Lincoln Junior High School
810 Sixth Street • Taft, CA 93268 • 661-765-2127 • Grades 6-8
Brandi Swearengin, Principal
[email protected]
www.taftcity.org
2014-15 School Accountability Report Card
Published During the 2015-16 School Year
School Mission Statement:
----
The mission of Lincoln Junior
High is to create Leaders, Inspire students to seek Opportunities and Navigate through their
academic future Successfully.
---Taft City School District
820 Sixth Street
Taft, CA 93268
(661) 763-1521
www.taftcity.org
District Governing Board
Les Clark, President 2018
Mike McCormick, Vice President
2018
Dee Goodwin, Member
2016
Keith McElmurry, Clerk 2016
John Montgomery, Trustee
Representative 2016
District Administration
School Vision Statement:
Our vision at Lincoln Junior High is to educate today in order to empower tomorrow for future
excellence
Welcome to Lincoln Junior High School. The entire staff and I invite you to be partners in your
child’s education. The information on contained in this report was assembled to help you become
better acquainted with our school. We stand out as a middle school because of our talented and
dedicated staff , involved parents, and wonderful students. We are pleased to be one of six
schools in the Taft City School District, and we are very proud of the reputation of excellence of
both our school and our District.
We are intent upon offering opportunities to our students in many different areas that allow
them to strive for new ideas, maximize their potential, and excel as students. Lincoln’s success is
dependent upon the involvement of our parents and the Taft community. Together, we can give
your child an excellent beginning to lifelong learning. I look forward to an exciting and successful
year. The Lincoln staff and I look forward to working closely with you in the education of your
child!
Julie Graves
Superintendent
Julie Graves
Superintendent
Nancy Hickernell
Assistant Superintendent
2014-15 School Accountability Report Card for Lincoln Junior High School
Page 1 of 12
About the SARC
A. Conditions of Learning
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 661-765-2127 or
the district office.
2014-15 Student Enrollment by Grade Level
Grade Level
Number of Students
Grade 1
1
Grade 2
3
Grade 4
1
Grade 6
189
Grade 7
205
Grade 8
202
Total Enrollment
601
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
Lincoln Junior High School
13-14
14-15
15-16
With Full Credential
38
34
28
Without Full Credential
1
3
9
Teaching Outside Subject Area of Competence
1
1
0
13-14
14-15
15-16
With Full Credential
♦
♦
87
Without Full Credential
♦
♦
17
Teaching Outside Subject Area of Competence
♦
♦
1
Taft City School District
Teacher Misassignments and Vacant Teacher Positions at this School
Lincoln Junior High School
13-14
14-15
15-16
Teachers of English Learners
0
0
0
Total Teacher Misassignments
2
0
1
Vacant Teacher Positions
0
0
0
*
2014-15 Student Enrollment by Group
Group
Black or African American
“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.
Percent of Total Enrollment
0.3
American Indian or Alaska Native
1
Asian
1
Hispanic or Latino
48.4
Native Hawaiian or Pacific Islander
0.8
White
46.4
Two or More Races
1.5
Socioeconomically Disadvantaged
80.7
English Learners
14.3
Students with Disabilities
13.3
Foster Youth
0.3
2014-15 School Accountability Report Card for Lincoln Junior High School
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
This School
Taught by Highly
Qualified Teachers
Not Taught by Highly
Qualified Teachers
100.0
0.0
Districtwide
All Schools
99.6
0.5
High-Poverty Schools
99.6
0.5
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. Low-poverty schools are those with student eligibility of
approximately 39 percent or less in the free and reduced price meals
program.
Page 2 of 12
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16)
All students in the Taft City School District receive the District’s core curriculum, which is based on the State curriculum documents (including
frameworks), State academic standards, reading and math task force reports, specific program requirement handbooks, or government reports.
The following is a list of materials/textbooks that are considered core curriculum in the Taft City School District.
Textbooks and Instructional Materials
Year and month in which data were collected: 11/20/15
Core Curriculum Area
Reading/Language Arts
Textbooks and Instructional Materials/Year of Adoption
Kindergarten-Third Grade
Reading/Language Arts
SRA McGraw Hill Open Court Reading 2002
Fourth and Fifth Grade
Reading Language Arts
Houghton Mifflin Reading
Sixth Grade
Reading/Language Arts
Literature and Language Arts - Holt, Rinehart and Winston2003
Language! A Language Arts Intervention Program – Sopris West (McGraw Hill)
Seventh Grade
Reading/Language Arts
Literature & Language Arts – Holt, Rinehart and Winston2003
Language – Comprehensive - Sopris West 2005
Language! A Language Arts Intervention Program – Sopris West (McGraw Hill)
Eighth Grade
Reading/Language Arts
Literature and Language Arts Holt, Rinehart and Winston 2003
Language! A Language Arts Intervention Program – Sopris West (McGraw Hill)
The textbooks listed are from most recent adoption:
Percent of students lacking their own assigned textbook:
2014-15 School Accountability Report Card for Lincoln Junior High School
No
0
Page 3 of 12
Textbooks and Instructional Materials
Year and month in which data were collected: 11/20/15
Core Curriculum Area
Mathematics
Textbooks and Instructional Materials/Year of Adoption
Kindergarten-Third Grade
Mathematics
Houghton Mifflin Math
Fourth and Fifth Grade
Mathematics
Pearson Math
Sixth Grade
Mathematics
Houghton Mifflin Math
Seventh Grade
Mathematics
Houghton Mifflin Math
Eighth Grade
Mathematics
Houghton Mifflin Math
The textbooks listed are from most recent adoption:
No
Percent of students lacking their own assigned textbook: 0
Science
Kindergarten-Third Grade
Science
SRA Open Court Science
Fourth and Fifth Grade
Science
Harcourt Science 2000
Sixth Grade
Science
Science Voyages – Earth Science Glencoe2001
Science Voyages Life & Physical Sciences Glencoe2001
Seventh Grade
Science
Science Voyages – Earth & Physical Sciences Glencoe-McGraw2001
Science Voyages – Life Science Glencoe-McGraw2001
Eighth Grade
Science
Science Voyages – Physical Science Glencoe2001
Science Voyages – Earth & Life Sciences Glencoe2001
The textbooks listed are from most recent adoption:
Percent of students lacking their own assigned textbook:
2014-15 School Accountability Report Card for Lincoln Junior High School
No
0
Page 4 of 12
Textbooks and Instructional Materials
Year and month in which data were collected: 11/20/15
Core Curriculum Area
History-Social Science
Textbooks and Instructional Materials/Year of Adoption
Kindergarten-Third Grade
Social Studies
Social Studies Connections
Fourth and Fifth Grade
Social Studies
Scott Foresman (2006 edition)
Sixth Grade
Social Studies
Ancient World McGraw-Hill 2000
Seventh Grade
Social Studies
World History Medieval to Early Modern Times Holt (2008)
Eighth Grade
Social Studies
US History Independence to 1914 Holt (2009)
The textbooks listed are from most recent adoption:
No
Percent of students lacking their own assigned textbook: 0
Foreign Language
Kindergarten-Third Grade
English Language Development
ELD Standards Benchmarks
E.L. Achieve Systematic ELD
Fourth and Fifth Grade
English Language Learner
Hampton-Brown High point
E.L. Achieve Systematic ELD
Sixth Grade
English Language Learner
High Point - Hampton-Brown 2002
E.L. Achieve Systematic ELD
Seventh Grade
English Language Learner
High Point - Hampton-Brown 2002
Eighth Grade
English Language Learner
High Point - Hampton-Brown 2002
Fourth – Eighth Grade Reading Language Arts Intervention for English Learners
Steck-Vaughn California Gateways (4-8)
2014-15 School Accountability Report Card for Lincoln Junior High School
Page 5 of 12
School Facility Conditions and Planned Improvements (Most Recent Year)
Overall the school condition was a rating of fair. There were cleanliness issues, buckled floors, loose ceiling tiles and electrical issues. In addition there
were doormats in doorways, desks blocking an exit , areas where paint needed touched up and chords that could be a tripping hazard.
School Facility Good Repair Status (Most Recent Year)
Year and month in which data were collected: 3-30-15
Repair Status
System Inspected
Good
Systems:
Gas Leaks, Mechanical/HVAC, Sewer
Fair
X
vents blocked
Interior:
Interior Surfaces
X
Cleanliness:
Overall Cleanliness, Pest/ Vermin Infestation
candy on floor, dirty restrooms and
drinking fountains
Electrical:
Electrical
X
X
Safety:
Fire Safety, Hazardous Materials
X
Structural:
Structural Damage, Roofs
X
External:
Playground/School Grounds, Windows/ Doors/Gates/Fences
X
Overall Rating
Exemplary
drinking fountain is dirty
Good
Fair
CAASPP Results for All Students - Three-Year Comparison
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
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
Subject
School
Science
*
28
29
44
17
20
33
State
---7--*
57
27
46
55
42
44
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.
Grade
Level
Percent of Students Meeting or Exceeding the State Standards
(grades 3-8 and 11)
Subject
School
District
State
District
12-13 13-14 14-15 12-13 13-14 14-15 12-13 13-14 14-15
2014-15 CAASPP Results for All Students
*
Poor
X
B. Pupil Outcomes
Math
electrical
desks blocking doorways, mats by
entances that can be a tripping hazard and
chords on the floor that can be a tripping
hazard
----------
ELA
loose ceiling tiles, buckled floors and paint
touch up
X
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
Repair Needed and
Action Taken or Planned
Poor
2014-15 Percent of Students Meeting Fitness Standards
4 of 6
5 of 6
6 of 6
13.90
26.00
22.10
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.
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 Lincoln Junior High School
Page 6 of 12
2014-15 CAASPP Results by Student Group
Group
2014-15 CAASPP Results by Student Group
Percent of Students Scoring at
Proficient or Advanced
Percent of Students Scoring at
Proficient or Advanced
Group
Science (grades 5, 8, and 10)
Science (grades 5, 8, and 10)
All Students in the LEA
44
Two or More Races
All Student at the School
46
Socioeconomically Disadvantaged
--
Male
50
English Learners
13
Female
40
Students with Disabilities
40
Black or African American
--
33
American Indian or Alaska Native
--
Students Receiving Migrant
Education Services
Asian
--
Foster Youth
--
Hispanic or Latino
44
Native Hawaiian or Pacific Islander
--
White
46
*
--
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
189
182
96.3
46
21
26
5
7
213
206
96.7
43
29
25
4
8
206
198
96.1
41
34
23
2
6
189
90
47.6
56
22
17
6
7
213
95
44.6
53
28
17
2
8
206
108
52.4
51
26
21
2
6
189
92
48.7
37
21
35
5
7
213
111
52.1
34
29
32
5
8
206
90
43.7
29
44
24
2
Black or African American
8
206
2
1.0
--
--
--
--
American Indian or Alaska Native
6
189
2
1.1
--
--
--
--
7
213
2
0.9
--
--
--
--
8
206
2
1.0
--
--
--
--
6
189
1
0.5
--
--
--
--
7
213
2
0.9
--
--
--
--
8
206
2
1.0
--
--
--
--
6
189
84
44.4
50
21
23
4
7
213
108
50.7
46
29
23
2
8
206
90
43.7
44
33
20
2
6
189
2
1.1
--
--
--
--
7
213
2
0.9
--
--
--
--
8
206
1
0.5
--
--
--
--
All Students
Male
Female
Asian
Hispanic or Latino
Native Hawaiian or Pacific Islander
2014-15 School Accountability Report Card for Lincoln Junior High School
Page 7 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
White
Two or More Races
Socioeconomically Disadvantaged
Students with Disabilities
Students Receiving Migrant Education
Services
Foster Youth
Percent of Students
Grade
Enrolled
Tested
Tested
Standard Not
Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
6
189
89
47.1
42
22
29
7
7
213
91
42.7
38
29
26
7
8
206
96
46.6
40
36
23
1
6
189
3
1.6
--
--
--
--
7
213
1
0.5
--
--
--
--
8
206
4
1.9
--
--
--
--
6
189
144
76.2
49
26
21
3
7
213
162
76.1
49
30
19
3
8
206
158
76.7
46
32
20
1
6
189
18
9.5
89
11
0
0
7
213
20
9.4
85
15
0
0
8
206
20
9.7
85
10
5
0
6
189
8
4.2
--
--
--
--
7
213
9
4.2
--
--
--
--
8
206
16
7.8
63
19
13
6
6
--
--
--
--
--
--
--
7
--
--
--
--
--
--
--
8
--
--
--
--
--
--
--
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.
School Year 2014-15 CAASPP Assessment Results - Mathematics
Disaggregated by Student Groups, Grades Three through Eight and Eleven
Number of Students
Student Group
All Students
Male
Female
Black or African American
Percent of Students
Grade
Enrolled
Tested
Tested
Standard Not
Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
6
189
185
97.9
43
32
17
8
7
213
209
98.1
46
40
12
1
8
206
199
96.6
60
25
11
4
6
189
92
48.7
48
29
14
9
7
213
97
45.5
57
29
11
2
8
206
108
52.4
61
25
9
5
6
189
93
49.2
39
35
19
6
7
213
112
52.6
37
49
13
1
8
206
91
44.2
59
25
12
3
8
206
2
1.0
--
--
--
--
2014-15 School Accountability Report Card for Lincoln Junior High 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
American Indian or Alaska Native
Asian
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
Students with Disabilities
Students Receiving Migrant Education
Services
Foster Youth
Percent of Students
Grade
Enrolled
Tested
Tested
Standard Not
Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
6
189
2
1.1
--
--
--
--
7
213
2
0.9
--
--
--
--
8
206
2
1.0
--
--
--
--
6
189
1
0.5
--
--
--
--
7
213
2
0.9
--
--
--
--
8
206
2
1.0
--
--
--
--
6
189
86
45.5
52
30
14
3
7
213
111
52.1
51
37
11
1
8
206
90
43.7
63
26
9
2
6
189
2
1.1
--
--
--
--
7
213
2
0.9
--
--
--
--
8
206
1
0.5
--
--
--
--
6
189
90
47.6
32
38
20
10
7
213
91
42.7
41
42
14
2
8
206
97
47.1
61
23
11
5
6
189
3
1.6
--
--
--
--
7
213
1
0.5
--
--
--
--
8
206
4
1.9
--
--
--
--
6
189
147
77.8
50
33
13
4
7
213
165
77.5
50
38
11
1
8
206
159
77.2
65
21
11
2
6
189
18
9.5
83
17
0
0
7
213
20
9.4
85
5
5
0
8
206
20
9.7
85
15
0
0
6
189
8
4.2
--
--
--
--
7
213
10
4.7
--
--
--
--
8
206
16
7.8
75
6
13
6
6
--
--
--
--
--
--
--
7
--
--
--
--
--
--
--
8
--
--
--
--
--
--
--
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 Lincoln Junior High School
Page 9 of 12
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
Several parent groups assist the staff in serving the needs of students here at Lincoln School. The School Site Council (SSC) is elected during the first
month of school and is composed of both parents and staff . Lincoln Loggers, the major parent support organization on on campus, meets regularly and
is involved in fundraising and assisting with activities throughout the school year. Band, color guard, and cheerleaders have booster clubs which assist
with fundraising and activities.
For more information on on how to become involved, please contact Brandi Swearengin, Principal, at (661) 765-2127
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
Supervision is provided by aides for students who arrive to school for breakfast and by teachers for all others who arrive 15 minutes before and 15
minutes after school each day. Supervision at both the sixth grade and the seventh/eighth grade lunches is provided by aides and teachers. All
entrances to Lincoln School, with the except on of the front doors, are locked during school hours. The School Safety Plan was most recently reviewed,
updated, and discussed with school faculty in March 2015.
This plan is revised and reviewed throughout the year with the students and staff.
Suspensions and Expulsions
School
2012-13
2013-14
2014-15
Suspensions Rate
13.20
15.56
11.91
Expulsions Rate
0.69
0.14
0.15
2012-13
2013-14
2014-15
Suspensions Rate
7.29
6.63
4.71
Expulsions Rate
0.25
0.04
0.04
2012-13
2013-14
2014-15
Suspensions Rate
5.07
4.36
3.80
Expulsions Rate
0.13
0.10
0.09
District
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
AYP Criteria
School
District
State
English Language Arts
Met Participation Rate
Yes
Yes
Yes
Met Percent Proficient
N/A
N/A
N/A
Mathematics
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
N/A
Yes
2014-15 School Accountability Report Card for Lincoln Junior High School
2015-16 Federal Intervention Program
Indicator
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement
School
District
In PI
In PI
2003-2004 2004-2005
Year 5
Year 3
Number of Schools Currently in Program Improvement
5
Percent of Schools Currently in Program Improvement
83.3
Page 10 of 12
Average Class Size and Class Size Distribution (Elementary)
Number of Classrooms*
Average Class Size
Grade
2012-13
1-20
2013-14
K
2014-15
21
Other
5
33+
2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15
4
6
21-32
1
21
25
20
5
1
7
2
38
50
43
2
1
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
18
21
43
41
23
4
6
16
Math---
19
17
19
17
21
12
7
3
8
Science
18
17
19
23
19
13
1
5
7
SS-----
20
18
17
21
18
16
1
4
6
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
Academic Counselors and Other Support Staff at this School
Number of Full-Time Equivalent (FTE)
Academic Counselor-------
0
Counselor (Social/Behavioral or Career Development)
Library Media Teacher (Librarian)
Library Media Services Staff (Paraprofessional)
1.00
Psychologist-------
.6215
Social Worker------Nurse-------
.6215
Speech/Language/Hearing Specialist
.9323
Resource Specialist------Other------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.
2014-15 School Accountability Report Card for Lincoln Junior High School
Staff development opportunities are offered to appropriate staff during
the regular school day for specific purposes and on weekend days as
necessary. Wednesday minimum days allow staff development, grade
level , and departmental meetings. Additionally, meetings are held before
and after school when necessary.
Advanced Via Individual Determination (AVID) also provides many staff
development opportunities for our site. One of our main focuses is to
increase student engagement across all content areas and in every class.
All new teachers have trained on Explicit Direct Instruction for all
students. These are strategies that the entire District has adopted to use
in the classroom. .All staff has been trained in Step Up to Writing and EL
Achieve. This provides support in increasing student engagement,
checking for understanding, content development and overall good first
teaching. A large portion of our staff development in the 2013-14 school
year has been on understanding the Common Core State Standards,
creating Common Core Units and the implementation of Common Core
strategies in all classrooms. Twenty days were specifically devoted to
training leads in this implementation.
In 2009-10 we dedicated 11 days to training, 2010-11 there were 15 days,
2011-12 there were 20 days and in 2012-13 there were 20 days dedicated
to staff development. In the 2015-16 school year we have pre-service
days for all staff and on October 12th we reviewed technology resources
to implement for the 21st century.
Page 11 of 12
*
FY 2013-14 Teacher and Administrative Salaries
District
Amount
State Average for
Districts In Same
Category
Beginning Teacher Salary
$37,790
$42,723
Mid-Range Teacher Salary
$55,938
$65,936
Highest Teacher Salary
$70,343
$84,545
Average Principal Salary (ES)
$89,099
$106,864
Average Principal Salary (MS)
$92,336
Category
Average Principal Salary (HS)
Superintendent Salary
$142,972
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
Total
Restricted
Unrestricted
Average
Teacher
Salary
School Site-----District------
$10,051.64
$4,419.13
$5,632.50
$50,632
♦
♦
$5,415.07
$55,906
$110,494
-State-------
♦
♦
$5,348
$69,086
$103,499
Percent Difference: School Site/District
4.0
-9.4
$159,133
Percent Difference: School Site/ State
5.3
-26.7
Percent of District Budget
*
Teacher Salaries
32%
40%
Administrative Salaries
5%
6%
Expenditures Per Pupil
Level
Cells with ♦ do not require data.
Types of Services Funded
Lincoln Junior High School provides Migrant after school services to students who qualify. Additionally, an ASES afterschool program is offered daily.
Supplemental educational services are offered yearly by state approved providers and Bilingual Aide services are provided for English Learner students
as well.
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 Lincoln Junior High School
Page 12 of 12