izens who are determined, capable, and focused. We are noble, honorable Knights whostrive to be kind, product ive, and generous.

All students w ill develop crit ical skills that w ill allow them to effect ively communicate and collaborate w ith their peers, invest igate and problem solve, and achievetheir full academic and creat ive potent ial. Students at Nicolas Junior HIgh School receive a standards based rigorous curriculum. The Nicolas staff, through PLC’s,w ill monitor individual student results progress, and revise goals and RTI strategies as necessary based on student needs.

2018-19 SARC - Nicolas Junior High

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www.fullertonsd.org/


www.fullertonsd.org/nicolas/


Student Enrollment by Grade Level (School Year 2018—19)

Student Enrollment by Student Group (School Year 2018—19)

Grade Level Number of Students

Grade 7 323

Grade 8 349

Total Enrollment 672

Grade 7 Grade 80

50

100

150

200

250

300

350

400

Student Group Percent of Total Enrollment

Black or African American 1.90 %

American Indian or Alaska Nat ive 0.30 %

Asian 3.90 %

Filipino 0.70 %

Hispanic or Lat ino 84.50 %

Native Hawaiian or Pacific Islander 0.30 %

White 4.80 %

Two or More Races 3.60 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 86.60 %

English Learners 39.10 %

Students w ith Disabilit ies 15.90 %

Foster Youth 1.20 %

Homeless 3.90 %


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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

Teacher Credentials

Teacher Misassignments and Vacant Teacher Positions

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.

Teachers

School2017—18

School2018—19

School2019—20

District2019—

20

With Full Credent ial 31 31 31 522

Without Full Credent ial 0 0 0 1

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

0 0 0 0

0.0 1.0 2.00

5

10

15

20

25

30

35Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Indicator2017—

182018—

192019—

20

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2017—18 2018—19 2019—20-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments*

Vacant Teacher Positions


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Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2019—20)Year and month in which the data were collected: September 2019

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

SubjectTextbooks and Other Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language Arts• 2017 McGraw-Hill K-8

Yes 0.00 %

Mathematics• 2015 Houghton Mifflin Go Math K-8

• 2015 McGraw Hill Geometry 8

Yes 0.00 %

Science• 2008 Houghton Mifflin K-5

• 2008 McDougal Lit tell 6-8

Yes 0.00 %

History-Social Science• 2007 Houghton Mifflin K-5

• 2007 McDougal Lit tell 6-8

No 0.00 %

Foreign Language• 2019 En Español 7-8

• 2019 Vista Higher Learning French 7-8

Yes 0.00 %

Health• Dairy Council of California (grade appropriate materials)

• Too Good for Drugs (grades 4-6)

• Holt McDougal Decisions for Health 7 (2005)

• Teen Talk 7

Yes 0.00 %

Visual and PerformingArts • “All the Arts for all the Kids” lessons/curriculum in visual art, music,

dance, and theater

• Instrumental music (grades 5-6)

• Band and string instruments and musical scores (grades 7-8)

Yes 0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %


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School Facility Conditions and Planned Improvements

School Facility Good Repair StatusYear and month of the most recent FIT report: October 2019

Overall Facility RateYear and month of the most recent FIT report: October 2019

The District takes great efforts to ensure that all schools are clean, safe, and funct ional. Listed below is more specific information on the condit ion of the schooland the efforts made to ensure that students are provided w ith a clean, safe, and funct ional learning environment. Acacia Elementary School has 21 classrooms, alibrary media center, a computer lab and a mult i-purpose room. The main campus was built in 1957. Addit ions were constructed in 1960 and 1965. Two portableclassrooms were added in 1988 and two more were added in 1997 and another in 2013. District maintenance staff ensures that the repairs necessary to keepthe school in good repair and working order are completed in a t imely manner. A work order process is used to ensure efficient service and that emergencyrepairs are given the highest priority. The District has established cleaning standards for all schools in the district . A summary of these standards is available at thedistrict maintenance office. The Maintenance and Operat ions staff works w ith the custodial staff to develop cleaning schedules to ensure a clean and safe school.The District part icipates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist schooldistricts w ith expenditures for major repair or replacement of exist ing school building components. Typically, this includes roofing, plumbing, heat ing, aircondit ioning, electrical systems, interior and exterior paint ing, and floor systems. During 2018-19 the District spent $30 on Deferred Maintenance. For the 2019-20school year the District budgeted $36,145 for Deferred Maintenance expenditures.

System Inspected Rating Repair Needed and Action 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 FairBoys restroom - secure loose faucet.

MPR - drinking fountain not working.

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds, W indows/Doors/Gates/Fences FairMusic room - adjust west door closer (slammer).

Overall Rat ing Good


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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):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. Only eligible students may part icipate in the administrat ion of the CAAs. CAAs items arealigned w ith alternate achievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognit ivedisabilit ies); and

The percentage of students 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.

CAASPP Test Results in ELA and Mathematics for All StudentsGrades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard

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.

Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking thetotal number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard(i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

SubjectSchool

2017—18School

2018—19District

2017—18District

2018—19State

2017—18State

2018—19

English Language Arts / Literacy (grades 3-8 and 11) 36.0% 33.0% 59.0% 58.0% 50.0% 50.0%

Mathematics (grades 3-8 and 11) 22.0% 19.0% 51.0% 51.0% 38.0% 39.0%


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CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2018—19)

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: 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 forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded

All Students 655 649 99.08% 0.92% 33.44%

Male 348 344 98.85% 1.15% 27.91%

Female 307 305 99.35% 0.65% 39.67%

Black or African American 15 15 100.00% 0.00% 20.00%

American Indian or Alaska Nat ive -- -- -- --

Asian 26 26 100.00% 0.00% 73.08%

Filipino -- -- -- --

Hispanic or Lat ino 554 551 99.46% 0.54% 31.03%

Native Hawaiian or Pacific Islander -- -- -- --

White 28 26 92.86% 7.14% 46.15%

Two or More Races 21 21 100.00% 0.00% 33.33%

Socioeconomically Disadvantaged 582 579 99.48% 0.52% 31.26%

English Learners 376 373 99.20% 0.80% 24.40%

Students w ith Disabilit ies 98 97 98.98% 1.02% 9.28%

Students Receiving Migrant Educat ion Services

Foster Youth 13 13 100.00% 0.00% 7.69%

Homeless 31 31 100.00% 0.00% 22.58%


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CAASPP Test Results in Mathematics by Student GroupGrades Three through Eight and Grade Eleven (School Year 2018—19)

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e.,achieved Level 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: 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 forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded

All Students 656 650 99.09% 0.91% 19.38%

Male 349 345 98.85% 1.15% 19.42%

Female 307 305 99.35% 0.65% 19.34%

Black or African American 15 15 100.00% 0.00% 6.67%

American Indian or Alaska Nat ive -- -- -- --

Asian 26 26 100.00% 0.00% 57.69%

Filipino -- -- -- --

Hispanic or Lat ino 555 552 99.46% 0.54% 17.21%

Native Hawaiian or Pacific Islander -- -- -- --

White 28 26 92.86% 7.14% 30.77%

Two or More Races 21 21 100.00% 0.00% 23.81%

Socioeconomically Disadvantaged 583 580 99.49% 0.51% 17.41%

English Learners 377 374 99.20% 0.80% 13.64%

Students w ith Disabilit ies 98 97 98.98% 1.02% 3.09%

Students Receiving Migrant Educat ion Services

Foster Youth 13 13 100.00% 0.00% 7.69%

Homeless 31 31 100.00% 0.00% 16.13%


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CAASPP Test Results in Science for All StudentsGrades Five, Eight and High SchoolPercentage of Students Meeting or Exceeding the State Standard


Note: This is a placeholder for the California Science Test (CAST) which was administered operat ionally during the 2018–19 school year. However, these data are notavailable for inclusion in the 2018–19 SARC post ing due February 1, 2020. These data w ill be included in the 2019–20 SARC post ing due February 1, 2021.

Courses for University of California (UC) and/or California State University (CSU) Admission

SubjectSchool

2017—18School

2018—19District

2017—18District

2018—19State

2017—18State

2018—19

Science (grades 5, 8, and high school) N/A N/A N/A N/A N/A N/A

UC/CSU Course Measure Percent

2018—19 Pupils Enrolled in Courses Required for UC/CSU Admission 0.00%

2017—18 Graduates Who Completed All Courses Required for UC/CSU Admission --


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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 area of physical educat ion

California Physical Fitness Test Results (School Year 2018—19)

Note: Percentages are not calculated and double dashes (--) appear in the table when the number of students tested is ten or less, either because the number ofstudents in this category is too small for stat ist ical accuracy or to protect student privacy.

GradeLevel

Percentage of Students Meeting Four of SixFitness Standards

Percentage of Students Meeting Five of SixFitness Standards

Percentage of Students Meeting Six of SixFitness Standards


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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 school site

Opportunities for Parental Involvement (School Year 2019—20)

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

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

For the formula to calculate the 2016–17 and 2017–18 adjusted cohort graduat ion rate, see the 2018–19 Data Element Definit ions document located on the SARC webpage at https://www.cde.ca.gov/ta/ac/sa/.

Nicolas Junior HIgh School offerers parent involvement through Parent Conferences, open house, School Site Council, ELAC, DELAC, PTSA, Champions forLearnings, Parent Computer Classes, before school and after school parent classes, and a parent room w ith a parent liaison to facilitate parent needs.

IndicatorSchool

2015—16District

2015—16State

2015—16

Dropout Rate -- -- 9.70%

Graduat ion Rate -- -- 83.80%

IndicatorSchool

2016—17School

2017—18District

2016—17District

2017—18State

2016—17State

2017—18

Dropout Rate -- -- -- -- 9.10% 9.60%

Graduat ion Rate -- -- -- -- 82.70% 83.00%

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

2015—16 2016—17 2017—18-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


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



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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

Suspensions and Expulsions

School Safety Plan (School Year 2019—20)

RateSchool

2016—17School

2017—18School

2018—19District

2016—17District

2017—18District

2018—19State

2016—17State

2017—18State

2018—19

Suspensions 7.10% 3.70% 6.60% 1.50% 1.20% 1.40% 3.60% 3.50% 3.50%

Expulsions 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.10% 0.10% 0.10%

A comprehensive school safety plan was developed and approved prior to March 1, 2000 in compliance w ith Educat ion Code Sect ions 33126, 35256, and 32286as well as applicable District policies and regulat ions. Each year, prior to March 1, the school's safety plan is reviewed, updated and discussed w ith staff and SchoolSite Council. Annually, the school's staff reports on the status of its safety plan w ith the school leadership team, PTA and School Site Council. Status reports andupdates are reviewed at the beginning of each school year and again in December before the finished School Safety Plan is approved by the members of theSchool Site Council on March 1. The key elements of the plan include: a) providing a safe teaching and learning environment for all students and staff members,b) ensuring that all students are safe and secure while at school sponsored act ivit ies, c) making district programs and community resources available to studentsand parents, and d) creat ing a school where students, programs, and community members interact in an atmosphere of mutual respect that enhances theenvironment for learning. Each year the school submits along w ith the safety plan a detailed "act ion plan" which addresses the ident ified areas the staff andSchool Site Council has brought forward as crit ical areas of concern or how they should improve. A copy of the plan is available at all t imes in the school office andwill provide a more detailed descript ion of each element of the plan including specific act ions, resources and t ime lines to be implemented by the school. Copiesare also available at the District Office in the office of Child Welfare and Attendance.

It was updated and presented to the staff on January 8, 2020


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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.


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Average Class Size and Class Size Distribution (Secondary) (School Year 2016—17)

* 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.

Subject Average Class SizeNumber of Classes *

1-22Number of Classes *


33+

English 28.00 9 5 13

Mathematics 11.00 4

Science 29.00 5 8 12

Social Science 32.00 1 8 12






33+

English 28.00 7 8 14

Mathematics 27.00 6 12 8

Science 29.00 5 7 13







33+

English 26.00 8 10 12

Mathematics 27.00 5 12 8

Science 28.00 5 11 9



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Ratio of Academic Counselors to Pupils (School Year 2018—19)

*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.**Average Number of Pupils per Counselor

Student Support Services Staff (School Year 2018—19)

*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.

Title Ratio**

Counselors* 480.00

Title Number of FTE* Assigned to School

Counselor (Academic, Social/Behavioral or Career Development) 1.00

Library Media Teacher (Librarian) 0.00

Library Media Services Staff (Paraprofessional) 0.50

Psychologist 0.60

Social Worker 0.00

Nurse 0.20

Speech/Language/Hearing Specialist 1.00

Resource Specialist (non-teaching) 4.00

Other 0.00


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Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2017—18)


Types of Services Funded (Fiscal Year 2018—19)

Level Total Expenditures Per PupilExpenditures Per Pupil

(Restricted)Expenditures Per Pupil

(Unrestricted) Average Teacher Salary

School Site $5994.00 $411.00 $5583.00 $85496.00

District N/A N/A $5297.28 $91359.00

Percent Difference – School Site and District N/A N/A 5.40% -6.40%

State N/A N/A $7506.64 $82663.00

Percent Difference – School Site and State N/A N/A -25.60% 3.40%

Primary Focus:

• K-8 Intervent ion Programs

• K-8 English Language Development

• K-8 Writ ing Strategies

• K-8 Language Arts Strategies

• K-8 Mathematics Strategies

• K-8 Technology Integrat ion

Delivery of Professional Development:

• Staff Development Day

• Workshops

• Conferences

• After- school Workshops

• In-class Coaching

Other Related Professional Development act ivit ies:

• Data-Driven instruct ion

• Technology Integrat ion


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• Marzano Instruct ional Strategies

• Systematic ELD

• Response to Intervent ion

• Thinking Maps

• Writer’s Workshop

• Mathematics Instruct ional Strategies

• English Language Arts Program


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Teacher and Administrative Salaries (Fiscal Year 2017—18)

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

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $52,483 $45,741

Mid-Range Teacher Salary $89,286 $81,840

Highest Teacher Salary $113,025 $102,065

Average Principal Salary (Elementary) $130,195 $129,221

Average Principal Salary (Middle) $136,684 $132,874

Average Principal Salary (High) $ $128,660

Superintendent Salary $270,531 $224,581

Percent of Budget for Teacher Salaries 38.00% 36.00%

Percent of Budget for Administrat ive Salaries 6.00% 5.00%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

120000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000


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


Advanced Placement (AP) Courses (School Year 2018—19)


*Where there are student course enrollments of at least one student.

Professional Development

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 0 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 0 N/A

All Courses 0 0.00%

Measure 2017—18 2018—19 2019—20

Number of school days dedicated to Staff Development and Continuous Improvement 10 10 10


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sarc report for nicolas junior high...year and month of the most recent fit report: october 2019...

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