Badger Springs Middle School
24750 Delphinium Ave. • Moreno Valley, CA 92553 • (951) 571-4200 • Grades 6-8
Jason Barney, Principal
[email protected]
----
2014-15 School Accountability Report Card
Published During the 2015-16 School Year
---
School Description
------Moreno Valley Unified School
District
25634 Alessandro Blvd
Moreno Valley, CA 92553
(951) 571-7500
www.mvusd.net
District Governing Board
Gary Baugh, Ed.S
Cleveland Johnson
Jesus M. Holguin
Denise Fleming, Ed.D
Patrick W. Kelleher
District Administration
Judy D. White, Ed.D.
Superintendent
Martinrex Kedziora, Ed.D.
Chief AcademicOfficer, Educational
Services
Francine Story
Interim Chief Business Official,
Business Services
Robert J. Verdi, Ed.D.
Assistant Superintendent, Human
Resources
Badger Springs Middle School is located on Delphinium Avenue between Indian Street and Perris Boulevard in
the city of Moreno Valley. The school is considered a neighborhood school with approximately two thirds of
the students walking to school, and the remaining students riding the bus. Badger Springs is currently
participating in the Quality Education Investment Act program. This program provides additional state funding
for the primary purpose of reducing class sizes. This year Badger Springs has reduced class sizes in 6th, 7th and
8th grades to approximately 25 students. Badger Springs has also received two highly competitive i3
grants. The grants provide additional funding to provide new curriculum that is alligned with the new Common
Core State Standards and to provide teachers with high quality training in research proven instructional
strategies and techniques so students can meet the rigor of the new standards. Each academic department is
working together in the Professional Learning Community model to identify key academic standards for each
grade level, collaborate, and implement research proven instructional strategies. Students needing
remediation or additional support are referred to after school tutorial programs and are assigned additional
support classes during the school day in English Language Arts.
Our Mission: The mission of Badger Springs Middle School is to provide high quality instruction for all students
that prepares them to be academically and socially successful high school graduates that are college and
career ready.
Our Vision: Better Students...Stronger Families...Brighter Futures...through high quality instruction.
We Value: Equity, Integrity, Respect, Relationships, Learning and Collaboration
About the SARC
By February 1 of each year, every school in California is required by state law to publish a School Accountability
Report Card (SARC). The SARC contains information about the condition and performance of each California
public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are
required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet
annual school-specific goals for all pupils, with specific activities to address state and local priorities.
Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
•
For more information about SARC requirements, see the California Department of Education (CDE) SARC
Web page at http://www.cde.ca.gov/ta/ac/sa/.
•
For more information about the LCFF or LCAP, see the CDE LCFF Web page at
http://www.cde.ca.gov/fg/aa/lc/.
•
For additional information about the school, parents/guardians and community members should contact
the school at (951) 571-4200 or the district office.
2014-15 Student Enrollment by Grade Level
Grade Level
Number of Students
Grade 6
392
Grade 7
358
Grade 8
397
Total Enrollment
2014-15 School Accountability Report Card for Badger Springs Middle School
1,147
Page 1 of 12
2014-15 Student Enrollment by Group
Group
Percent of Total Enrollment
Black or African American
11.7
American Indian or Alaska Native
0.3
Asian
2
Filipino
0.9
Hispanic or Latino
79.9
Native Hawaiian or Pacific Islander
0.7
White
3.7
Two or More Races
0.9
Socioeconomically Disadvantaged
94.9
English Learners
22.8
Students with Disabilities
13.3
Foster Youth
1.2
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the Basic State Priority (Priority 1):
•
Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
•
Pupils have access to standards-aligned instructional materials; and
•
School facilities are maintained in good repair.
Teacher Credentials
Badger Springs Middle School
13-14
14-15
15-16
With Full Credential
63
64
53
Without Full Credential
0
0
0
Teaching Outside Subject Area of Competence
1
1
1
13-14
14-15
15-16
With Full Credential
♦
♦
1437
Without Full Credential
♦
♦
0
Teaching Outside Subject Area of Competence
♦
♦
23
Moreno Valley Unified School District
Teacher Misassignments and Vacant Teacher Positions at this School
Badger Springs Middle School
13-14
14-15
15-16
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.
Core Academic Classes Taught by Highly Qualified Teachers
2014-15 Percent of Classes In Core Academic Subjects
Core Academic Classes Taught by Highly Qualified Teachers
Location of Classes
Taught by Highly Qualified Teachers
Not Taught by Highly Qualified Teachers
51.3
48.7
This School
Districtwide
All Schools
73.8
26.2
High-Poverty Schools
73.8
26.2
Low-Poverty Schools
0.0
0.0
*
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.
2014-15 School Accountability Report Card for Badger Springs Middle School
Page 2 of 12
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16)
As of October 1, 2015The District provides all students with high-quality textbooks and instructional resources. Instructional materials are reviewed and
approved by State Board of Education (SBE) committees for local adoption in grades K-8; high school grades 9-12 materials are reviewed and approved
locally. All core instructional materials are reviewed by District level committees comprised of community members, teachers and administrators and
approved by the local MVUSD Board of Education. This textbook adoption process is aligned with the California Department of Education’s seven-year
review textbook adoption cycle. Each adoption cycle provides for districts to adopt and purchase texts within a 24 month period. Once adopted by the
State Board, the District normally adopts new material within twenty-four months. The State Board’s adoption cycle historically included the following:
• Health• 2005-07: History Social Science• 2006-08: Science and Visual & Performing Arts• 2007-09. Beginning in the 2009-2010 school year the sevenyear adoption cycle was suspended. Assembly Bill X4 2 (Chapter 2, Statutes of 2009-10 Fourth Extraordinary Session) signed on July 28, 2009, suspended
the process and procedures for adopting instructional materials, including framework revisions, until the 2013-14 school year. The new adoption cycle
began with Mathematics (2012-14) and English Language Arts (2015-2017). Each school has a library to supplement and enrich the schools instructional
program. In accordance with Education Code Section 60422(a) and 60119, the Governing Board certified on September 22,2015 that each pupil in the
district, including English learners in kindergarten through grade twelve, utilized standards-aligned textbooks or basic instructional materials in each of
the areas listed below. The chart below outlines the content areas where textbooks have been adopted and used by Moreno Valley Unified School
District.
2004-05
2005-06
2006-07
2007-08
2008-09
2014-16
Health
History-Social Science
Science and Visual & Performing Arts
Mathematics
Reading-Language Arts
Mathematics
Textbooks and Instructional Materials
Year and month in which data were collected: 9/2015
Core Curriculum Area
Reading/Language Arts
Textbooks and Instructional Materials/Year of Adoption
Read 180 Stage B, Scholastic
(Adopted in 2005)
The Language of Literature, McDougal Littell
(Adopted in 2003)
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook: 0%
Mathematics
California Math, Glenco, McGraw-Hill
(Adopted 2014)
Math Accelerated, McGraw-Hill
(Adopted in 2014)
Integrated Math I, Houghton Mifflin
(Adopted in 2015)
The textbooks listed are from most recent adoption:
No
Percent of students lacking their own assigned textbook: 0%
Science
Focus on Earth Science, Prentice Hall
(Adopted in 2008)
Focus on Physical Science, Prentice Hall
(Adopted in 2008)
Focus on Life Science, Prentice Hall
(Adopted in 2008)
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook: 0%
History-Social Science
World History: Medieval and Early Modern Times, McDougal Littell
(Adopted in 2007)
World History: Ancient Civilizations, McDougal Littell
(Adopted in 2007)
Creating America: Beginnings through World War I, McDougal Littell
(Adopted in 2007)
The textbooks listed are from most recent adoption:
Yes
Percent of students lacking their own assigned textbook: 0%
2014-15 School Accountability Report Card for Badger Springs Middle School
Page 3 of 12
School Facility Conditions and Planned Improvements (Most Recent Year)
General:
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 survey instrument
developed by the State of California Office of Public School Construction. The results of this survey are available at the District office, or on the Internet
at www.mvusd.k12.ca.us. Listed below is more specific information on the condition of the school and the efforts made to ensure that students are
provided with a clean, safe, and functional learning environment.
Age of School Building:
This school has 70 classrooms, 51 permanent classes, 19 portable classrooms, a multipurpose room, locker room, a library, and an administration building.
The main campus was built in 1988. The school opened in 1988.
Maintenance and 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
work order process is used to ensure efficient service and all emergency repairs are given the highest priority.
Cleaning Process and Schedule:
The District governing board has adopted cleaning standards for all schools in the District. A summary of these standards is available at the District’s M
& O office. The District Custodial Supervisor works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.
Improvement Projects:
Improvement projects recently completed at the school include all site asphalt was sealed and restriped, and the FACP was replaced.
Deferred Maintenance Budget:
The District participates in the State School Deferred Maintenance Program, which provides State-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, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2008-09 school year, the District has budgeted
$1,280,000 for the Deferred Maintenance Program. This represents 0.44% of the District’s general fund budget.
System Inspected
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: 11/5/2015
Repair Status
Good
Fair
Poor
Repair Needed and
Action Taken or Planned
Systems:
Gas Leaks, Mechanical/HVAC, Sewer
X
Interior:
Interior Surfaces
X
H4: Stained CT (workroom), torn
wallpaper, airfreshner, sink dirty, no FE
I 2: Cob webs (MRR), stained carpets,
loose toile seat (WRR)
STAFF LOUNGE: Sink dirty, stained CT,
light flickering, stained carpets, loose seat
(MRR), loose toilet seat (WRR #1),
Cleanliness:
Overall Cleanliness, Pest/ Vermin Infestation
X
BOYS LOCKER ROOM E BLDG.: Dirty floors,
no FE
GRR H BLDG.: Dirty, foreign matter on
ceiling, soap dispenser broken, no toilet
paper (#6, 4), light out, grafitii (#1, 3),
light cover hanging
I 2: Cob webs (MRR), stained carpets,
loose toile seat (WRR)
K
Electrical:
Electrical
X
GRR H BLDG.: Dirty, foreign matter on
ceiling, soap dispenser broken, no toilet
paper (#6, 4), light out, grafitii (#1, 3),
light cover hanging
H5: Stained carpets, dirty sinks, missing
electrical outlet cover on floor, stained
carpets (workroom), no FE
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
X
B5: Stained CT, torn wallpaper @ sink,
electric outlet cover missing (floor), no FE,
cover plate missing in workroom, FE case
cracked
BOYS LOCKER ROOM: Food on wall (entry
way), no FE, floors dirty, skylights boarded
up, lights outs, loose toilet seat, f
Safety:
Fire Safety, Hazardous Materials
X
B3: Stained carpets, no FE
2014-15 School Accountability Report Card for Badger Springs Middle School
Page 4 of 12
System Inspected
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: 11/5/2015
Repair Status
Good
Fair
Repair Needed and
Action Taken or Planned
Poor
B5: Stained CT, torn wallpaper @ sink,
electric outlet cover missing (floor), no FE,
cover plate missing in workroom, FE case
cracked
BOYS LOCKER ROOM E BLDG.: Dirty floors,
no FE
BOYS LOCKER ROOM: Food on wall (entry
way), n
Structural:
Structural Damage, Roofs
X
External:
Playground/School Grounds, Windows/ Doors/Gates/Fences
X
Overall Rating
Exemplary
----------
Good
Fair
Poor
X
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
•
Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and
•
The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and
the California State University, or career technical education sequences or programs of study
2014-15 CAASPP Results for All Students
Percent of Students Meeting or Exceeding the State Standards
(grades 3-8 and 11)
Subject
ELA
Math
*
School
District
State
23
29
44
15
17
33
Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
CAASPP Results for All Students - Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
Subject
Science
*
*
School
District
State
12-13
13-14
14-15
12-13
13-14
14-15
12-13
13-14
14-15
42
45
34
42
44
37
59
60
56
Results are for grades 5, 8, and 10. Scores are not shown when the number of students tested is ten or less, either because the number of students in this category
is too small for statistical accuracy or to protect student privacy.
2014-15 Percent of Students Meeting Fitness Standards
Grade
Level
4 of 6
5 of 6
6 of 6
---7---
20.90
16.30
23.70
Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy.
2014-15 School Accountability Report Card for Badger Springs Middle School
Page 5 of 12
2014-15 CAASPP Results by Student Group
Percent of Students Scoring at
Proficient or Advanced
Group
Science (grades 5, 8, and 10)
All Students in the LEA
37
All Student at the School
34
Male
37
Female
34
Black or African American
29
American Indian or Alaska Native
--
Asian
--
Filipino
--
Hispanic or Latino
35
Native Hawaiian or Pacific Islander
--
White
57
Two or More Races
--
Socioeconomically Disadvantaged
23
English Learners
10
Students with Disabilities
34
Foster Youth
--
*
Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy
or to protect student privacy.
School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA)
Disaggregated by Student Groups, Grades Three through Eight and Eleven
Number of Students
Student Group
Percent of Students
Grade
Enrolled
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
6
389
380
97.7
46
33
18
3
7
363
358
98.6
47
30
19
3
8
395
373
94.4
39
35
21
5
6
234
60.2
46
36
15
3
7
169
46.6
60
21
16
3
8
176
44.6
48
34
16
2
6
146
37.5
46
28
22
3
7
189
52.1
35
38
22
3
8
197
49.9
31
37
25
7
6
45
11.6
64
18
18
0
7
44
12.1
61
25
14
0
8
42
10.6
52
26
21
0
American Indian or Alaska Native
8
3
0.8
--
--
--
--
Asian
6
4
1.0
--
--
--
--
7
9
2.5
--
--
--
--
8
7
1.8
--
--
--
--
6
2
0.5
--
--
--
--
All Students
Male
Female
Black or African American
Filipino
2014-15 School Accountability Report Card for Badger Springs Middle School
Page 6 of 12
School Year 2014-15 CAASPP Assessment Results - English Language Arts (ELA)
Disaggregated by Student Groups, Grades Three through Eight and Eleven
Number of Students
Student Group
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
7
3
0.8
--
--
--
--
8
4
1.0
--
--
--
--
6
310
79.7
45
36
16
3
7
289
79.6
46
30
20
2
8
298
75.4
38
37
20
5
6
1
0.3
--
--
--
--
7
3
0.8
--
--
--
--
8
2
0.5
--
--
--
--
6
15
3.9
20
27
40
13
7
9
2.5
--
--
--
--
8
15
3.8
33
27
27
13
6
2
0.5
--
--
--
--
7
1
0.3
--
--
--
--
8
2
0.5
--
--
--
--
6
367
94.3
46
34
17
3
7
336
92.6
47
31
19
3
8
362
91.6
40
35
20
4
6
104
26.7
67
33
0
0
7
62
17.1
79
16
3
0
8
87
22.0
75
23
1
0
6
51
13.1
82
14
2
0
7
36
9.9
83
11
3
0
8
47
11.9
81
15
4
0
6
--
--
--
--
--
--
7
--
--
--
--
--
--
8
--
--
--
--
--
--
Enrolled
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Foster Youth
Percent of Students
Grade
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.
2014-15 School Accountability Report Card for Badger Springs Middle School
Page 7 of 12
School Year 2014-15 CAASPP Assessment Results - Mathematics
Disaggregated by Student Groups, Grades Three through Eight and Eleven
Number of Students
Student Group
Percent of Students
Grade
Enrolled
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
6
389
384
98.7
49
34
12
5
7
363
359
98.9
52
31
14
3
8
395
376
95.2
55
33
9
4
6
236
60.7
46
35
13
6
7
170
46.8
59
28
9
4
8
178
45.1
60
33
5
3
6
148
38.0
54
32
9
4
7
189
52.1
46
34
17
3
8
198
50.1
50
33
12
5
6
45
11.6
64
29
7
0
7
44
12.1
70
18
11
0
8
43
10.9
70
23
7
0
American Indian or Alaska Native
8
3
0.8
--
--
--
--
Asian
6
4
1.0
--
--
--
--
7
9
2.5
--
--
--
--
8
7
1.8
--
--
--
--
6
2
0.5
--
--
--
--
7
3
0.8
--
--
--
--
8
4
1.0
--
--
--
--
6
313
80.5
48
36
12
4
7
290
79.9
51
33
13
2
8
300
75.9
53
35
9
4
6
1
0.3
--
--
--
--
7
3
0.8
--
--
--
--
8
2
0.5
--
--
--
--
6
15
3.9
33
27
20
20
7
9
2.5
--
--
--
--
8
15
3.8
47
27
7
20
6
3
0.8
--
--
--
--
7
1
0.3
--
--
--
--
8
2
0.5
--
--
--
--
6
370
95.1
49
34
11
5
7
337
92.8
52
32
13
3
8
364
92.2
55
33
9
4
6
105
27.0
75
21
2
2
7
63
17.4
81
16
3
0
All Students
Male
Female
Black or African American
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
2014-15 School Accountability Report Card for Badger Springs Middle School
Page 8 of 12
School Year 2014-15 CAASPP Assessment Results - Mathematics
Disaggregated by Student Groups, Grades Three through Eight and Eleven
Number of Students
Student Group
Tested
Tested
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
8
88
22.3
85
14
1
0
6
51
13.1
90
10
0
0
7
36
9.9
83
17
0
0
8
48
12.2
85
13
2
0
6
--
--
--
--
--
--
7
--
--
--
--
--
--
8
--
--
--
--
--
--
Enrolled
Students with Disabilities
Foster Youth
Percent of Students
Grade
Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical
accuracy or to protect student privacy. The number of students tested includes students that did not receive a score; however, the number of students tested is not the
number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
•
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
Opportunities for Parental Involvement
Student achievement and success are based on a strong staff, parent, and community effort. Badger Springs Middle School encourages parents and
community involvement and provides a wide variety of activities for participation. The School English Learner Advisory Committee (ELAC) and African
American Parent Advisory Committtee (AAPAC) are made up of parents and staff, who meet to review and enhance opportunities for our students. The
School Site Council (SSC) invites parents, students, and staff to advise and approve curriculum, budget, support programs, and special student services
and needs. The Watch D.O.G.S (Dads of Great Students) group is made up of parents who desire to increase the safety of the school enviroment through
volunteer supervision during the school day. The School Discipline and Safety Committee meets to address issues for fire, earthquake, and potential
hazards that may exist. MVUSD and State guidelines dictate that schools establish codes of conduct for classroom, cafeteria, and playground. These codes
must be shared with parents. The purpose of our discipline program is to provide our students with a safe, orderly environment for learning. Our school
encourages and promotes parent involvement in the classroom. Parents are encouraged to visit all of thier child's classroom during the school day to
support learning and achievement in the classroom. Parents are welcome to contact teachers and administration directly to discuss any concerns or
issues. For more information on how to become more involved at your child's school, please contact Mr. Jason Barney at (951) 571-4200.
State Priority: School Climate
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
•
Pupil suspension rates, pupil expulsion rates; and other local measures on the sense of safety.
School Safety Plan
The comprehensive School Safety Plan includes, but is not necessarily limited to, assessing the current status of school crime committed on school
campuses and at schoolrelated functions, identifying appropriate strategies and programs that will provide or maintain a high level of school safety, and
addressing procedures for complying with existing laws related to school safety.
Fire drills are held at least twice a year at the secondary schools and once a month at the elementary schools. Disaster and earthquake drills are conducted
as needed. The School Safety Plan also includes the MVUSD discipline policy, which describes the consequences for student misconduct (such as
detention, Saturday School, suspension, and expulsion).
The School Safety Plan was last reviewed, updated, and discussed with school staff on August 10, 2015
2014-15 School Accountability Report Card for Badger Springs Middle School
Page 9 of 12
Suspensions and Expulsions
School
2012-13
2013-14
2014-15
Suspensions Rate
16.98
20.45
12.61
Expulsions Rate
0.54
0.22
0.47
District
2012-13
2013-14
2014-15
Suspensions Rate
8.78
8.64
6.32
Expulsions Rate
0.15
0.11
0.24
2012-13
2013-14
2014-15
Suspensions Rate
5.07
4.36
3.80
Expulsions Rate
0.13
0.10
0.09
State
D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
2014-15 Adequate Yearly Progress Overall and by Criteria
District
State
Yes
Yes
Yes
N/A
N/A
N/A
Met Participation Rate
Yes
Yes
Yes
Met Percent Proficient
N/A
N/A
N/A
Made AYP Overall
Yes
Yes
Yes
Met Attendance Rate
Yes
Yes
Yes
Met Graduation Rate
N/A
Yes
Yes
AYP Criteria
School
English Language Arts
Met Participation Rate
Met Percent Proficient
Mathematics
2015-16 Federal Intervention Program
Indicator
School
Program Improvement Status
First Year of Program Improvement
District
In PI
In PI
2003-2004
2004-2005
Year 5
Year 3
Year in Program Improvement
Number of Schools Currently in Program Improvement
21
Percent of Schools Currently in Program Improvement
53.8
Average Class Size and Class Size Distribution (Secondary)
Number of Classrooms*
Average Class Size
Subject
*
1-22
23-32
33+
2012-13
2013-14
2014-15
2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15
English
20
19
20
53
65
32
48
33
14
Math---
21
22
19
27
14
27
24
31
12
Science
22
22
21
14
16
20
22
20
15
SS-----
24
22
22
6
19
17
26
18
15
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.
2014-15 School Accountability Report Card for Badger Springs Middle School
Page 10 of 12
Academic Counselors and Other Support Staff at this School
Number of Full-Time Equivalent (FTE)
Academic Counselor-------
3
Counselor (Social/Behavioral or Career Development)
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
1
Psychologist-------
0.6
Social Worker------Nurse-------
0.3
Speech/Language/Hearing Specialist
1
Resource Specialist------Other------Average Number of Students per Staff Member
Academic Counselor------*
399
One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Professional Development provided for Teachers
Professional development is a critical and extensive service provided by the Moreno Valley Unified School District (MVUSD) focused on supporting the
implementation of the district’s strategic plan which include specific goals and outcomes. The thirteen outcomes are:
1. Increase the meets/exceeds standards rate in grades 3-8 and 11 SBAC ELA and Math by 5% annually.
2. Progressively increase the number of students who meet expected growth as measured by the Achievement Status Growth report in the areas of
Reading and Math on the Interim MAP assessment with 50 % or better of your students.
3. Increase the English Learners’ reclassification rate by 5% annually.
4. Increase the percentage of English Learners meeting AMAO 2a and 2b by 5% annually.
5. Ensure all students have access to standards aligned instructional materials as measured by the Williams Report.
6. Progressively increase high school graduation rates to 90% for all students with an emphasis on African American, English Learner and Special Education
subgroups.
7. Decrease high school dropout rate by 2% annually with an emphasis on African American, English Learner and Special Education subgroups.
8. Increase the A-G course completion rate by 5% annually with an emphasis on African American, English Learner and Special Education subgroups.
9. Attain a 40% AP passage rate of 3+ for all students with an emphasis on African American students.
10. Increase the number of students exceeding standards on grade 11 SBAC ELA and Math (EAP) by 5% annually.
11. Decrease suspension rate for Foster Youth and African American students by 5% annually.
12. Meet or exceed a 95% attendance rate for all students.
13. Decrease the chronic absenteeism rate for all students to 8% or less.
The MVUSD Professional Development Department develops a wide variety of sessions to support staff members as they grow and extend their skill sets
to provide highly-effective instruction to ensure student success and meet the goals and outcomes mentioned above. These sessions include, but are
not limited to, initial full-day or half-day trainings, on-site trainings, classroom coaching, classroom observation and feedback, co-planning/co-teaching,
webinars, demonstration lessons, and conferences. The department also assists with promoting curriculum understanding, programs focused primarily
on grade level academic content standards, highly-effective instructional strategies, assessment (data analysis and content training), review processes,
individual school site needs, and addressing special needs students. Further, the department focuses on the analysis of teaching (effectiveness) and
student learning, accountability strategies, and the integration of technology. There are twenty Professional Development Specialists who serve all thirtynine school sites. They have been trained in the Professional Learning Community model and are available for assistance with implementation on all
campuses. Some additional opportunities are:
1. Teachers with preliminary credentials new to Moreno Valley are provided the opportunity to clear their credentials through the Induction Program
coordinated by Professional Development and RCOE.
2. Multilingual and Special Education trainings are coordinated through Professional Development.
3. CPR and Instructional Assistant trainings are also coordinated through Professional Development. Participants may register electronically for
professional development offerings.
4. Local colleges and universities offer a wide variety of professional development coursework.
Teachers are compensated for attending professional development during their non-contract time. Substitutes are provided through various funding
sources for trainings taking place during the school day.
2014-15 School Accountability Report Card for Badger Springs Middle School
Page 11 of 12
FY 2013-14 Teacher and Administrative Salaries
District
Amount
State Average for
Districts In Same Category
Beginning Teacher Salary
$45,229
$43,165
Mid-Range Teacher Salary
$69,468
$68,574
Highest Teacher Salary
$90,463
$89,146
Average Principal Salary (ES)
$114,120
$111,129
Average Principal Salary (MS)
$124,864
$116,569
Average Principal Salary (HS)
$126,476
$127,448
Superintendent Salary
$196,016
$234,382
Category
Percent of District Budget
Teacher Salaries
42%
38%
Administrative Salaries
4%
5%
*
For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at www.cde.ca.gov/ds/fd/cs/.
FY 2013-14 Expenditures Per Pupil and School Site Teacher Salaries
Expenditures Per Pupil
Level
Average Teacher Salary
Total
Restricted
Unrestricted
$7124.42
$2494.80
$4629.62
$68,688
District-------
♦
♦
$4,321
$73,232
State-------
♦
♦
School Site-------
$5,348
$72,971
Percent Difference: School Site/District
7.1
-6.2
Percent Difference: School Site/ State
-13.4
-5.9
*
Cells with ♦ do not require data.
Types of Services Funded
The average daily attendance (ADA) dollars provide services budgeted from the general fund and Local Control Funding Formula (LCFF) including regular
classroom instruction and support, special education, counseling, psychology, child welfare, services for English Learners, Gifted and Talented Education
(GATE), support for foster youth, support for homeless students and attendance and program assessment. Additional services funded as categorical
programs include: Title I, which provides supplemental funds designed to ensure every student is proficient and meets the grade level standards.
Students who attend schools that are in Year 2 and above Program Improvement are also eligible for Supplemental Educational Services (SES)/Free
Tutoring to assist them in attaining grade level standards.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about
this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for
accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at
libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length
of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print
documents.
2014-15 School Accountability Report Card for Badger Springs Middle School
Page 12 of 12