Sam H. Lawson Middle 1

Sam H. Lawson Middle 2011-2012 Accountability Report Card CUPERTINO UNION SCHOOL DISTRICT Jeff Bowman, Principal Address: 10401 Vista Dr. Cupertino, CA 95014- (408) 255-7500 Wendy Gudalewicz, Superintendent Address: 10301 Vista Dr. Cupertino, CA 95014-2091 (408) 252-3000 www.cusdk8.org Profile Lawson, the fifth middle school in the Cupertino Union, was opened in the 2005-2006 school year. It is located in a middle class neighborhood comprised of mostly single-family houses. The majority of our students come from four elementary schools, Collins, Eaton, Garden Gate, and Lincoln. Suspensions & Expulsions The Suspensions and Expulsions table illustrates total cases for the last three years, as well as a percentage of enrollment. Suspensions are expressed in terms of total infractions, not number of students suspended, as some students may have been suspended on multiple occasions. Expulsions occur only when required by law or when all other alternatives are exhausted. Parent Involvement Student Enrollment by Ethnic Group 2011-12 Percentage African American 0.6% American Indian 0.2% Asian 79.4% Filipino 1.2% Hispanic or Latino 2.6% Pacific Islander 0.2% White 15.4% Two or More 0.5% None Reported - Suspensions & Expulsions 09-10 10-11 11-12 09-10 10-11 11-12 Suspensions 62 42 53 401 314 375 Suspension Rate 5.8% 4.1% 5.1% 2.2% 1.7% 2.0% Expulsions 0 0 0 0 1 8 Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% LMS welcomes and encourages parental support and involvement. Our parent community consistently demonstrates a strong commitment to the success for all students. Our PTA has been vital in helping us to establish a network of parents to assist us in all areas of school life. The PTA maintains a link on our school website to provide information about volunteer opportunities, parent education, and current fundraising activities. Our PTA has created an emergency preparedness committee whose members receive training from our city s disaster planning teams. Lawson has a very active and supportive music booster s club and sports booster s club. Parents also assist with student clubs such as Destination Imagination and Math Counts. Parents elected to Lawson s Site Council play an important role in helping the school design an improvement plan that meets the needs of all students. Our site council s annual parent survey provides parents a voice while giving the council direction for school improvement. Sam H. Lawson Middle 1

For additional information about organized opportunities for parent involvement at Lawson (Sam H.) Middle, please contact Janet Reinhardt at (408) 255-7500 x 105. Contact Information Parents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact Sam H. Lawson Middle at (408) 255-7500. Class Size Average class sizes vary by grade level and subject area taught. The table indicates the average class size by grade level or subject area, as well as the number of classes offered in reference to enrollment. Average Class Size Class Size Distribution 1-20 Enrollment & Attendance Regular attendance at the schools of Cupertino Union is a necessary part of the learning process and is critical to academic success. districts receive financial support from the state for the education of the students they serve based on how many students attend each day. More importantly, attendance is critical to academic achievement. The following chart illustrates enrollment over the past three years. Curriculum Development Classrooms Containing: 21-32 33+ 10 11 12 10 11 12 10 11 12 10 11 12 By Grade Level 6 - - 4 - - 2 - - - - - - By Subject Area English 32 29 28-2 2 21 17 17 12 6 4 32 29 29-2 2 16 13 15 17 9 5 Science 32 32 31 - - - 17 14 17 16 8 4 Social Science 32 31 30-1 - 19 16 18 14 8 3 Enrollment Trend by Grade Level 2009-10 2010-11 2011-12 6th 367 330 388 7th 352 338 315 8th 342 354 331 All curriculum development in the Cupertino Union is based on the California State Content Standards and Frameworks. Curriculum guides are updated regularly by the Instructional Services Department to align with the state standards, district goals, and the statewide assessment program. Instructional Materials ( Year 2012-13) Cupertino Union held a public hearing on September 11, 2012 and determined that each school within the district had sufficient and good quality textbooks, instructional materials, or science lab equipment pursuant to the settlement of Williams vs. the State of California. All students, including English learners, are given their own individual standards-aligned textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. Textbooks and supplementary materials are adopted according to a cycle developed by the California Department of Education, making the textbooks used in the school the most current available. Materials approved for use by the State are reviewed by all teachers and a recommendation is made to the Board by a selection committee composed of teachers and administrators. All recommended materials are available for parent examination at the district office prior to adoption. The table displays information collected in August 2012 about the quality, currency, and availability of the standardsaligned textbooks and other instructional materials used at the school. Grade Levels 6th-8th 6th-8th 8th Additional Internet Access/Public Libraries For additional research materials and Internet availability, students are encouraged to visit the public libraries located in the cities of Cupertino, Saratoga, Santa Clara, San Jose, Los Altos, and Sunnyvale, which contain numerous computer workstations. Counseling and Support Staff ( Year 2011-12) It is the goal of all Cupertino Union schools to assist students in their social and personal development as well as academics. The table lists the support service personnel available at our school. Facilities Lawson s facility, which opened in August 2005, is a combination of new buildings and renovated classrooms and library space. Our administration, event center, and science wings are new construction. Wireless capability has been installed throughout our buildings. New landscaping, lighting, and painting have created a beautiful look for our school grounds. It is a priority at Lawson to maintain a clean, healthy environment inside our buildings and on every inch of our school grounds. Cleaning Process Subject English/ Language Arts History/Social Science The Principal works daily with the custodial staff to ensure that the cleaning of the school is maintained to provide for a clean and safe school. Maintenance and Repair -Adopted Textbooks Publisher McDougal Littell Teacher s Curriculum Institute America s Choice Adoption Year Sufficient 2002 Yes 2006 Yes 2007 Yes 6th-8th Holt 2008 Yes 6th-8th Science CPO Science 2008 Yes Counseling & Support Services Staff Number of Staff Full Time Equivalent Counselor 2 2.0 Library Clerk 1 1 Nurse 1.2 Psychologist 1.4 Speech/Language/ Hearing Specialist 1.1 maintenance staff ensure that the repairs necessary to keep the school in good repair and work orders are completed in a timely manner. A work order process is used to ensure efficient service and highest priority to emergency repairs. At time of publication 100% of restrooms on campus were in working order. Sam H. Lawson Middle 2

Deferred Maintenance Budget The district participates in the State 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. For the 2012-13 school year, the district allocated $212,000 for the deferred maintenance program. Safe Plan Safety of students and staff is a primary concern of the Cupertino Union. Many people visit the campus to volunteer in the classroom and participate in school events. Parents and visitors are welcomed and required to check in at the school office upon arrival and obtain a visitor s badge; visitors are required to return to the school office upon departure. During lunch, recesses, and before and after school, assigned staff supervise students and school grounds, including the cafeteria and recreation area, to ensure a safe and orderly environment. The Comprehensive Safe Plan was developed by the to comply with Senate Bill 187 (SB 187) of 1997. The plan provides students and staff a means of ensuring a safe and orderly learning environment. Each school includes the following requirements of SB 187 within their safe school plans: current status of school crime; child abuse reporting procedures; disaster procedures, routine and emergency; policies related to suspension and expulsion; notification to teachers; sexual harassment policy; provision of a school-wide dress code; safe ingress and egress of pupils, parents, and school employees; safe and orderly school environment; and school rules and procedures. Fire drills are conducted on a monthly basis throughout the school year and intruder/lock-down drills are held annually. The school evaluates the plan annually and updates it as needed. Safety procedures, including elements of the Safe Plan, are reviewed with school and staff in the fall, at the start of each school year. An updated copy of the plan is available to the public at the school office. Adequate Yearly Progress ( Year 2011-12) No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for and English/Language Arts by 2014. s must demonstrate Adequate Yearly Progress (AYP) toward achieving that goal. The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements: Participation rate on the state s standards-based assessments in English/Language Arts (ELA) and. Percent proficient on the state s standards-based assessments in ELA and. API as an additional indicator. Graduation rate (for secondary schools). There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the chart. Physical Fitness ( Year 2011-12) Items Inspected Systems (Gas Leaks, Mech/ HVAC, Sewer) Facility Conditions Date of Last Inspection: 04/03/2012 Overall Summary of Facility Conditions: Exemplary Interior Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) Electrical Restrooms/Fountains Safety (Fire Safety, Hazardous Materials) Structural (Structural Damage, Roofs) External (Grounds, Windows, Doors, Gates, Fences) Facility Component System Status Good Fair Poor Adequate Yearly Progress (AYP) Deficiency & R Actions Taken o In the spring of each year, the schools of Cupertino Union are required by the state to administer a physical fitness test to all students in grade five and seven. The physical fitness test is a standardized evaluation that tracks the development of high-quality fitness programs and assists students in establishing physical activity as part of their daily lives. Results of student performance are compared to other students statewide who took the test. Made AYP Overall Yes No Met AYP Criteria English - Language Arts English - Language Arts Participation Rate Yes Yes Yes Yes Percent Proficient Yes Yes No No API Results Yes Yes Graduation Rate N/A N/A Percentage of in Healthy Fitness Zone Grade Level 2011-12 Four of Six Standards Five of Six Standards Six of Six Standards 7 20.1% 30.5% 31.1% *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Sam H. Lawson Middle 3

California Standards Test The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/ language arts, mathematics, social science, and science, for the most recent three-year period. The second table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. Subject California Standards Test (CST) English/ Language Arts Subgroups Science History/ Social Science 89 90 92 85 93 92 98 91 African American/ Black * * * * American Indian * * * * Asian 96 96 100 95 Filipino 69 69 * * Hispanic or Latino 61 64 * * Pacific Islander * * * * White 89 83 91 85 Males 92 92 98 92 Females 95 92 98 90 Socioeconomically Disadvantaged 79 74 93 86 English Learners 46 75 * * with Disabilities 52 56 73 48 Migrant Education * * * * Two or More Races California Standards Test (CST) Subject State 2010 2011 2012 2010 2011 2012 2010 2011 2012 English/Language Arts 94 94 93 87 87 89 52 54 56 92 91 92 89 89 90 48 50 51 Science 98 98 98 90 92 92 54 57 60 History/Social Science 93 92 91 84 84 85 44 48 49 *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. * * * * *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Federal Intervention Program ( Year 2012-13) s and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English/Language Arts or ) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine. asp. Federal Intervention Programs Program Improvement (PI) Status Not in PI In PI First Year in PI - 2011-2012 Year in PI (2012-13) - Year 2 # of s Currently in PI - 1 % of s Identified for PI - 4.00% Sam H. Lawson Middle 4

Academic Performance Index The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually measures the academic performance and progress of individual schools in California. The state has set 800 as the API score that schools should strive to meet. Statewide Rank: s receiving an API Base score are ranked in ten categories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school). Similar s Rank: s also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to similar schools. The first table displays the school s API ranks and actual API point changes by student group for the past three years. The second table displays, by student group, the Growth API at the school, district, and state level. API Results 2009 2010 2011 Statewide 10 10 10 Similar s 10 10 10 Group 09-10 10-11 11-12 All at the Actual API Change 12 - -1 Asian Actual API Change 2 5-3 White Actual API Change 33-5 5 2012 Growth API Comparison Number of State Growth Score Number of Growth Score Number of Growth Score All at the 1,011 982 14,003 961 4,664,264 788 Asian 803 993 10,080 985 404,670 905 Filipino 12 857 154 892 124,824 869 Hispanic or Latino 27 854 713 785 2,425,230 740 White 156 942 2,740 931 1,221,860 853 Socioeconomically Disadvantaged 32 927 844 812 2,779,680 737 English Learners 71 910 2,810 909 1,530,297 716 with Disabilities 65 743 1,165 783 530,935 607 Staff Development Staff members build teaching skills and concepts by participating in many conferences and workshops throughout the year, then sharing their experiences and knowledge with district colleagues. The district annually dedicates four days to staff development. Topics for staff development during the 2011-12 school year included science, assessment, differentiation, and a broad based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies. Teacher Assignment Cupertino Union recruits and employs the most qualified credentialed teachers. Teacher Credential Status Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. Teacher vacancies reflect the number of positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year. For the 2012-13 school year, the most current data are reported. 09-10 10-11 11-12 11-12 Fully Credentialed 48 48 45 853 Without Full Credentials 0 0 0 0 Working Outside Subject 0 0 0 0 Misassignments/Vacancies 10-11 11-12 12-13 Misassignments of Teachers of English Learners 0 0 0 Misassignments of Teachers (other) 0 0 0 Total Misassignments of Teachers 0 0 0 Vacant Teacher Positions 0 0 0 Sam H. Lawson Middle 5

Highly Qualified Teachers ( Year 2011-12) The Federal No Child Left Behind Act requires that all teachers in core subject areas meet certain requirements in order to be considered as Highly Qualified no later than the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/. Note: High-poverty schools have student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools have student eligibility of approximately 25 percent or less. NCLB Compliant Teachers % of Core Academic Courses Taught By NCLB Compliant Teachers % of Core Academic Courses Taught By Non-NCLB Compliant Teachers 100.0% 0.0% 100.0% 0.0% High-Poverty s in 100.0% 0.0% Low-Poverty s in 100.0% 0.0% Site Teacher Salaries The chart illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on 2010-2011 financial statements). Average Teacher Salaries & $64,456 $68,253 Percentage of Variation -5.57% & State All Elementary s $69,404 Percentage of Variation -7.13% Teacher & Administrative Salaries (Fiscal Year 2010-11) This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of the districts budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at www.cde.ca.gov. Average Salary Information Teachers - Principal - Superintendent 2010-11 State Beginning Teachers $49,296 $41,246 Mid-Range Teachers $72,461 $67,400 Highest Teachers $93,478 $85,481 Elementary Principals $116,625 $107,739 Middle Principals $127,829 $111,540 High Principals - $110,146 Superintendent $297,056 $180,572 Salaries as a Percentage of Total Budget Teacher Salaries 45.5% 42.2% Administrative Salaries 5.8% 5.5% Sam H. Lawson Middle 6

Expenditures (Fiscal Year 2010-11) The Cupertino Union spent an average of $7,375 to educate each student, (based on 2010-2011 FY audited financial statements). The table provides a comparison of a school s per pupil funding from unrestricted sources with other schools in the district and throughout the state. Supplemental/Restricted expenditures come from money whose use is controlled by law or donor. Money designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures, except for general guidelines, is not controlled by law or donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www. cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org. Revenue Sources (Fiscal Year 2011-12) In addition to general state funding, the Cupertino Union receives state and federal funding for the following categorical funds and other support programs: FEDERAL FUNDS Title I Workability I Title II Part A-Teacher Quality Title II Technology Title II Administrator Training Title III LEP Title IV Title V ARRA-SFSF STATE FUNDS Alternative Certification Program CSIS CBET TUPE ELAP Safety Grant Arts & Music & PE Block Secondary Counselors EIA GATE Instructional Materials Realignment PAR Principal Training Program Teacher Credential Block Professional Development Block & Library Improvement Lottery - Proposition 20 RMA Data Sources Expenditures per Pupil Data within the SARC was provided by Cupertino Union, retrieved from the 2011-2012 SARC template, located on Dataquest (http:// data1.cde.ca.gov/dataquest), and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California s public kindergarten through grade twelve school districts and schools. Total Expenditures Per Pupil $5,080 From Supplemental/Restricted Sources $789 From Basic/Unrestricted Sources $4,291 From Basic/Unrestricted Sources $3,971 Percentage of Variation between & 8.06% State From Basic/Unrestricted Sources $5,455 Percentage of Variation between & State -21.34% Sam H. Lawson Middle 7