California Department of Education. School Accountability Report Card. Reported Using Data from the School Year. Published During

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1 Emilie J. Ross Middle California Department of Education School Accountability Report Card Reported Using Data from the School Year Published During Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at View this SARC online at the school and/or LEA Web sites. For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents and community members should contact the school principal or the district office. Mr. Ryan Smith, Principal Principal, Emilie J. Ross Middle About Our School About Our School Contact 7448 Fox Rd. Hughson, CA Phone: rsmith@hughson.k12.ca.us View Larger Map

2 About This School Contact Information - Most Recent Year Contact Information - Most Recent Year School District School Name Emilie J. Ross Middle District Name Hughson Unified Street 7448 Fox Rd. Phone Number (209) City, State, Zip Hughson, Ca, Web Site Phone Number Superintendent First Name Brian Principal Mr. Ryan Smith, Principal Superintendent Last Name Beck Address rsmith@hughson.k12.ca.us Address bbeck@hughson.k12.ca.us County-District School (CDS) Code School Description and Mission Statement (Most Recent Year) School Description and Mission Statement (Most Recent Year) School Description Hughson Unified School District is located in the city of Hughson, California, which is in the heart of the San Joaquin Valley approximately 100 miles southeast of San Francisco and 100 miles south of Sacramento. The school district has an enrollment of 2,150 with seven schools (two elementary schools, one middle school, one comprehensive high school, one continuation high school, and two community day schools) In addition, the high school serves students in grades 9-12 from three K-8 feeder schools (Hickman, Gratton, and Roberts Ferry). For the school year, 453 students were enrolled at Ross Middle School. Mission Statement Ross Middle School will provide a caring setting that will permit students to build academic, cultural, artistic, and vocational foundations for the future. With faculty, parents, and the community working together, our students will develop the skills to be successful in all further educational endeavors and to become creative, productive citizens. Last updated: 1/23/2015 Page 2 of 17

3 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Total Enrollment Grade 6 Grade 7 Grade 8 Last updated: 1/23/2015 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Group Percent of Total Enrollment Black or African American 0.0 American Indian or Alaska Native 1.1 Asian 0.2 Filipino 0.2 2% 1% Hispanic or Latino 59.3 Native Hawaiian or Pacific Islander 0.0 White 36.7 Two or More Races 2.4 Socioeconomically Disadvantaged 60.4 English Learners 20.2 Students with Disabilities % Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 59% Page 3 of 17

4 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 Teacher Credentials Teachers School District With Full Credential Without Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Page 4 of 17

5 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Lowpoverty 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 - Most Recent Year Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year Year and month in which data were collected: September 2014 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts At Hughson Unified School District, all students have equal access to state adopted, standards aligned textbooks and other instructional materials. Additional supplemental materials are purchased and made available to students. In accordance with Education Code Section and 60119, the Governing Board certified on 08/12/14 that each pupil in the district, in kindergarten through grade twelve, has been provided with standards aligned textbooks or basic instructional materials that are consistent with the content and cycles of the curriculum framework adopted by the State Board of Education. For a comprehensive list of textbooks and instructional materials, please contact the curriculum and instruction office at ext. 1. Yes 0.0 Mathematics At Hughson Unified School District, all students have equal access to state adopted, standards aligned textbooks and other instructional materials. Additional supplemental materials are purchased and made available to students. In accordance with Education Code Section and 60119, the Governing Board certified on 08/12/14 that each pupil in the district, in kindergarten through grade twelve, has been provided with standards aligned textbooks or basic instructional materials that are consistent with the content and cycles of the curriculum framework adopted by the State Board of Education. For a comprehensive list of textbooks and instructional materials, please contact the curriculum and instruction office at ext. 1. Yes 0.0 Science At Hughson Unified School District, all students have equal access to state adopted, standards aligned textbooks and other instructional materials. Additional supplemental materials are purchased and made available to students. In accordance with Education Code Section and 60119, the Governing Board certified on 08/12/14 that each pupil in the district, in kindergarten through grade twelve, has been provided with standards aligned textbooks or basic instructional materials that are consistent with the content and cycles of the curriculum framework adopted by the State Board of Education. For a comprehensive list of textbooks and instructional materials, please contact the curriculum and instruction office at ext. 1. Yes 0.0 History-Social Science At Hughson Unified School District, all students have equal access to state adopted, standards aligned textbooks and other instructional materials. Additional supplemental materials are purchased and made available to students. In accordance with Education Code Section and 60119, the Governing Board certified on 08/12/14 that each pupil in the district, in kindergarten through grade twelve, has been provided with standards aligned textbooks or basic instructional materials that are consistent with the content and cycles of the curriculum framework adopted by the State Board of Education. For a comprehensive list of textbooks and instructional materials, please contact the curriculum and instruction office Yes 0.0 Page 5 of 17

6 at ext. 1. Foreign Language At Hughson Unified School District, all students have equal access to state adopted, standards aligned textbooks and other instructional materials. Additional supplemental materials are purchased and made available to students. In accordance with Education Code Section and 60119, the Governing Board certified on 08/12/14 that each pupil in the district, in kindergarten through grade twelve, has been provided with standards aligned textbooks or basic instructional materials that are consistent with the content and cycles of the curriculum framework adopted by the State Board of Education. For a comprehensive list of textbooks and instructional materials, please contact the curriculum and instruction office at ext. 1. Yes 0.0 Health At Hughson Unified School District, all students have equal access to state adopted, standards aligned textbooks and other instructional materials. Additional supplemental materials are purchased and made available to students. In accordance with Education Code Section and 60119, the Governing Board certified on 08/12/14 that each pupil in the district, in kindergarten through grade twelve, has been provided with standards aligned textbooks or basic instructional materials that are consistent with the content and cycles of the curriculum framework adopted by the State Board of Education. For a comprehensive list of textbooks and instructional materials, please contact the curriculum and instruction office at ext. 1. Yes 0.0 Visual and Performing Arts At Hughson Unified School District, all students have equal access to state adopted, standards aligned textbooks and other instructional materials. Additional supplemental materials are purchased and made available to students. In accordance with Education Code Section and 60119, the Governing Board certified on 08/12/14 that each pupil in the district, in kindergarten through grade twelve, has been provided with standards aligned textbooks or basic instructional materials that are consistent with the content and cycles of the curriculum framework adopted by the State Board of Education. For a comprehensive list of textbooks and instructional materials, please contact the curriculum and instruction office at ext. 1. Yes 0.0 Science Laboratory Equipment (grades 9-12) 0.0 Page 6 of 17

7 School Facility Conditions and Planned Improvements - Most Recent Year School Facility Conditions and Planned Improvements - Most Recent Year 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 inspection instrument developed by the State of California Office of Public School Construction. The results of this inspection are listed below under School Facility Good Repair Status. Age and Condition of Facilities Ross Middle School is currently comprised of 12 permanent classrooms, 10 re-locatable classrooms, an office building, a staff lounge, a multi-purpose/cafeteria room, a gymnasium, an after-school program office and two athletic fields. The school added a new library/media center, a computer lab, and new science classrooms during the school year. Maintenance & 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 web-based work order process is used to ensure efficient service and that emergency repairs are given the highest priority. The table below displays the results of the most recent school facilities and safety inspection, collected in May Cleaning Process & Schedule The district governing board has adopted cleaning standards for all schools in the district. The principal works daily with the custodial staff to develop cleaning schedules that ensure a clean and safe school. Deferred Maintenance Budget The district participates in the State School Deferred Maintenance Program, which provides 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, electrical systems, interior or exterior painting, and floor systems. School Facility Good Repair Status - Most Recent Year System Inspected Rating Repair Needed and Action Taken or Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Good Fair Paint peeling in classrooms 17-20, Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Electrical: Electrical Good Poor Light fixtures need to be upgraded in classrooms 17-20, Restrooms/Fountains: Restrooms, Sinks/Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/Doors/Gates/Fences Fair Good Good Good Overall Facility Rate - Most Recent Year Overall Rating Good Page 7 of 17

8 B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); The Academic Performance Index; and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All Students in Science Three-Year Comparison Students in Science Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject Science (grades 5, 8, and 10) Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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 statistical accuracy or to protect student privacy. California Assessment of Student Performance and Progress Results by Student Group in Science (School Year California Assessment of Student Performance and Progress Results by Student Group in Science (School Year ) Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 61 All Students at the School 61 Male 63 Female 60 Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino 54 Native Hawaiian or Pacific Islander White 72 Two or More Races Socioeconomically Disadvantaged 46 English Learners 5 Students with Disabilities Students Receiving Migrant Education Services 46 Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10. 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 statistical accuracy or to protect student privacy. Page 8 of 17

9 Standardized Testing and Reporting Results for All Students - Three-Year Comparison Standardized Testing and Reporting Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject English-Language Arts 55% 62% 57% 51% 56% 54% 54% 56% 55% Mathematics 44% 45% 46% 48% 49% 50% 49% 50% 50% History-Social Science 62% 57% 55% 54% 58% 59% 48% 49% 49% Note: STAR Program was last administered in Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Academic Performance Index Ranks Three-Year Comparison Academic Performance Index Ranks Three-Year Comparison API Rank Statewide Similar Schools Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013 All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Note: N/D means that no data were available to the CDE or LEA to report. B means the school did not have a valid API Base and there is no Growth or target information. C means the school had significant demographic changes and there is no Growth or target information. Page 9 of 17

10 State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education. California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced School District State Subject English-Language Arts N/A N/A N/A 59% 60% 24% 56% 57% 56% Mathematics N/A N/A N/A 61% 61% 23% 58% 60% 62% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. English-Language Arts Percent of Students Scoring at Proficient or Advanced 1.0 Mathematics Percent of Students Scoring at Proficient or Advanced California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) Percent of Students Meeting Fitness Standards Grade level Four of Six Standards Five of Six Standards Six of Six Standards % 29.1% 32.9% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 10 of 17

11 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement - Most Recent Year Opportunities for Parental Involvement - Most Recent Year Multiple opportunities are available for parents to become involved at Ross Middle School, including the Parent Teacher Club (PTC), School Site Council, fundraising committees, English Learner Advisory Committee (ELAC), classroom & library volunteers, and field trip chaperones. State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): High school dropout rates; and High school graduation rates. Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator Dropout Rate Graduation Rate Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 1.0 Dropout Rate Graduation Rate Page 11 of 17

12 Completion of High School Graduation Requirements Completion of High School Graduation Requirements Graduating Class of 2013 Group School District State All Students 174 Black or African American American Indian or Alaska Native 1 Asian 2 Filipino Hispanic or Latino 26 Native Hawaiian or Pacific Islander White 99 Two or More Races 1 Socioeconomically Disadvantaged 83 English Learners 21 Students with Disabilities 10 Page 12 of 17

13 State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. Suspensions and Expulsions Suspensions and Expulsions School District State Rate Suspensions Expulsions Suspensions Expulsions School Suspensions District Suspensions State Suspensions 10 8 School Expulsions District Expulsions State Expulsions School Safety Plan - Most Recent Year School Safety Plan - Most Recent Year The safety of students, staff, and volunteers is a primary concern at Ross Middle School. The school is in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The School Site Safety plan is updated every year by the administration and reviewed with staff. Components of the Safety Plan include the following: child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe drop-off and pickup from school, sexual harassment policy, and dress code policy. Emergency drills are conducted monthly to respond appropriately in the event of a fire, an earthquake, an intruder on campus, or other situation where student safety could be compromised. To ensure student safety, teachers supervise students before and after school as well as during breaks, while yard duty staff and paraprofessionals supervise students during the lunch hour. Any visitors to the campus are required to check in at the office, obtain a visitor badge to be worn at all times, and check out upon leaving. During school hours, parents who wish to pick up their student must sign them out at the office. Page 13 of 17

14 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District Made AYP Overall N/A N/A Met Participation Rate - English-Language Arts N/A N/A Met Participation Rate - Mathematics N/A N/A Met Percent Proficient - English-Language Arts N/A N/A Met Percent Proficient - Mathematics N/A N/A Met Graduation Rate N/A N/A Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Indicator School District Program Improvement Status Not in PI In PI First Year of Program Improvement Year in Program Improvement * Year 3 Number of Schools Currently in Program Improvement N/A 2 Percent of Schools Currently in Program Improvement N/A 100.0% Note: Cells with NA values do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size Average Class Size Average Class Size English Mathematics Science Social Science * 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. Page 14 of 17

15 Academic Counselors and Other Support Staff (School Year ) Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 0.0 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 1.0 N/A Psychologist 0.3 N/A Social Worker 0.0 N/A Nurse 0.3 N/A Speech/Language/Hearing Specialist 0.3 N/A Resource Specialist (non-teaching) 0.0 N/A Other 0.0 N/A Note: Cells with N/A values do not require data. * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site $5,524 $686 $4,839 $61,195 District N/A N/A $4,661 $69,478 Percent Difference School Site and District N/A N/A 3.80% 12.27% State N/A N/A $4,690 $63,037 Percent Difference School Site and State N/A N/A 3.20% 2.90% Note: Cells with N/A values do not require data. Last updated: 1/27/2015 Page 15 of 17

16 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Hughson Unified School District spent an average of $5,500 to educate each student (based on audited financial statements). The figures shown in the following table reflect the direct cost of educational services, per ADA, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required by law annually and compared with other districts statewide. In addition to general state funding, Hughson Unified School District receives state and federal funding for the following categorical, special education, and support programs: Title III, Part A (LEP) Tobacco Use Prevention Education (TUPE) Economic Impact Aid (EIA) School Library Block Grant GATE Professional Development Block Grant Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Last updated: 1/30/2015 Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $40,416 $38,920 Mid-Range Teacher Salary $62,675 $59,803 Highest Teacher Salary $83,617 $78,096 Average Principal Salary (Elementary) $112,543 $95,836 Average Principal Salary (Middle) $112,093 $99,849 Average Principal Salary (High) $124,548 $107,599 Superintendent Salary $173,984 $151,912 Percent of Budget for Teacher Salaries 41.0% 37.0% Percent of Budget for Administrative Salaries 7.0% 6.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Teacher Salary Chart Principal Salary Chart Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 16 of 17

17 Professional Development Most Recent Three Years Professional Development Most Recent Three Years School Improvement Program and state funding have been utilized to support professional growth activities. Throughout the year, staff development and release time is provided for collaborating on specific instructional or curricular issues. Topics include Sheltered/SDAIE Instruction Models, SDAIE Professional Development, and Cultural & Linguistic Integration of EL Students. The Ross Middle School staff has established itself in a Professional Learning Community in which teachers collaborate on a semi-weekly basis to discuss topics related to student achievement. The Beginning Teacher Support and Assessment (BTSA) support program for first and second year teachers provides specific professional development to meet their needs. This state-funded program is based on the California Standards for the Teaching Profession and a highly structured and effective program. Page 17 of 17