Arthur E. Wright Middle School 1

A.E. Wright Middle School 4029 N. Las Virgenes Road, Calabasas, CA 91302 (818) 880-4614 Fax (818) 878-0453 Serving Grades Six through Eight CDS Code: 19-64683-6014781 aewrightmiddleschool.net Elias Miles, Principal emiles@lvusd.org 2014-2015 School Accountability Report Card Las Virgenes Unified School District 4111 Las Virgenes Road Calabasas, CA 91302 (818) 880-4000 www.lvusd.org District Administration Dr. Dan Stepenosky Superintendent Superintendent@lvusd.org Mary Schillinger Asst. Superintendent of Education Dr. Rose Dunn Asst. Superintendent of Personnel Karen Kimmel Asst. Superintendent of Business Dr. Derek Ihori Director of Pupil Services Jaqueline O Sullivan Director of Elementary Education Jim Klein Chief Technology Officer Robbie Amodio Director of Classified Personnel Board of Education Lesli Stein, President Angela Cutbill, Vice President Dallas Lawrence, Clerk Linda Menges, Member Mathy Wasserman, Member SARC Information Every school in California is required by state law to publish a School Accountability Report Card (SARC) by February 1st 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 a 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 webpage at http://www.cde.ca.gov/ta/ac/sa/. View this SARC online at the school and/or LEA websites. For more information about the LCFF or LCAP, see the CDE LCFF Webpage at http://www.cde. ca.gov/fg/aa/lc/. For additional information about the school, parents and community members should contact the school principal or the district office. Principal s Message The annual School Accountability Report Card (SARC) provides the school with an excellent opportunity to convey a wealth of information to the local community. The specific areas noted are a brief, but reasonable comprehensive reflection of the school in general. More detailed information is always available upon request. One of the primary goals of A.E. Wright is to maintain effective and frequent communication with our community by way of our school website, E-newsletter, the SARC report, phone messaging system, and other means. A.E. Wright Middle School is an outstanding school that has received recognition from the California Department of Education as a California Distinguished School for its excellent academics, programs, and activities. It serves the communities of Calabasas, Hidden Hills, and Agoura Hills in addition to a large unincorporated area. School Mission Statement We at A.E. Wright are dedicated to the goal of academic excellence as well as the personal and social development of all our students. Academic integrity is fostered in a climate which respects the unique needs of the adolescent. Having a positive self-image, respecting the rights of others, communicating effectively, thinking critically, being able to meet challenges, and accepting responsibility are essential to the personal and social development of a well-rounded individual. We believe achieving these goals is the mission of A.E. Wright. Community & School Profile (School Year 2015-16) Las Virgenes Unified School District educates nearly 12,000 pre-kindergarten through twelfth grade students on a traditional calendar schedule. Serving students from Calabasas, Agoura Hills, Hidden Hills, and Westlake Village, the district is currently comprised of two comprehensive high schools, one continuation high school, three middle schools, nine elementary schools, one preschool, an alternative learning center, and a home schooling program. A.E. Wright Middle School is dedicated to ensuring the academic success of all students, and provides the most comprehensive educational experience possible. All programs at the school are founded on the principle that students come first. Arthur E. Wright Middle School 1

School Enrollment (School Year 2014-15) A.E. Wright Middle School is located in the western section of Calabasas. In the 2014-15 school year, the school served approximately 859 students in grades six through eight. The charts display school enrollment broken down by grade and student group. School Attendance (School Year 2014-15) School districts receive financial support from the state for the education of the students they serve based on how many students attend each day. Most importantly, attendance is critical to academic achievement and regular daily attendance is a priority at the school. Student attendance is carefully monitored to identify those students exhibiting excessive absences. The office staff makes daily phone calls to parents when children are absent. Attendance, tardy, and truancy policies are clearly stated, consistently enforced, and consequences are fairly administered. In the event of habitual truancy, students may be referred to the district s School Attendance Review Board (SARB). The SARB is utilized when students have persistent attendance and behavior problems in school, and when the normal avenues of classroom, school, and district counseling are not effective. A. Conditions of Learning State Priority: Basic Enrollment Trend by Grade Level 2012-13 2013-14 2014-15 6th 268 274 296 7th 263 283 281 8th 287 270 282 Enrollment by Student Group 2014-15 age Black or African American 2.8% American Indian or Alaska Native 0.2% Asian 5.8% Filipino 0.7% Hispanic or Latino 10.3% Native Hawaiian or Pacific Islander 0.1% White 76.1% Two or More Races 4.0% English Learners 3.4% Socioeconomically Disadvantaged 12.4% Students with Disabilities 9.1% Foster Youth 0.1% 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. Highly Qualified Teachers (School Year 2014-15) 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. 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. Lowpoverty schools have student eligibility of approximately 39 percent or less. Teacher Assignment The district recruits and employs qualified credentialed teachers who meet all credential requirements in accordance with State of California guidelines. This chart displays information about teacher credentials at the school. Teacher Credential Status School District 13-14 14-15 15-16 15-16 Fully Credentialed 39 40 40 509 Without Full Credentials 0 0 0 3 Teaching Outside Subject Area of Competence (with full credential) NCLB Compliant Teachers % of Core Academic Courses Taught By Highly Qualified Teachers 1 2 1 9 Teacher Misassignments and Vacancies % of Core Academic Courses Taught By Non-Highly Qualified Teachers School 99.3% 0.7% All Schools in District 99.6% 0.4% High-Poverty Schools in District N/A N/A Low-Poverty Schools in District 99.6% 0.4% Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. 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 semester or year. Misassignments of Teachers of English Learners Misassignments/Vacancies 13-14 14-15 15-16 0 0 0 Misassignments of Teachers (other) 0 0 0 Total Misassignments of Teachers 0 0 0 Vacant Teacher Positions 0 0 0 Arthur E. Wright Middle School 2

Textbooks & Instructional Materials (School Year 2015-16) Las Virgenes Unified School District sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support instructional programs. The district held a Public Hearing on September 29, 2015, and determined that each school within the district has 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, Visual and Performing Arts, Health, and Foreign Language for use in the classroom and to take home. All textbooks and instructional materials used within the district are aligned with the California State Content Standards and Frameworks and have been approved by the Board of Education. 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. The table displays information collected in September 2015 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school. Grade Levels District-Adopted Textbooks Subject Title Publisher Adoption Year Sufficient % Lacking 6th-8th English/Language Arts Units of Writing Heinemann 2014 Yes 0.0% 6th-8th English/Language Arts Timeless Voices, Timeless Themes 6th-8th Health Teen Health Course 3 6th-8th 6th-7th California Math Courses 1-3 Larson Big Ideas California Prentice Hall 2003 Yes 0.0% Glencoe/ McGraw Hill 2005 Yes 0.0% McGraw Hill 2014 Yes 0.0% Houghton Miffliin 2014 Yes 0.0% 8th Algebra I Algebra I California McGraw Hill 2015 Yes 0.0% 6th 7th 8th 6th-7th 7th 8th Science Science Science Social Studies/History Social Studies/History Social Studies/History Focus on Earth Science, CA Edition Focus on Life Science, CA Edition Focus on Physical Science, CA Edition World History: Ancient Civilizations World History: Medieval and Modern Times Creating America: History of the U.S. - Beginnings Through WWI Prentice Hall 2007 Yes 0.0% Prentice Hall 2007 Yes 0.0% Prentice Hall 2007 Yes 0.0% McDougal Littell 2006 Yes 0.0% McDougal Littell 2006 Yes 0.0% McDougal Littell 2006 Yes 0.0% School Facilities (School Year 2015-16) Originally constructed in 1950, A.E. Wright Middle School is situated on 15 acres. The campus consists of 30 classrooms, a media center, a gymnasium, a multipurpose room, a cafeteria, a teacher prep room, a staff lounge, three computer labs, and two athletic fields. The district s homeschooling and independent study programs are also on campus. In the summer of 2009, the school repainted the gym and replaced the gym floor. The chart displays the results of the most recent school facilities inspection. Facilities information was collected in November 2015. Cleaning Process The school provides a safe and clean environment for students, staff, and volunteers. The district governing board has adopted cleaning standards for all schools in the district. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The administration works daily with the custodial staff to develop sanitation schedules that ensure a clean, safe, and functional learning environment. Items Inspected Systems (Gas Leaks, Mech/ HVAC, Sewer) School Facility Conditions Date of Last Inspection: 03/19/2015 Overall Summary of School Facility Conditions: Good Interior X Cleanliness (Overall Cleanliness, Pest/Vermin Infestation) Electrical X Restrooms/Fountains X Safety (Fire Safety, Hazardous Materials) Structural (Structural Damage, Roofs) External (Grounds, Windows, Doors, Gates, Fences) Facility Component System Status Good Fair Poor X X X X X Deficiency & Remedial Actions Taken or Planned Painting interior window frames Summer 2015-16. Arthur E. Wright Middle School 3

Maintenance & Repair A scheduled maintenance program is administered by the school s custodial staff on a regular basis, with heavy maintenance functions occurring during vacation periods. Additionally, a scheduled maintenance program is administered by Las Virgenes Unified School District to ensure that school grounds and facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the highest priority; repair requests are completed efficiently and in the order in which they are received. 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 predecessor the Standardized Testing and Reporting Program); 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 Standards Test (CST) - Science The California Standards Test (CST), a component of the CAASPP 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 science (for grades 5, 8, and 10), 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 results for each grade and performance level, see the CDE CAASPP Results Web site at http://caaspp.cde. ca.gov/caaspp2015/index.aspx. California Standards Test age of Students Meeting or Exceeding State Standards Subject School District State Science (Grades 5, 8, and 10) 2013 2014 2015 2013 2014 2015 2013 2014 2015 85 87 93 83 85 82 59 60 56 California Standards Test age of Students Meeting or Exceeding State Standards Subject Subgroups Science District 82 School 93 Hispanic or Latino 88 White 92 Males 93 Females 92 Socioeconomically Disadvantaged 86 Students with Disabilities 66 *Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup. Arthur E. Wright Middle School 4

California Assessment of Student Performance and Progress (CAASPP) California EC Section 60640 authorized the replacement of the Standardized Testing and Reporting (STAR) Program with a new assessment program, referred to as the CAASPP. All students in grades three through eight and eleven were assessed using computer-based tests in English/ Language Arts and ; students in grades five, eight, and ten were also tested in Science. Science assessments were paper-based and included California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Students receive an overall score for each subject, ranging from 2,000 to 3,000. Overall scores are reported within one of four levels: Performance Level 1: Standard not met - Needs substantial improvement for success in future coursework. Performance Level 2: Standard nearly met - May require further development for success in future coursework. Performance Level 3: Standard met - Demonstrates progress toward mastery. Performance Level 4: Standard exceeded - Demonstrates advanced progress toward mastery. ELA results include information about the students performance in the areas of reading, writing, listening, and research. Reports of mathematics results include information about students performance in problem solving, using concepts and procedures, and communicating mathematical reasoning. 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/Literacy (grades 3-8 and 11) and Math (grades 3-8 and 11). California Assessment of Student Performance and Progress of Students Meeting or Exceeding the State Standards Subject School District State English Language Arts/Literacy (Grades 3-8 and 11) 71 69 44 (Grades 3-8 and 11) 57 59 33 The following tables display information on student achievement at each performance level in English/Language Arts and for the school by student groups for grades six through eight. 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. Note: A student is defined as socioeconomically disadvantaged if the student was eligible for the free or reduced-price lunch program (also known as the National School Lunch Program or NSLP), migrant, foster youth or homeless, or neither of the student s parents was a high school graduate. Student Groups Total Enrollment California Assessment of Student Performance and Progress - Grade 6 English-Language Arts All Students 295 290 98.3 6 23 46 25 291 98.6 13 30 28 29 Male 295 161 54.6 9 32 34 26 162 54.9 16 21 31 31 Female 295 129 43.7 3 12 60 24 129 43.7 10 41 23 26 Black or African American American Indian or Alaska Native 295 6 2 -- -- -- -- 6 2 -- -- -- -- 295 1 0.3 -- -- -- -- 1 0.3 -- -- -- -- Asian 295 23 7.8 0 17 52 30 24 8.1 8 8 29 54 Filipino 295 4 1.4 -- -- -- -- 4 1.4 -- -- -- -- Hispanic or Latino 295 24 8.1 21 17 58 4 24 8.1 33 29 17 21 Native Hawaiian or Pacific Islander 295 1 0.3 -- -- -- -- 1 0.3 -- -- -- -- White 295 216 73.2 4 24 44 29 216 73.2 10 31 31 29 Two or More Races Socioeconomically Disadvantaged 295 14 4.7 7 29 50 14 14 4.7 21 43 14 21 295 33 11.2 15 27 45 12 33 11.2 30 36 24 9 English Learners 295 10 3.4 -- -- -- -- 11 3.7 45 18 36 0 Students with Disabilities 295 18 6.1 44 39 6 11 18 6.1 50 28 11 11 Arthur E. Wright Middle School 5

Student Groups Total Enrollment California Assessment of Student Performance and Progress - Grade 7 English-Language Arts All Students 288 282 97.9 10 22 41 26 283 98.3 12 29 29 30 Male 288 152 52.8 12 22 43 22 152 52.8 11 28 30 32 Female 288 130 45.1 8 23 38 31 131 45.5 13 31 27 29 Black or African American American Indian or Alaska Native 288 6 2.1 -- -- -- -- 6 2.1 -- -- -- -- 288 2 0.7 -- -- -- -- 2 0.7 -- -- -- -- Asian 288 13 4.5 8 0 46 46 13 4.5 8 0 23 69 Filipino 288 4 1.4 -- -- -- -- 4 1.4 -- -- -- -- Hispanic or Latino 288 26 9 27 27 35 12 26 9 19 42 19 19 White 288 218 75.7 7 22 44 26 219 76 10 30 32 29 Two or More Races Socioeconomically Disadvantaged 288 12 4.2 17 25 17 42 12 4.2 25 25 0 50 288 32 11.1 19 44 28 9 32 11.1 19 47 22 13 English Learners 288 11 3.8 27 55 9 0 11 3.8 18 55 18 9 Students with Disabilities 288 30 10.4 53 33 3 7 30 10.4 50 33 10 7 Student Groups Total Enrollment California Assessment of Student Performance and Progress - Grade 8 English-Language Arts All Students 281 275 97.9 5 20 56 19 275 97.9 14 32 24 31 Male 281 149 53 5 23 56 15 149 53 17 33 20 30 Female 281 126 44.8 4 16 56 24 126 44.8 10 30 29 32 Black or African American 281 9 3.2 -- -- -- -- 9 3.2 -- -- -- -- Asian 281 10 3.6 -- -- -- -- 10 3.6 -- -- -- -- Hispanic or Latino 281 36 12.8 14 25 47 14 36 12.8 17 47 14 22 White 281 213 75.8 4 18 57 21 213 75.8 14 29 27 31 Two or More Races Socioeconomically Disadvantaged 281 7 2.5 -- -- -- -- 7 2.5 -- -- -- -- 281 38 13.5 13 26 55 5 38 13.5 26 45 24 5 English Learners 281 9 3.2 -- -- -- -- 9 3.2 -- -- -- -- Students with Disabilities 281 33 11.7 27 30 39 3 33 11.7 36 45 6 12 Arthur E. Wright Middle School 6

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 Physical Fitness (School Year 2014-15) In the spring of each year, A.E. Wright Middle School is required by the state to administer a physical fitness test to all students in the seventh grade. The physical fitness test is a standardized evaluation that measures each student s ability to perform fitness tasks in six major areas. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test may be found at the CDE Web site at http://www.cde. ca.gov/ta/tg/pf/. age of Students in Healthy Fitness Zone Grade Level 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 school site. Parent & Community Involvement (School Year 2015-16) Parents and the community are very supportive of the educational program at A.E. Wright Middle School. Parents are encouraged to volunteer in the Media Center and at school events. Numerous programs and activities are enriched by the generous contributions of the Parent Faculty Club and the following local businesses: Albertsons/Savon Domino s Pizza In-N-Out Golf N Stuff Maria s Italian Kitchen Ralph s Market Sharkys Target Vons Contact Information 2014-15 Four of Six Standards Five of Six Standards Six of Six Standards 7 17.3% 28.3% 31.6% Parents who wish to participate in the school s leadership teams, committees, activities, or become volunteers may contact the office at (818) 880-4614, or visit the school s website at www. aewrightmiddleschool.net. School Safety (School Year 2015-16) The safety of students and staff is a primary concern of A.E. Wright Middle School. All guests to the campus must sign in at the office and wear a visitor s badge at all times. Supervision is provided to ensure the safety of each student before school, during breaks, at lunch, and after school. Supervision is a responsibility shared among teachers, staff, and school administrators. To safeguard the well-being of students and staff, a comprehensive School Site Safety Plan has been developed. The plan was last updated and reviewed with school staff in August 2015. Any revisions made to the plan are reviewed immediately with the staff. Key elements of the Safety Plan focus on the following: 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 School rules and procedures Discipline & Climate for Learning Learning takes precedence over every other activity at A.E. Wright. In order to maintain a campus that is conducive to learning, students are expected to be safe, be respectful, and be prepared. The goal of A.E. Wright Middle School s discipline program is to provide students with opportunities to learn self-discipline through a system of consistent rewards and consequences for their behavior. The school believes students who develop a sense of personal responsibility will mature both academically and emotionally. Students who violate the school s discipline policies lose allocated points given at the beginning of each year in addition to progressive disciplinary action. Falling below a certain point total during the year leads to specified consequences. A.E. Wright Middle School is certified in the Olweus Bully Prevention Program and has actively utilized its practices since 2011. Parents and students are informed of discipline policies at the beginning of each school year through the Student/Parent Handbook. Rules are reinforced in the school newsletter, classroom postings, and during parent-teacher conferences. Students who exemplify good behavior standards are rewarded during regularly scheduled presentations and assemblies, and recognized through our Caught Doing Something Wright Program. The table displays the number and percentage of students suspended and expelled at the school, in the district, and throughout the state for all grade levels. Expulsions occur only when required by law or when all other alternatives are exhausted. Suspensions & Expulsions Suspensions Expulsions 12-13 13-14 14-15 12-13 13-14 14-15 School 1.3% 1.0% 1.1% 0.0% 0.0% 0.0% District 1.5% 0.6% 0.9% 0.0% 0.0% 0.0% State 5.1% 4.4% 3.8% 0.1% 0.1% 0.1% 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. Arthur E. Wright Middle School 7

Student Recognition Positive recognition creates a learning environment that fosters respect for the individual and promotes self esteem. The following recognition programs are ongoing at A.E. Wright Middle School: Academic Awards Character Awards Caught Doing Something Wright Department Awards Field Trips Honor Society Awards Recognition Assemblies & Activities Principal Awards Co-Curricular & Enrichment Activities Students are encouraged to participate in the school s academic and co-curricular activities, which promote positive attitudes, encourage achievement, and aid in the prevention of behavioral problems. Co-curricular activities and programs include: Fitness Celebration Intramurals Leadership Lunch Time Clubs Medieval Market Science Fair WARP Reading Program T.A.N. Festival Yearbook 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. School Leadership Leadership at A.E. Wright Middle School is a responsibility shared among administrators, instructional staff, students, and parents. Principal Elias Miles joined the school in the fall of 2015. Staff members are encouraged to participate on various committees that make decisions regarding the priorities and direction of the educational plan. These committees ensure that instructional programs are consistent with students needs and comply with district goals. Avenues of opportunity include: Activities Team English Language Advisory Council Leadership Team Literacy Committee Parent Faculty Club Professional Learning Community (PLC) Department Teams School Site Council Student Study Team Technology Committee Class Size The table indicates the average class size by subject area, as well as the number of classrooms that fall into each size category. Average Class Size Class Size Distribution 1-20 Students Classrooms Containing: 21-32 Students 33+ Students 13 14 15 13 14 15 13 14 15 13 14 15 By Subject Area English 22 23 22 10 9 11 12 11 7 4 6 9 Math 24 25 23 7 6 10 11 11 5 5 5 9 Science 27 28 27 5 4 6 3 9 4 12 7 12 Social Science 23 24 28 9 8 5 5 4 6 10 11 9 Arthur E. Wright Middle School 8

Counseling & Support Staff (School Year 2014-15) In addition to academics, the staff strives to assist students in their social and personal development. Staff members are trained to recognize at-risk behavior in all students. The school values the importance of on-site counseling and has procedures in place to ensure that students receive the services they need. The support staff is devoted to helping students deal with problems and assisting them to reach positive goals. The academic counselor-to-pupil ratio is 1:358. The chart displays a list of support services that are offered to students. Note: 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. Counseling & Support Services Staff of Staff Full Time Equivalent Adaptive PE Specialist 2 As Needed Counselor 3 2.4 Health Clerk 1 1.0 Media Clerk 1 0.9 Occupational Therapist 1 As Needed Psychologist 1 0.8 Speech and Language Specialist 1 0.5 Students with special education needs are accommodated with a variety of options and in the least restrictive environment possible. The IEP Team develops an Individual Education Plan (IEP) for any student with emotional, social, and/or developmental disabilities. The IEP defines the individualized instruction a special needs student will receive, which may include placement in a Special Day Class and/or sessions with the Resource and Reading Specialists. A.E. Wright Middle School offers support classes in Math, Language Arts, and study skills for students who are performing below grade-level standards. Additional interventions are provided as needed. English Learner (EL) students receive specialized services and instruction from appropriately credentialed teachers. The school offers supplementary instruction to assist in English language acquisition. The District restructured the middle school Gifted and Talented Education (GATE) program into a magnet program that is hosted at A.E. Wright. The program is offered to any student who has been identified GATE by the District through a testing program. The magnet program now includes all students in grades six through eight. To support students during the transition to the GATE magnet program, GATE Social Studies was offered to eighth grade students in 2014-15. Honors English/Language Arts and Honors Social Studies are offered to sixth, seventh, and eighth graders. Accelerated math programs in all grades are also offered. Professional Development Staff members build teaching skills and concepts through participation in conferences and workshops throughout the year. The district sponsors three staff development days annually where teachers are offered a broad-based variety of professional growth opportunities in curriculum, teaching strategies, and methodologies. Staff members also collaborate in department and grade level teams throughout the year on student early release days. Curriculum Improvement Las Virgenes Unified School District s emphasis is on a well-balanced and rigorous core curriculum at all grade levels. Instructional programs are aligned with state and district standards. The district structures its educational program so that all students receive instruction appropriate to their learning level. To ensure the success of every student, teachers use a variety of instructional techniques and supplemental instructional materials and programs. Library Information The school s Media Center, staffed by a full-time Media Clerk, is stocked with thousands of books that are available for students to check out. The Media Center also contains a collection of video- and audio-tapes and online resources that tie into curricular areas of study. Students visit the Media Center on a regular basis and are encouraged to visit before and after school. Computer workstations within the Media Center are connected to the Internet so students may access resources and information online. There is also a computer lab that is adjacent to the Media Center for class use and instruction. Additional Internet Access/Libraries For additional research materials and Internet availability, students are encouraged to visit the public libraries located in Agoura Hills, Calabasas, Thousand Oaks, Woodland Hills, and Westlake Village which contain numerous computer workstations. Arthur E. Wright Middle School 9

Adequate Yearly Progress (School Year 2014-15) 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. Schools 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. proficient on the state s standards-based assessments in ELA and. 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. Students 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, district, and state performance are displayed in the chart. Adequate Yearly Progress (AYP) School District State Made AYP Overall Yes No Yes Met AYP Criteria English - Language Arts English - Language Arts English - Language Arts Participation Rate Yes Yes No Yes Yes Yes Proficient N/A N/A N/A N/A N/A N/A Met Attendance Rate N/A N/A N/A Met Graduation Rate N/A Yes Yes Federal Intervention Program (School Year 2015-16) Schools 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 (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 School District Program Improvement (PI) Status Not in PI In PI First Year in PI 2012-2013 Year in PI (2015-16) Year 2 # of Schools Currently in PI - 2 % of Schools Currently in PI - 13.3% District Revenue Sources (Fiscal Year 2014-15) In addition to general state funding, Las Virgenes Unified School District received state and federal categorical funding for the following support programs: Regional Occupational Program Title I Vocational & Applied Technology Education Act Arthur E. Wright Middle School 10

District Expenditures (Fiscal Year 2013-14) At the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2013-14 school year. The Expenditures Per Pupil 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, are 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. Expenditures per Pupil School Total Expenditures Per Pupil $8,017 From Supplemental/Restricted Sources $2,694 From Basic/Unrestricted Sources $5,323 District From Basic/Unrestricted Sources $5,323 age of Variation between School & District 0.0% State From Basic/Unrestricted Sources $5,348 age of Variation between School & State -0.5% School Site Teacher Salaries (Fiscal Year 2013-14) The Average Teacher Salaries table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state. Average Teacher Salaries School & District School $64,512 District $69,512 age of Variation -7.2% School & State All Unified School Districts $71,529 age of Variation -9.8% Teacher & Administrative Salaries (Fiscal Year 2013-14) 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 district s 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 the CDE Website. Average Salary Information Teachers - Principal - Superintendent 2013-14 District State Beginning Teachers $40,857 $43,062 Mid-Range Teachers $67,426 $67,927 Highest Teachers $85,861 $87,811 Elementary School Principals $106,951 $110,136 Middle School Principals $112,257 $115,946 High School Principals $120,957 $124,865 Superintendent $197,760 $211,869 Salaries as a age of Total Budget Teacher Salaries 41.0% 39.0% Administrative Salaries 5.0% 5.0% 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). Arthur E. Wright Middle School 11