James Madison
Elementary School
2013-2014 School Accountability Report Card
Lisa Fernandez
Principal
lisafernandez@
maderausd.org
School Address:
109 Stadium Road
Madera, CA 936375389
(559) 675-4630
Madera Unified
School District
Edward Gonzalez
Superintendent
edwardgonzalez@
maderausd.org
District Address:
1902 Howard Road
Madera, CA 936375123
(559) 675-4500
CDS: 20-652436023980
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/.
• To 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
Welcome to James Madison Elementary School! At Madison we work hard to ensure the best educational
experience for our students in a positive, productive and safe environment. Our teachers hold high standards
for student achievement and behavior. As a staff, we are committed to providing each child with a quality
educational experience.
Teachers diligently work to refine their strategies and identify best practices within Professional Learning
Communities. Each grade level meets regularly to analyze student progress and identity areas of focus.
Through this process, teachers identify strategies and set goals to increase academic achievement. The staff
collaborates regularly to evaluate individual student learning, and identify best practices and evaluate the
effectiveness of instructional strategies. This process ensures a strategic focus on closing the achievement
gap, accelerating student achievement and enhancing teacher quality in every classroom.
In addition to our strong focus on academics, we believe service learning is important in developing
students who are not only successful in the classroom, but who will become productive citizens of our
Madera community. Each grade level sponsors a community service project which focuses on serving the
greater community.
Madison highlights Character Counts, Positive Behavioral Intervention and Support, and the Six Pillars of
Good Character. We also work on improving student attendance through an attendance incentive program,
extracurricular activities, Madison Spirit Days, and Theme Weeks. These efforts help us to promote a safe,
engaging environment for all of our students.
Parental involvement is a crucial component in student achievement. This year we will institute the Madison
Parent Club and Parent Nurturing classes. Madison parents believe in high standards for their children and
the school. In a concerted effort, we support a balanced instructional program that places an emphasis on
building academics, increased excellence and personal responsibility. We recognize and value the support
and involvement of each and every parent!
MUSD Mission Statement
The Madera Unified School District will be widely recognized throughout California as a leader in education,
where the futures of children are driven by their aspirations, not bound by their circumstances.
Madison Mission
www.madera.k12.ca.us
James Madison Elementary
James Madison School promotes a positive and safe learning environment where all students desire to
learn and experience success.
1
Published: December 2014
Vision
Enrollment By Grade (School Year 2013-14)
James Madison students will become caring motivated citizens who have
academic aspirations and are responsible members of our community.
This chart illustrates the enrollment trend by grade level for the past three
school years.
Enrollment Trend by Grade Level
School Profile (School Year 2014-15)
2011-12
James Madison Elementary is one of 23 elementary/middle/comprehensive
high schools in Madera Unified School District. During 2012-13, 610 K-6th
grade students were enrolled at the school, with classes arranged on a
traditional calendar.
Advanced Learners:
Based upon CST scores and teacher
recommendation, students in grades 4-6 are eligible to participate in many
of the enrichment activities overseen by our Curriculum & Instruction (C&I)
teacher on special assignment. Madison students compete annually in
MUSD’s Mathletics competition.
We provide students and parents with student-friendly, websites to assist
and challenge in the areas of math, reading, science, technology, arts, and
homework.
Hispanic or Latino
Pacific Islander
106
3rd
73
74
68
4th
104
73
70
5th
81
98
75
6th
98
75
93
District
12-13
13-14
14-15
14-15
Fully Credentialed
22
25
24
769
Without Full Credentials
0
0
0
1
Working Outside Subject
0
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.
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/Vacancies
12-13
13-14
14-15
0
0
0
-
Misassignments of Teachers (other)
0
0
0
94.1%
Total Misassignments of Teachers
0
0
0
Vacant Teacher Positions
0
0
0
3.5%
Two or More
0.2%
Highly Qualified Teachers (School Year
2013-14)
-
English Learners
55.4%
Socioeconomically Disadvantaged
97.2%
Students with Disabilities
4.1%
James Madison Elementary
81
Misassignments of Teachers of English Learners
White
None Reported
89
School
Percentage
Filipino
90
2nd
Teacher Credential Status
2013-14
0.7%
105
The disitrict recruits and employs the most qualified credentialed teachers.
This chart shows information about teacher credentials.
Enrollment by Student Group
Asian
111
93
Teacher Assignment
This chart illustrates the enrollment trend by ethnicity or student group.
0.2%
107
• 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.
Enrollment By Ethnicity Or Student Group
(School Year 2013-14)
1.5%
105
K
1st
The SARC provides the following information relevant to the Basic State
Priority (Priority 1):
English Learner Program: All of Madison’s teachers are trained to teach
culturally diverse populations. ELD (English Language Development) is
taught to our English learners for an average of 45 minutes a day. Students
are grouped by their language levels so that instruction can be targeted
towards their specific areas of need. The emphasis is on oral language,
listening, reading, and writing. The District provides a benchmark testing
system for our English Language Learners. Teachers evaluate students
three to four times a year and monitor their progress. The results of these
tests help teachers determine what skills need to be taught or reviewed.
American Indian
2013-14
Conditions of Learning State Priority: Basic
Special Education Program: Madison provides Center-Based Instruction
for special education students. These students are in the general education
classroom for the majority of their day. They are provided support from a
special education staff member during a portion of their time. They are
also pulled out of the general education environment for more intense
work as is determined appropriate by the special education teacher and
based on the needs determined in each special education student’s
Individualized Education Plan (IEP). Madison has two full-time special
education teachers and four full time special education aides to support
our students. Additionally, Madison houses two, half-day MUSD Special
Education Preschool classes.
African American
2012-13
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.
2
Published: December 2014
School Facilities (School Year 2014-15)
For more information, see the CDE Improving Teacher and Principal
Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/. Note: High-poverty
schools have student eligibility of approximately 40 percent or more in the
free and reduced price meals program. Low-poverty schools have student
eligibility of approximately 39 percent or less.
The main campus was built in 1951, with additional portables added over
the years. Madison now consists of 31 classrooms, one state preschool
classrooms, a multipurpose/cafeteria room, a library, a staff lounge/
workroom, staff meeting room and administration offices. We have two
computer labs and a tech room.
All of the classrooms are in good repair, as is evidenced by the annual
Williams report. Playground space is adequate for the number of students
we have enrolled; providing them with ample opportunity to be active
during their recess time.
NCLB Compliant Teachers
% of Core
Academic
Courses
Taught
By NCLB
Compliant
Teachers
% of Core
Academic
Courses
Taught By
Non-NCLB
Compliant
Teachers
School
100.0%
0.0%
District
97.5%
2.5%
High-Poverty Schools in District
97.5%
2.5%
Low-Poverty Schools in District
N/A
N/A
School Facility Conditions
Date of Last Inspection: 08/01/2014
Overall Summary of School Facility Conditions: Good
Items Inspected
Facility Component
System Status
Good
Instructional Materials (School Year 2014-15)
Systems (Gas Leaks,
Mech/HVAC, Sewer)
Madera Unified held a public hearing on September 23, 2014, and
determined that each school within the district had sufficient and good
quality textbooks, instructional materials, or science lab equipment
pursuant to the settlement of Williams vs. the State of California. All
students, including English learners, are given their own individual
standards-aligned textbooks or instructional materials, or both, in core
subjects for use in the classroom and to take home. Textbooks and
supplementary materials are adopted according to a cycle developed by
the California Department of Education, making the textbooks used in the
school the most current available.
Interior
Materials approved for use by the state are reviewed by all teachers and
a recommendation is made to the School Board by a selection committee
composed of teachers and administrators. All recommended materials
are available for parent examination at the district office prior to adoption.
The table displays information collected in August, 2014 about the quality,
currency, and availability of the standards-aligned textbooks and other
instructional materials used at the school.
Subject
Publisher
Adoption
Year
Sufficient
%
Lacking
6th
History/
Social
Studies
Holt,
Rinehart &
Winston
2006
Yes
0.0%
K-5
History/
Social
Studies
Pearson
Scott
Foresman
2006
Yes
0.0%
6th
Reading/
Lang Arts
Holt,
Rinehart &
Winston
2009
Yes
0.0%
K-5
Reading/
Lang Arts
Houghton
Mifflin- A
Legacy of
Literature
2003
Yes
0.0%
6th
Science
Holt,
Rinehart &
Winston
2007
Yes
0.0%
K
Science
Houghton
Mifflin
2007
Yes
0.0%
1st-5th
Science
MacMillan/
McGraw Hill
2007
Yes
0.0%
X
X
Electrical
X
Restrooms/Fountains
X
Safety (Fire Safety,
Hazardous Materials)
X
Structural (Structural
Damage, Roofs)
X
X
Cleaning Process
District-Adopted Textbooks
Grade
Levels
Poor
X
Cleanliness (Overall
Cleanliness, Pest/
Vermin Infestation)
External (Grounds,
Windows, Doors,
Gates, Fences)
Fair
Deficiency
& Remedial
Actions Taken
or Planned
The site administration works daily with a custodial staff of 2.5 full-time
employees to ensure that the school is maintained to provide a clean and
safe school. A staggered shift schedule ensures one of them is available
on campus from 6:00 a.m. to 10 p.m. A three-person team from the district
maintenance department services the larger maintenance needs about
every six weeks. The district makes a great effort 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
School Construction.
The district governing board has adopted cleaning standards for all
schools in the district. A summary of these standards is available at the
district office for review. The school grounds are clean and safe thanks to
the efforts of many people. Madison has its own custodial staff that takes
care of daily cleaning and maintenance.
Maintenance and Repair
Each year Madison is inspected by the Madera County Office of Education
as part of the Williams Settlement and continues to meet all requirements
for a safe school. District maintenance staff ensures that the repairs
necessary to keep the school in good repair and work orders are completed
in a timely manner. A work order process is used to ensure efficient service
and highest priority is given to emergency repairs. While reviewing this
report, please note that even minor discrepancies are reported in the
inspection process. The items noted in the table have been corrected or
are in the process of remediation.
For a complete list, visit http://www.axiomadvisors.net/livesarc/
files/20652436023980Textbooks_1.pdf
James Madison Elementary
3
Published: December 2014
Deferred Maintenance
The district participates in the State School Deferred Maintenance Program, which provides matching funds on a dollar–for–dollar basis, to assist school
districts with expenditures for major repair or replacement of existing school building components. Typically this includes roofing, plumbing, heating,
electrical systems, interior or exterior painting, and floor systems.
For the 2013-14 school year the district allocated $660,231.00 for deferred maintenance program. This represents .4% of the district’s general fund
budget. During the 2013-14 school year, the district’s governing board did approve deferred maintenance projects for the school, which included
maintenance and operations routine maintenance supplies, pool supplies, building repairs, equipment replacement, land improvements, and building
improvements.
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);
• The Academic Performance Index; 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 Assessment of Student Performance and Progress/Standardized Testing and
Reporting Results
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. On March 7, 2014, the U.S Department of Education (ED) approved California’s waiver request for flexibility in assessment
and accountability provisions of Title I of the Elementary and Secondary Education Act (ESEA). Science assessments include California Standards Tests
(CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).
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.
California Assessment of Student Performance and Progress
Subject
Science
School
District
State
2012
2013
2014
2012
2013
2014
2012
2013
2014
20
16
34
42
46
51
60
59
60
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.
California Assessment of Student
Performance and Progress
Subgroups
Subject
Science
District
51
School
34
American Indian or Alaska Native
*
Asian
*
Black or African American
*
Filipino
*
Hispanic or Latino
33
Native Hawaiian or Pacific Islander
*
White
*
Males
36
Females
31
Socioeconomically Disadvantaged
33
English Learners
5
Students with Disabilities
*
Migrant Education
*
Two or More Races
*
*Scores are not disclosed when fewer than
10 students are tested in a grade level and/or
subgroup.
James Madison Elementary
4
Published: December 2014
California Standards Test
The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance
in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets
standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).
The table displays the percent of students
achieving at the Proficient or Advanced level
(meeting or exceeding the state standards) in
English/language arts, mathematics, and social
science, for the most recent three-year period.
NOTE: CST was last administered in 2012-13.
For detailed information regarding the STAR
Program results for each grade and performance
level, including the percent of students not tested,
see the CDE STAR Results Web site at http://star.
cde.ca.gov.
California Standards Test (CST)
Subject
School
District
State
2011
2012
2013
2011
2012
2013
2011
2012
English/Language Arts
29
34
26
41
42
40
54
56
55
Mathematics
43
43
42
40
39
39
49
50
50
*
*
*
39
42
42
48
49
49
History/Social Science
2013
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
Academic Performance Index
API School Results
The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually
measures the academic performance and progress of individual schools in California. The state
has set 800 as the API score that schools should strive to meet.
Statewide Rank: Schools receiving an API Base score are ranked in ten categories of equal
size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle,
or high school).
Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other
schools with similar demographic characteristics. Each set of 100 schools is ranked by API
score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to
similar schools.
Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be
produced. The table displays the school’s API ranks and actual API point changes by student
group for the past three years.
2011
2012
2013
Statewide
1
1
1
Similar Schools
4
5
3
10-11
11-12
12-13
Group
All Students at the School
Actual API Change
14
-41
20
-40
Hispanic or Latino
Actual API Change
-15
Socioeconomically Disadvantaged
Actual API Change
-16
17
-43
21
-44
English Learners
Actual API Change
State Priority: Other Pupil Achievement
-17
-24
The SARC provides the following information relevant to the Other Pupil Outcomes State Priority:
• Pupil outcomes in the subject areas of English, mathematics, and physical education.
Physical Fitness (School Year 2013-14)
Percentage of Students in Healthy Fitness Zone
In the spring of each year, the district is required by the state to administer a
physical fitness test to all fifth, seventh and ninth grade students. The physical
fitness test measures each student’s ability to perform fitness tasks in six major
areas: Aerobic Capacity, Body Composition, Abdominal Strength, Trunk Extension
Strength, Upper Body Strength, and Flexibility. Students who either meet or
exceed the standards in all six fitness areas are considered to be physically fit or
in the “healthy fitness zone” (HFZ).
2013-14
Grade Level
Four of Six
Standards
Five of Six
Standards
Six of Six
Standards
5
18.3%
22.5%
9.9%
*Scores are not disclosed when fewer than 10 students are tested
in a grade level and/or subgroup.
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.
Parent Involvement (School Year 2014-15)
Madison provides a variety of opportunities for parental involvement and training. Parent Nurturing and GED classes are offered by the Madera Adult
School. Other involvement opportunities for parents are our School Site Council (SSC), and the English Language Advisory Committee (ELAC). These
groups assist by providing input on budgetary and programmatic matters. The Madison Parent Club will assist with fundraising to support field trips,
classroom activities and materials, as well as school-wide student activities. Parental communication is provided via Connect Ed phone calls,
Madison website, the marquee, monthly bulletins, and weekly newsletters. Madison offers the following activities: Back-to-School Night, Open House,
our winter program, musical concerts, parent-teacher conferences, and a school carnival in an effort to improve parental involvement and student
connectedness to school. Parents also have access to the internet on a computer located in the lobby area of our office. Parents are encouraged to
come in and use the computer to access their children’s grades and communicate with teachers via StandardScore.
There is someone always available to assist parents on how to use the program. Our teachers are in frequent contact with their students’ parents and
strive to be accessible during non-instructional hours.For more information on how to become involved at the school, please contact Lisa Fernandez,
Principal, at (559) 675-4630.
James Madison Elementary
5
Published: December 2014
Contact Information
The key elements of the plan include regular inspection and maintenance
of the campus, emergency procedures, an emergency alarm system, a
specific campus emergency plan, and a list of emergency phone numbers.
The entire staff is trained on portions of the plan and various emergency
procedures throughout the year.
Parents or community members who wish to participate in leadership
teams, school committees, school activities, or become a volunteer may
contact Lisa Fernandez at the school office at 109 Stadium Rd. Madera,
CA 93637, Phone (559) 675-4630 or FAX (559) 661- 8397. www.madera.
k12.ca.us/madison
Other SARC Information
State Priority: School Climate
The information in this section is required to be in the SARC but is not
included in the state priorities for LCFF.
The SARC provides the following information relevant to the School
Climate State Priority (Priority 6):
Federal Intervention Program (School Year
2014-15)
• Pupil suspension rates;
• Pupil expulsion rates; and
• Other local measures on the sense of safety.
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 mathematics) or on the same
indicator (API or graduation rate). After entering PI, schools and districts
advance to the next level of intervention with each additional year that they
do not make AYP. For detailed information about PI identification, see the
CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/
tidetermine.asp.
Discipline & Climate for Learning
Students at Madison Elementary are guided by specific rules and
classroom expectations that promote respect, cooperation, courtesy and
acceptance of others. The goal of the Madison Elementary discipline
program is to provide a safe and orderly learning environment. Parents
and students are informed of school rules and discipline policies through
the Parent/Student handbook which is sent home at the beginning of the
school year.
Federal Intervention Programs
School
The suspensions and expulsions table illustrates total cases for the last
three years, as well as a percentage of enrollment. Suspensions are
expressed in terms of total infractions, not number of students suspended,
as some students may have been suspended on multiple occasions.
Expulsions occur only when required by law or when all other alternatives
are exhausted.
Program Improvement (PI) Status
First Year in PI
School
Suspensions
Suspension Rate
Expulsions
Expulsion Rate
In PI
2004-2005
2004-2005
Year 5
Year 3
Year in PI (2014-15)
Suspensions & Expulsions
District
In PI
# of Schools Currently in PI
-
24
% of Schools Identified for PI
-
100.0%
District
11-12
12-13
13-14
11-12
12-13
13-14
100
39
71
1906
2125
1993
15.5%
6.3%
11.7%
9.6%
10.6%
9.9%
2
0
1
135
96
55
0.3%
0.0%
0.2%
0.7%
0.5%
0.3%
Class Size
The table indicates the average class size by grade level or subject area,
as well as the number of classrooms that fall into each size category.
Class Size Distribution
Classrooms Containing:
Students are encouraged to participate in academic and extracurricular
activities, which are an integral part of the educational program. These
school-wide and classroom incentives promote positive attitudes,
encourage achievement, enhance school/student connectivity and aid in
the prevention of behavioral problems.
Average
Class Size
12
13
14
1-20
Students
12
13
14
21-32
Students
12
33+
Students
13
14
12
13
14
By Grade Level
The school’s interscholastic athletic programs promote individual and
team-oriented achievement and self-esteem through school-sponsored
teams that compete with other schools in the area. Athletic programs
include: Girls and boys basketball, cross country, flag football, cheer,
volleyball, wrestling, and soccer.
K
27
28
26
-
-
-
4
4
4
-
-
-
1
27
26
23
-
-
-
3
4
4
-
-
-
2
25
27
27
-
-
-
4
3
4
-
-
-
3
24
25
23
-
-
-
3
3
3
-
-
-
School recognizes and celebrates the achievements and successes of
students and staff on a regular basis. Students are recognized for their
achievements during quarterly Academic Awards Assemblies, Student of
the Month, STAR Student, Attendance and daily teacher recognition.
4
37
37
35
-
-
-
-
-
-
3
2
2
5
36
33
38
-
-
-
-
2
-
2
1
2
6
33
38
31
-
-
-
1
-
3
2
2
-
K-3
-
26
-
-
1
-
-
13
-
-
-
-
3-4
-
31
-
-
-
-
-
3
-
-
2
-
Other
-
-
-
2
-
-
-
-
-
-
-
-
-
-
-
-
-
Safe School Plan (School Year 2014-15)
Staff members monitor our school playground before school, during
recess and after school to ensure student safety. We post school rules,
conflict resolution strategies, and Character Counts visuals throughout the
school. Teachers review conflict resolution strategies with their students
and use the Second Step curriculum weekly. James Madison School
regularly undergoes a thorough safety evaluation as a result of Madera
Unified School District’s Crisis School Management Project and Madera
County Office of Education’s yearly monitoring of Williams Settlement
requirements. Our District also provides a maintenance team that reviews
safety issues on our campus monthly.
By Subject Area
Other
1
-
-
1
-
-
Counseling & Support Staff (School Year
2013-14)
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 one part-time counselor and a part-time, academic
school psychologist on staff.
The School Safety Plan was reviewed and updated on March 13th, 2014
by the School Safety Committee, SSC, faculty, and other stakeholders.
Revisions are based on feedback received from parents, staff, and
students on a school-wide survey.
James Madison Elementary
-
6
Published: December 2014
The Response to Intervention (RtI) process ensures students receive needed services.
Staff members are devoted to helping students deal with problems and assisting them
to reach positive goals. Madison provides support to students through on-site Teachers
on Special Assignment (TSA’s). We employee two part-time TSAs in the reading lab, two
part-time Primary Literacy Support Specialist TSA’s, and one full-time Curriculum and
Instruction TSA.
Counseling & Support Services Staff
Madison also provides one part time health clerk, and four noon-time assistants who
provide student supervision. 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.
Staff Development
Number of
Staff
Full Time
Equivalent
Health Clerk
1
3.5
Paraprofessionals
2
6
Teacher on Special
Assignment
2
3.5
Teacher on Special
Assignment
2
7.5
Staff members build teaching skills and concepts by participating in many conferences and workshops throughout the year, then sharing their
experiences and knowledge with district colleagues. Madison has dedicated eight days to staff development annually for the past three years. Topics
for staff development during the 2013-14 school year included: improvement instruction in English language arts, mathematics, and English language
development via Cycles of Inquiry, targeted instruction, and strategic staff development. Madison will continue staff development in Common Core State
Standards.
Data Sources
Data within the SARC was provided by Madera Unified School District, retrieved from the 2013-14 SARC template, located on Dataquest (http://data1.
cde.ca.gov/dataquest), and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which
allows the public to search for facts and figures pertaining to schools and districts throughout the state.
Among the data available, parents and community may find information about school performance, test scores, student demographics, staffing, and
student misconduct/intervention. Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that
provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and
schools.
Teacher & Administrative Salaries (School Year 2012-13)
The 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, www.cde.ca.gov.
Average Salary Information
Teachers - Principal - Superintendent
2012-13
District
State
Beginning Teachers
$38,419
$41,318
Mid-Range Teachers
$60,085
$65,615
Highest Teachers
$73,983
$84,981
Elementary School Principals
$99,765
$107,624
Middle School Principals
$104,462
$112,817
High School Principals
$110,595
$121,455
Superintendent
$165,000
$206,292
Salaries as a Percentage of Total Budget
Teacher Salaries
38.0%
40.0%
Administrative Salaries
6.0%
5.0%
School Site Teacher Salaries (Fiscal Year 2012-13)
The table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state (based on 2013-14
financial statements).
Average Teacher Salaries
School & District
School
$54,685
District
$61,941
Percentage of Variation
-11.7%
School & State
James Madison Elementary
All Unified School Districts
$69,360
Percentage of Variation
-21.2%
7
Published: December 2014
District Expenditures (Fiscal Year 2012-13)
The expenditures per pupil data is based on 2013-2014 fiscal year audited financial statements. The table reflects the direct cost of educational services,
per average daily attendance, excluding food services, facilities acquisition and construction, and certain other expenditures. This calculation is required
by law annually and is compared with other districts state-wide.
Expenditures per Pupil
School
Total Expenditures Per Pupil
$4,994
From Supplemental/Restricted Sources
$1,236
From Basic/Unrestricted Sources
$3,758
District
From Basic/Unrestricted Sources
$4,450
Percentage of Variation between School & District
-15.6%
State
From Basic/Unrestricted Sources
$4,690
Percentage of Variation between School & State
-19.9%
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.
District Revenue Sources (Fiscal Year 2013-14)
In addition to general state funding, Madera Unified School District received state and federal funding for the following categorical funds and other
support programs:
• Title I, II, III
• EIA/SCE
• EIA/LEP
James Madison Elementary
8
Published: December 2014