thompson middle school - murrieta valley unified school ... · improve basic skills and these...

2014-15 School Accountability Report Card for Thompson Middle School of 10

Thompson Middle School

24040 Hayes Way • Murrieta, CA 92562 • (951) 696-1410 • Grades 6-8 Dale Velk, Principal

[email protected] www.murrieta.k12.ca.us/thompson

2014-15 School Accountability Report Card

Published During the 2015-16 School Year

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Murrieta Valley Unified Scool District

41870 McAlby Ct. Murrieta, CA 92562

(951) 696-1600 www.murrieta.k12.ca.us

District Governing Board

Ken Dickson

Robin Crist

Paul Diffley

Barbara Muir

Kris Thomasian

District Administration

Patrick Kelley Superintendent

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School Description Thompson Middle School is a California Gold Ribbon School and a two-time California Distinguished School that serves students in grades six through eight. Our mission is to Inspire Everyone to Think, Learn, Create, and Care (TLC2). The curriculum focuses on the core areas of language arts, math, social studies, and science and is closely aligned with California Content Standards. Regular, advanced, and intervention classes in the core subjects are offered to improve basic skills and these classes are augmented by physical fitness and exploratory courses. All courses are designed to improve our students’ opportunities for success in high school and beyond. We want to develop each student’s skills to meet life’s challenges with honesty, integrity, courage, and the desire to reach for intellectual and personal excellence for the betterment of the community, the nation, and the world. Dale Velk, Principal Major Achievements:

• We were awarded The California Gold Ribbon Award for our commitment to student achievement.

• In English/Language Arts and Mathematics our scores on the CAASPP testing placed us within the top 10 schools in the county.

• Our Science scores on the California STAR Test were number one in the county. • Our Social Studies scores on the California STAR Test were number one in the county. • Our Band and Choir programs are the largest middle school programs in the county and

they have won the highest awards possible for middle school choirs and bands. • Our Robotics Team qualified to compete at the State Championships last year. • We offer intramural athletic competitions in several sports which help motivate students

and create a high level of school spirit.


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) 696-1410 or the district office.

2014-15 Student Enrollment by Grade Level

Grade Level Number of Students

Grade 6 536

Grade 7 542

Grade 8 587

Total Enrollment 1,665

2014-15 Student Enrollment by Group

Group Percent of Total Enrollment

Black or African American 3.1

American Indian or Alaska Native 0.4

Asian 3.2

Filipino 1.9

Hispanic or Latino 30.2

Native Hawaiian or Pacific Islander 0.8

White 56.8

Two or More Races 3.5

Socioeconomically Disadvantaged 26.4

English Learners 3.3

Students with Disabilities 8.9

Foster Youth 0.2

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

Thompson Middle School 13-14 14-15 15-16

With Full Credential 60 63 59

Without Full Credential 0 0 2

Teaching Outside Subject Area of Competence 0 0 3

Murrieta Valley Unified Scool District 13-14 14-15 15-16

With Full Credential ♦ ♦ 0

Without Full Credential ♦ ♦

Teaching Outside Subject Area of Competence ♦ ♦

Teacher Misassignments and Vacant Teacher Positions at this School

Thompson Middle School 13-14 14-15 15-16

Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 11 6

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 98.9 1.1

Districtwide

All Schools 98.5 1.5

High-Poverty Schools 99.6 0.4

Low-Poverty Schools 98.4 1.6

* 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) Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education (SBE) decides on the standards for all students, from kindergarten through high school, in all public schools. In 2010, a number of states across the nation adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). On August 2, 2010, California’s SBE voted to adopt the CCSS with California additions. California has committed to implementing the California CCSS and is currently part of a multi-state assessment consortium that plans on having CCSS-based assessments in place by the 2014–15 school year. More information about the California Common Core State Standards may be found on the CDE CCSS Web page at http://www.cde.ca.gov/re/cc On September 4, 2013, the SBE adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS). School districts have the authority and the responsibility to conduct their own evaluation of instructional materials and to adopt the materials that best meet the needs of their students. All textbooks used in MVUSD are aligned with the State’s standards and curriculum frameworks, they are field tested with students and reviewed by administrators, teachers and parents before being adopted by the Board of Education.

Textbooks and Instructional Materials

Year and month in which data were collected: September 2015

Core Curriculum Area Textbooks and Instructional Materials/Year of Adoption

Reading/Language Arts Literature {Ca} Timeless Voices, Timeless Themes Copper Level (Prentice Hall) Grade 6 Adopted 2002 Literature {Ca} Timeless Voices, Timeless Themes Bronze Level (Prentice Hall) Grade 7 Adopted 2002 Literature {Ca} Timeless Voices, Timeless Themes Silver Level (Prentice Hall) Grade 8 Adopted 2002 READ 180 Level B (Scholastic) Grades 6-8 2006 System 44 (Scholastic) Grades 6-8 2010

The textbooks listed are from most recent adoption: Yes

Percent of students lacking their own assigned textbook: 0

Mathematics Big Ideas Math {Ca} Course 1 (Houghton Mifflin) Grade 6 Adopted 2015 Big Ideas Math {Ca} Course 2 (Houghton Mifflin) Grade 7 Adopted 2015 Big Ideas Math {Ca} Course 3 (Houghton Mifflin) Grade 8 Adopted 2015 Algebra 1 {Ca} (Pearson) Adopted 2008 Geometry {Ca} (McDougal Littell) Adopted 2008 Math 180 (Scholastic) Adopted 2013



Science Focus on Earth Science {Ca} (CPO Science) Grade 6 Adopted 2007 Focus on Life Science {Ca} (CPO Science) Grade 7 Adopted 2007 Focus on Physical Science {Ca} (CPO Science) Grade 8 Adopted 2007 Concepts and Challenges Earth Science (Globe Fearon) Grade 6 Adopted 2007 Concepts and Challenges Life Science (Globe Fearon) Grade 7 Adopted 2007 Concepts and Challenges Physical Science (Globe Fearon) Grade 8 Adopted 2007



History-Social Science World History: Ancient Civilizations {Ca} (McDougal Littell) Grade 6 Adopted 2006 World History: Medieval and Early Modern Times {Ca} (McDougal Littell) Grade 7 Adopted 2006 America: History of our Nation Independence through 1914 {Ca} Pearson Grade 8 Adopted 2006



Foreign Language En Espanol 1 (McDougal Littell)


Visual and Performing Arts Essential Elements for Guitar Guitar 1 and 2


School Facility Conditions and Planned Improvements (Most Recent Year) Thompson Middle School has 54 classrooms, a multipurpose room, five science labs, boys’ and girls’ locker rooms, a gymnasium, and sports fields. In addition, the school has a library, six full-sized computer labs, four computer minilabs, student computers in every classroom, cafeteria, administrative offices, and staff lounge. We have ample space for the number of students enrolled at the school. The district provides upkeep, maintenance, and cleaning of district schools. Schools and rest rooms are cleaned daily and the principal works with the custodial staff to ensure a clean and safe school. Graffiti is removed as soon as it is discovered. District maintenance staff maintains landscaping on a regular weekly schedule. Corrective and preventative maintenance are scheduled on a routine basis to keep the school in good repair and working order. Work order requests assigned through a computerized work-order system ensure that emergency repairs are given the highest priority.

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: September, 2015

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X No apparent problems.

Interior: Interior Surfaces


Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation


Electrical: Electrical


Restrooms/Fountains: Restrooms, Sinks/ Fountains


Safety: Fire Safety, Hazardous Materials


Structural: Structural Damage, Roofs


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


Overall Rating Exemplary Good Fair Poor

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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 55 57 44

Math 40 42 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 90 90 87 73 74 71 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--- 13.30 20.60 47.40

* 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 71

All Student at the School 87

Male 88

Female 87

Black or African American 81

American Indian or Alaska Native --

Asian 90

Filipino --

Hispanic or Latino 79

2014-15 CAASPP Results by Student Group

Group

Percent of Students Scoring at Proficient or Advanced

Science (grades 5, 8, and 10)

Native Hawaiian or Pacific Islander --

White 93

Two or More Races 76

Socioeconomically Disadvantaged 58

English Learners 41

Students with Disabilities 81

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 6 544 527 96.9 15 30 38 13

7 537 486 90.5 16 25 42 15

8 587 572 97.4 13 26 42 14

Male 6 544 265 48.7 21 35 33 8

7 537 248 46.2 22 29 37 9

8 587 308 52.5 17 27 39 11

Female 6 544 262 48.2 9 25 44 18

7 537 238 44.3 9 21 47 21

8 587 264 45.0 8 25 46 17

Black or African American 6 544 14 2.6 29 50 14 7

7 537 19 3.5 21 37 42 0

8 587 22 3.7 14 27 36 9

American Indian or Alaska Native 6 544 4 0.7 -- -- -- --

7 537 1 0.2 -- -- -- --

8 587 2 0.3 -- -- -- --

Asian 6 544 15 2.8 13 13 40 33

7 537 19 3.5 11 16 37 37

8 587 20 3.4 5 20 45 25

Filipino 6 544 12 2.2 0 25 58 17

7 537 8 1.5 -- -- -- --

8 587 11 1.9 27 18 36 18

Hispanic or Latino 6 544 151 27.8 23 29 34 11

7 537 156 29.1 22 26 39 12

8 587 169 28.8 18 30 37 9


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

Student Group Grade



Met Standard

Nearly Met Standard


Native Hawaiian or Pacific Islander 6 544 4 0.7 -- -- -- --

7 537 6 1.1 -- -- -- --

8 587 5 0.9 -- -- -- --

White 6 544 301 55.3 12 30 41 13

7 537 260 48.4 12 23 45 17

8 587 330 56.2 9 25 45 16

Two or More Races 6 544 26 4.8 8 42 27 19

7 537 17 3.2 6 18 47 18

8 587 13 2.2 23 0 69 8

Socioeconomically Disadvantaged 6 544 143 26.3 27 30 31 8

7 537 134 25.0 27 27 37 6

8 587 155 26.4 18 32 37 7

Students with Disabilities 6 544 50 9.2 48 32 16 0

7 537 49 9.1 55 20 12 6

8 587 43 7.3 56 19 9 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.

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

Student Group Grade



Met Standard

Nearly Met Standard


All Students 6 544 521 95.8 21 36 26 17

7 537 480 89.4 28 31 25 15

8 587 569 96.9 31 31 19 18

Male 6 544 262 48.2 23 35 26 15

7 537 245 45.6 33 30 22 13

8 587 305 52.0 32 27 19 20

Female 6 544 259 47.6 19 37 25 19

7 537 235 43.8 22 31 29 17

8 587 264 45.0 30 35 19 14

Black or African American 6 544 14 2.6 50 36 7 7

7 537 19 3.5 42 32 21 5

8 587 22 3.7 41 27 18 14


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

Student Group Grade



Met Standard

Nearly Met Standard


American Indian or Alaska Native 6 544 4 0.7 -- -- -- --

7 537 1 0.2 -- -- -- --

8 587 2 0.3 -- -- -- --

Asian 6 544 15 2.8 13 33 13 40

7 537 17 3.2 0 24 47 29

8 587 20 3.4 30 10 10 40

Filipino 6 544 12 2.2 25 17 17 42

7 537 8 1.5 -- -- -- --

8 587 11 1.9 45 9 36 9

Hispanic or Latino 6 544 150 27.6 29 45 19 7

7 537 156 29.1 39 28 22 8

8 587 170 29.0 39 32 16 11

Native Hawaiian or Pacific Islander 6 544 4 0.7 -- -- -- --

7 537 5 0.9 -- -- -- --

8 587 5 0.9 -- -- -- --

White 6 544 296 54.4 17 33 30 20

7 537 256 47.7 21 34 25 19

8 587 326 55.5 25 32 21 21

Two or More Races 6 544 26 4.8 8 38 23 31

7 537 18 3.4 17 22 33 28

8 587 13 2.2 31 38 23 8

Socioeconomically Disadvantaged 6 544 142 26.1 36 39 18 7

7 537 130 24.2 39 29 23 6

8 587 154 26.2 41 34 16 8

Students with Disabilities 6 544 50 9.2 66 22 8 4

7 537 50 9.3 68 12 6 6

8 587 43 7.3 79 9 5 2

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 Parents are welcome at school and the school staff sincerely appreciates their support and participation. Parents are invited to attend Back-to-School Night in the fall, parent-teacher conferences in October, and Open House in the spring. Parent and community involvement is encouraged through our Parent-Teacher-Student Association (PTSA), and our School Site Council (SSC). The PTSA is actively involved in Red Ribbon Week, Bingo Night, Reflections Fine Arts competition, assemblies, book fairs, and activities to enhance school and community spirit, as well as reward and incentive programs. The SSC includes six parents, five staff members, and the principal, who review programs to enhance instruction. Our counselors hold regular Coffee with the Counselors meetings for parents throughout the year to educate parents about the particular challenges middle school students face. The contact person for parent involvement is Kathleen Kennedy. 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 School safety is a high priority at our school. Campus supervisors, administrators, counselors, and a School Resource Officer are on campus daily to monitor the campus, supervise the students, and ensure a safe learning environment. Our computerized calling system, Blackboard Connect, is used to call all families immediately in the event of an emergency. The district holds monthly safety meetings and our School Site Council works on our safety plan throughout the year. Our school has adopted a comprehensive School Safety Plan which we last reviewed in September, 2015. The plan is presented to all staff and parents, and we hold numerous student assemblies to address safety issues. The Spriego reporting system allows parents and students to report problems such as bullying and safety concerns online. Video surveillance cameras across our campus are a deterrent to trespassers, vandalism, and other illegal activities. The cameras help administrators deal with discipline issues and they help in the investigation of any crimes that occur on campus during the school day or after school hours, making our school safer and more secure. Thompson is a closed campus that is fully fenced, and campus supervisors monitor all visitors and volunteers who enter the campus parking lot. Visitors must then go through the school office for permission to be on campus. Trained canines provide unannounced canine searches of the campus and parking lot for drugs and alcohol. Emergency evacuation drills are conducted regularly throughout the school year. In addition, the school has an Emergency and Disaster Preparedness Plan that specifies procedures for dealing with fire, flood, earthquakes, lock downs, hazardous materials, disaster recovery organization, and student accountability following a disaster and aligns with the NIMS emergency system.

Suspensions and Expulsions

School 2012-13 2013-14 2014-15

Suspensions Rate 3.23 2.64 2.06

Expulsions Rate 0.05 0.05 0.06

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 No 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 No 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 In PI

First Year of Program Improvement 2011-2012

Year in Program Improvement Year 3

Number of Schools Currently in Program Improvement 6

Percent of Schools Currently in Program Improvement 85.7


Average Class Size and Class Size Distribution (Elementary)

Average Class Size Number of Classrooms*

1-20 21-32 33+

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

6

29 27 27 21 23 22 34 50 63 39 23 21

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 25 24 26 17 18 13 16 29 26 18 7 8

Math--- 24 26 26 17 15 5 23 21 34 10 12 5

Science

32 30 30 3 2 1 4 39 36 30 1

SS----- 30 29 30 3 4 2 18 27 27 17 9 7

* 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------- 3.0

Counselor (Social/Behavioral or Career Development) 0.0

Library Media Teacher (Librarian) 0.0

Library Media Services Staff (Paraprofessional) 1.0

Psychologist------- 1.0

Social Worker------- 0.0

Nurse------- 1.0

Speech/Language/Hearing Specialist 1.0

Resource Specialist------- 0.0

Other-------

Average Number of Students per Staff Member

Academic Counselor------- 550 * 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 All teachers in the district participate in ongoing professional development as a part of their commitment to being an educator. We support new teachers through the Beginning Teacher Support and Assessment (BTSA) program, which allows new teachers the time to reflect on their teaching practice with the help of a mentor teacher. Staff development is an important element of teacher development and community building. Teachers take part in staff meetings that are used for instructional training and staff communication. Modified days are collaborative opportunities that are designed by teachers and focused on supporting student learning. Staff development days are held three times throughout the year. Key areas of focus for the 2014 - 2015 school year focus on engaging students through the use of technology. Haiku, Google Drive, and Aeries trainings are being offered to enhance instruction. AVID and PBIS strategies are also being incorporated into classrooms to support all subject areas. Response to intervention, PBIS (Positive, Behavior, Intervention, System) and Professional Learning Communities. Students are released from school early every Monday so staff can meet in professional learning communities to discuss student achievement and learning.

FY 2013-14 Teacher and Administrative Salaries

Category District Amount

State Average for Districts In Same

Category

Beginning Teacher Salary $44,400 $43,165

Mid-Range Teacher Salary $73,522 $68,574

Highest Teacher Salary $100,255 $89,146

Average Principal Salary (ES) $118,469 $111,129

Average Principal Salary (MS) $123,106 $116,569

Average Principal Salary (HS) $131,281 $127,448

Superintendent Salary $185,000 $234,382

Percent of District Budget

Teacher Salaries 45% 38%

Administrative Salaries 5% 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-------

$5,192 $762 $4,430 $82,976

District-------

♦ ♦ $5,812 $82,681

State------- ♦ ♦ $5,348 $72,971

Percent Difference: School Site/District -23.8 8.9

Percent Difference: School Site/ State -5.5 17.3

* Cells with ♦ do not require data.

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


Types of Services Funded

The district provides a wide array of programs to meet the needs of our diverse student body. This includes programs to identify and support students and their families through times of crisis and stress. A health technician, nurse, and psychologist are also available to meet with students. Counselors teach guidance lessons and facilitate small groups on social skills, anger management, grief and loss, military support. They also provide individual responsive services, interventions and referrals on an as needed basis. Homework clubs, before- and after school tutoring programs, and extended learning opportunities during the summer break provide additional support for students who need assistance with basic curriculum.

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.

thompson middle school - murrieta valley unified school ... · improve basic skills and these...

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