School Accountability Report Card Published During the School Year

---- --- - Imperial Middle School 1450 South Schoolwood Dr. La Habra, CA 90631 (562) 690-2344 Grades 6-8 Cathy Seighman, Principal cseighman@lhcsd.k12.ca.us http://www.lahabraschools.org/imperial 2016-17 School Accountability Report Card Published During the 2017-18 School Year ---- -- -- La Habra City Elementary School District 500 North Walnut St. La Habra, CA 90631 (562) 690-2305 www.lahabraschools.org District Governing Board Ida MacMurray, President Cynthia Aguirre, Clerk/Vice- President Sandi Baltes, Member Ofelia Hanson, Member John Dobson, Member District Administration Dr. Joanne Culverhouse Superintendent Dr. Teresa Egan Associate Superintendent of Human Resources Dr. Sheryl Tecker Assistant Superintendent of Educational Services Dr. Cammie Nguyen Administrative Director, Special Education and Student Services Dr. Mario A. Carlos Director of Communications and Special Programs Michael Mc Elroy Child Welfare & Wellness Coordinator School Description Imperial Middle School is proud of our strong school culture that supports achievement for all students. As a professional learning community, our goals are to provide students the finest educational experience possible and to ensure student success in the 21st century. The staff is committed to providing a warm, student-centered climate that supports a smooth transition from childhood to adolescence for our middle school students. Instruction is both rigorous and standards-based with high expectations for all students. Teachers relate their lessons to the real world to better prepare students for high school. Imperial Middle School integrates the arts throughout the curriculum. Project Based Learning Projects are planned and managed to help students learn key academic concepts. Students are also given the opportunity to select elective classes including band, chorus, art (drawing and painting), ceramics, piano, media arts, theater arts, percussions, world persussions, pre-avid, AVID, PALS, ASB, computer graphics and design and technology. Our mission statement: We, the teachers and staff of Imperial Middle School, will work together with colleagues, students, parents, and the community to provide a challenging academic program, common assessments, and interventions so all students succeed in meeting grade level content standards, and a nurturing environment that enriches the development of students in becoming socially responsible citizens. Our vision is to create a professional learning community in which staff, students, and parents constantly explore and share new research-based strategies and skills that support student learning, monitor individual student progress and re-teach to ensure learning, and provide opportunities for growth and development through child-centered programs (PALS, Conflict Managers, Student Government, Club Live, Pentathlon, ASB, Advancement Via Individual Determination (AVID), parent education, intramural, recreation, and other clubs). Imperial is proud of the accomplishments of our school, which include: Teachers meet weekly in Professional Learning Communities to analyze student data, develop curriculum, and receive professional development related to Common Core Standards and best teaching practice The arts are infused into all content areas as a learning tool for student achievement 11 teachers have received their GATE Certificates 90% of teachers have been GLAD trained and certified 100% Have been trained in Thinking Maps AVID strategies implemented school wide Students participate in Project Base Learning 1:1 ipads for ALL students with take home privilege Award-winning Peer Assistant Leaders program to support at-risk students A comprehensive afterschool program including homework club, individual and small group tutoring, clubs, and athletics Implementation of a schoolwide Code of Conduct Respect, Responsibility, and Safe Implementation of Positive Behavior Intervention and Support (PBIS) to promote a positive environment for learning Partnership with the La Habra Boys and Girls Club to provided additional support through the ASES program located on our campus from 3:05 p.m. to 6:05 p.m. Monday through Friday 2016-17 School Accountability Report Card for Imperial Middle School Page 1 of 8

Two full computer labs with document cameras and SMART Boards (in addition to computers located within each classroom) A Telepresence room to allow for video conferencing and virtual fieldtrips 13 rooms equipped with Apple TVs and 3 large viewing monitors High level of parent, staff, and student satisfaction as measured by climate survey Over 98 percent of parents attending student-led conferences 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 and 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 principal or the district office. 2016-17 Student Enrollment by Grade Level Grade Level Number of Students Grade 6 262 Grade 7 266 Grade 8 251 Total Enrollment 779 2016-17 Student Enrollment by Group Group Percent of Total Enrollment Black or African American 1.8 American Indian or Alaska Native 0.3 Asian 1.9 Filipino 0.8 Hispanic or Latino 86.3 Native Hawaiian or Pacific Islander 0 White 7.6 Two or More Races 1.4 Socioeconomically Disadvantaged 75 English Learners 20.8 Students with Disabilities 10.1 Foster Youth 0.6 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (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 Imperial Middle School 15-16 16-17 17-18 With Full Credential 36 36 36 Without Full Credential 0 1 0 Teaching Outside Subject Area of Competence 0 0 0 La Habra City Elementary School District 15-16 16-17 17-18 With Full Credential 4.60 Without Full Credential 0 Teaching Outside Subject Area of Competence 0 Teacher Misassignments and Vacant Teacher Positions at this School Imperial Middle School 15-16 16-17 17-18 Teachers of English Learners 0 0 0 Total Teacher Misassignments 0 0 0 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. 2016-17 School Accountability Report Card for Imperial Middle School Page 2 of 8

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18) On October 12, 2017, the La Habra City School District's Governing Board held a public hearing to certify the extent to which textbooks and instructional materials have been provided to students. The Governing Board approved Resolution #20-2016 which certifies as required by Education Code 60119 (1) that textbooks and instructional materials were provided to all students in the district, including English learners, to the extent that each pupil has a textbook or instructional materials or both to use in class and to take home; and (2) that sufficient textbooks and instructional materials were provided to each student, including English learners, that are aligned to the academic content standards and consistent with the cycles and content of the curriculum frameworks in English/language arts, math, science, and history-social science. All textbook and support materials are selected from the state's list of approved materials and adopted by the State Board of Education. Materials approved for use are reviewed and a recommendation is made to the Governing Board by a selection committee composed of teachers, administrators, and parents. All recommended materials are available for parent examination at the district office prior to adoption. The information that follows shows the currency and availability of the textbooks and other instructional materials used at the school as of August, 2017. Core Curriculum Area Textbooks and Instructional Materials Year and month in which data were collected: October, 2017 Textbooks and Instructional Materials/Year of Adoption Reading/Language Arts Amplify; Imagine Learning, 2017 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Mathematics Holt California Mathematics/2009 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Science Prentice Hall, 2002 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 History-Social Science History Alive! TCI-Teacher's Curriculum Institute/2007 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0 Science Laboratory Equipment N/A The textbooks listed are from most recent adoption: Note: Cells with N/A values do not require data. School Facility Conditions and Planned Improvements (Most Recent Year) Facilities were reviewed on November 20, 2017 with Head Custodian, Carolyn Torres. All rooms and systems were found to be in good condition. N/A System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer 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 School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: 11/20/17 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor ---------- Repair Needed and Action Taken or Planned 2016-17 School Accountability Report Card for Imperial Middle School Page 3 of 8

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] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and The percentage of students 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 Subject 2016-17 CAASPP Results for All Students Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11) School District State 15-16 16-17 15-16 16-17 15-16 16-17 ELA 33 34 34 35 48 48 Math 17 16 25 27 36 37 * 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. Subject CAASPP Test Results in Science for All Students Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 14-15 15-16 14-15 15-16 14-15 15-16 Science 50 48 47 49 56 54 Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. 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. Note: The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered. Grade Level 2016-17 Percent of Students Meeting Fitness Standards 4 of 6 5 of 6 6 of 6 ---7--- 20.4 23 28.3 * 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. Group 2015-16 CAASPP Results by Student Group Science (grades 5, 8, and 10) Number of Students Percent of Students Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced All Students 295 292 99.0 47.6 Male 149 149 100.0 52.4 Female 146 143 98.0 42.7 Asian 13 13 100.0 84.6 Hispanic or Latino 229 227 99.1 41.4 White 35 34 97.1 70.6 Socioeconomically Disadvantaged 106 106 100.0 33.0 English Learners 57 57 100.0 10.5 Students with Disabilities 26 25 96.2 36.0 * Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The Proficient or Advanced is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. 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. 2016-17 School Accountability Report Card for Imperial Middle School Page 4 of 8

Student Group School Year 2016-17 CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 783 780 99.62 34.49 Male 403 402 99.75 30.6 Female 380 378 99.47 38.62 Black or African American 13 13 100 38.46 American Indian or Alaska Native -- -- -- -- Asian 15 15 100 80 Filipino -- -- -- -- Hispanic or Latino 673 671 99.7 29.81 White 60 59 98.33 59.32 Two or More Races 13 13 100 92.31 Socioeconomically Disadvantaged 586 585 99.83 27.52 English Learners 336 335 99.7 18.51 Students with Disabilities 79 78 98.73 6.41 Foster Youth -- -- -- -- Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. -Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. -Note: The number of students tested includes all students who participated in the test whether they received a score or not; 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 only students who received scores. Student Group School Year 2016-17 CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students 783 779 99.49 16.05 Male 403 402 99.75 14.18 Female 380 377 99.21 18.04 Black or African American 13 13 100 15.38 American Indian or Alaska Native -- -- -- -- Asian 15 15 100 60 Filipino -- -- -- -- Hispanic or Latino 673 670 99.55 11.79 White 60 59 98.33 40.68 Two or More Races 13 13 100 69.23 Socioeconomically Disadvantaged 586 585 99.83 11.62 English Learners 336 334 99.4 7.78 Students with Disabilities 79 78 98.73 3.85 Foster Youth -- -- -- -- Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. -Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. -Note: The number of students tested includes all students who participated in the test whether they received a score or not; 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 only students who received scores. 2016-17 School Accountability Report Card for Imperial Middle School Page 5 of 8

C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2017-18) Imperial Middle School recognizes how crucial parent involvement is to student success. A successful school is one in which parents are active members of the school community. We strongly encourage parents to get involved and participate in IMS activities. We have many ways for parents to participate and we depend on parents to keep many of our programs running smoothly. Some of the activities designed to increase parent involvement include: PTA, ELAC, Coffee With the Administration, School Site Council, Family Nights, Parent Nights, Student-led Conferences, Back-to-School Night, Open House, and a Community Liasion. To find out more about becoming involved at the school, please contact Principal Cathy Seighman at (562) 690-2344. State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety. School Safety Plan One of the most important goals at Imperial Middle School is to establish and maintain a safe, healthy, and positive school environment. In compliance with SB 187, Imperial Middle School has designed a comprehensive Site Safety Plan, which was approved by the School Site Council. The goals for the safety plan are: Provide a safe teaching and learning environment for all students and staff members. Keep all students safe and secure at school, traveling to and from school, and at school-related activities. Provide district programs and community resources to students and parents. Imperial prides itself on providing an educational environment where students, parents, staff, and community members participate respectfully without regard to race, culture, or religious background. Imperial is a safe, closed campus with a minimum number of distractions each year. Staff and administration monitor the campus from 7:45 a.m. to 4:30 p.m. each day. We also have a School Resource Officer on campus during the school day to provide additional help in the event of an emergency. We practice fire and disaster drills routinely to prepare for any emergency. Imperial currently has a three-day food and water supply for our students and staff in the event of an emergency. Suspensions and Expulsions School 2014-15 2015-16 2016-17 Suspensions Rate 5.2 3.5 1.7 Expulsions Rate 0.0 0.0 0.0 District 2014-15 2015-16 2016-17 Suspensions Rate 2.0 1.1 1.1 Expulsions Rate 0.0 0.0 0.0 State 2014-15 2015-16 2016-17 Suspensions Rate 3.8 3.7 3.6 Expulsions Rate 0.1 0.1 0.1 2016-17 School Accountability Report Card for Imperial Middle School Page 6 of 8

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. 2017-18 Federal Intervention Program Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2006-2007 2004-2005 Year in Program Improvement Year 5 Year 3 Number of Schools Currently in Program Improvement 7 Percent of Schools Currently in Program Improvement 77.8 Average Class Size Average Class Size and Class Size Distribution (Secondary) Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor------- 1 Counselor (Social/Behavioral or Career Development) 0 Library Media Teacher (Librarian) 0 Library Media Services Staff (Paraprofessional).4375 Psychologist------- 1 Social Worker------- 0 Nurse-------.11 Speech/Language/Hearing Specialist.60 Resource Specialist------- 2 Other------- 1.10 Average Number of Students per Staff Member Academic Counselor------- 0 * 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. Number of Classrooms* 1-22 23-32 33+ Subject 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 English------- 27 24 28 7 9 4 27 16 24 7 12 12 Mathematics 25 20.7 24 7 8 6 18 21 20 2 1 Science------- 25 21.61 24 4 6 4 10 15 16 6 1 1 Social Science 28 22.82 28 3 5 3 10 9 8 5 7 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. Professional Development provided for Teachers The staff at Imperial participates in professional development throughout the school year. Professional development is provided at the district level as well as the site level. It is part of an ongoing process to improve instruction and increase student achievement as outlined in our School Site Plan. During our Professional Learning Community (PLC) time on Thursdays, teachers routinely participate in onsite professional development and training during this student-free time. They also benefit from opportunities to collaborate within their content area as well as within their grade level teams to implement and refine best practices. In addition, the district also provides staff development and support for all first- and second-year teachers through our Beginning Teacher Support and Assessment program. Imperial is committed to closing the achievement gap for all students. During the 16-17 school year, professional development focused on the implementation of writing across the curriculum. Teachers were also provided professional development on Depth of Knowledge (DOK) levels to provide opportunities for rigorous levels of critical thinking. English Language Arts teachers collaborated around best practices to promote advanced writing by our students. Professional readings were provided to increase knowledge of best practices. Teachers participated in the Professional Learning Committees to collaborate within grade levels and content areas resulting in looking at student work to receive feedback and refine their instructional practices. Teachers were provided with support from the academic coaches, administration, and colleagues. During the 16-17 school year, teachers also received additional professional development in the areas of Thinking Maps, GLAD, mathematics, Close Reading, Text Dependent Questions, Document Based Questioning (DBQ), and technology. 2016-17 School Accountability Report Card for Imperial Middle School Page 7 of 8

FY 2015-16 Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $47,078 $47,034 Mid-Range Teacher Salary $79,357 $73,126 Highest Teacher Salary $104,807 $91,838 Average Principal Salary (ES) $128,114 $116,119 Average Principal Salary (MS) $131,874 $119,610 Average Principal Salary (HS) $115,194 Superintendent Salary $230,470 $178,388 Percent of District Budget Teacher Salaries 38% 37% Administrative Salaries 6% 6% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/. FY 2015-16 Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site- 10037 2367 7670 81264 District------ 7605 $88,496 State------- $6,574 $74,194 Percent Difference: School Site/District 0.9-8.2 Percent Difference: School Site/ State 16.7 9.5 * Cells with do not require data. Types of Services Funded Imperial is a Title I school and receives funds from the federal government to help us improve our students achievement. These funds pay for additional support for staff and students. Examples include professional development, additional afterschool hours, Family/Parent Nights, conferences, and technology. 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 and the county. 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. 2016-17 School Accountability Report Card for Imperial Middle School Page 8 of 8