Lakeside Middle School School Accountability Report Card ...iusd.org/sites/default/files/files/migratepictures/2015_SARC_Lakeside_Middle...2014-15 School Accountability Report Card

2014-15 School Accountability Report Card for Lakeside Middle School Page 1 of 12

Lakeside Middle School

School Accountability Report Card

Reported Using Data from the 2014-15 School Year

Published During 2015-16

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 principal or

the district office. 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.

About This School Contact Information (Most Recent Year)

School Contact Information

School Name------- Lakeside Middle School

Street------- 3 Lemongrass

City, State, Zip------- Irvine, CA 92604

Phone Number------- (949) 559-1601

Principal------- Gina Cuneo

E-mail Address------- [email protected]

Web Site------- http://www.iusd.org/la/

Grades Served 7-8

CDS Code 30-73650-6098511


District Contact Information

District Name------- Irvine Unified School District

Phone Number------- (949) 936-5000

Superintendent-------

Mr. Terry Walker

E-mail Address------- [email protected]

Web Site------- www.iusd.org

School Description and Mission Statement (Most Recent Year)

Lakeside Middle School is a dynamic, innovative, educational community designed to meet the unique needs of the young adolescent. The Lakeside staff and parent community have developed a positive, supportive and disciplined learning environment with high expectations for academic achievement. Having recently begun participation in PBIS, Lakeside has has created and embraced a set of core ethical values, captured in the acronym SAIL, which stands for Showing Kindness, Achieving Honorably, Inspiring Integrity and Living Respectfully. An array of instructional strategies, along with a group of highly qualified teachers, ensure that ALL students have access to rich curriculum and motivation for learning. It is our belief that every middle school child has the capacity to be compassionate and giving; to be perceptive, creative, and informed; to be industrious, ethical and a risk-taker; to be poised; to persevere and to celebrate each day with optimism. The School Report Card Under the provisions of Proposition 98, schools in California are required to prepare an annual school accountability Report Card assessing the school in 13 performance areas. The purpose of the Report Card is to inform our school community about the conditions and progress being made at our school. Our profile also provides an excellent opportunity for us to identify the strengths and weaknesses of our school program and to discuss these issues. As you read this School Profile, I believe you will find a school with an impressive record of consistent achievement and a faculty and community committed to meeting the needs of all our students. We have been recognized on two separate occasions by the State Department of Education as a California Distinguished School, and at the National level as a National Blue Ribbon School. Parent involvement has contributed significantly to our success, and we know that the partnership between home and school is, indeed, necessary. We believe that students, teachers, and parents must work closely together in an atmosphere of mutual respect and cooperation. Education is a function of both the community and the schools that serve it, and we welcome parental participation in each child’s educational development. Lakeside Middle School currently has an enrollment of 650 students for grades 7 and 8 and is located in the Woodbridge Village area of Irvine. Lakeside enjoys serving an ethnically diverse student group that provides for a rich, multi-cultural environment. Although the majority of our students are Caucasian, ethnic minority students represent 51% of our population. Student Enrollment by Grade Level (School Year 2014-15)

Grade Number of

Level Students

Grade 7 317

Grade 8 333

Total Enrollment 650


Student Enrollment by Group (School Year 2014-15)

Student Percent of

Group Total Enrollment

Black or African American 2.2

American Indian or Alaska Native 0.2

Asian 38.9

Filipino 3.5

Hispanic or Latino 10.8

Native Hawaiian or Pacific Islander 0.3

White 40.5

Two or More Races 3.1

Socioeconomically Disadvantaged 15.1

English Learners 10.3

Students with Disabilities 7.8

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

Teachers School District

2013-14 2014-15 2015-16 2015-16

With Full Credential 30.36 29.94 30.70 1352.99

Without Full Credential 0 0 0 0

Teaching Outside Subject Area of Competence (with full credential) 1.58 1.58 1.58 108.806

Teacher Misassignments and Vacant Teacher Positions

Indicator 2013-14 2014-15 2015-16

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 0 0 Note: “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 (School Year 2014-15)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 100.0 0.0

All Schools in District 100.0 0.0

High-Poverty Schools in District 100.0 0.0

Low-Poverty Schools in District 100.0 0.0 Note: 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.


Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16) Year and month in which data were collected: September 2015

Core Curriculum Area Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts All students are provided an individual textbook or instructional material as determined by textbook software in September, 2015. All textbooks purchased are state-adopted, and are standards aligned.

Yes 0%

Mathematics All students are provided an individual textbook or instructional material as determined by textbook software in September, 2015. All textbooks purchased are state-adopted, and are standards aligned.

Yes 0%

Science All students are provided an individual textbook or instructional material as determined by textbook software in September, 2015. All textbooks purchased are state-adopted, and are standards aligned.

Yes 0%

History-Social Science All students are provided an individual textbook or instructional material as determined by a survey conducted in September 2015. All textbooks purchased are state-adopted, and are standards aligned.

Yes 0%

Health All students are provided an individual textbook or instructional material as determined by textbook software in September, 2015. All textbooks purchased are state-adopted, and are standards aligned.

Yes 0%

Visual and Performing Arts All students are provided an individual textbook and/or instructional material.

Yes 0%


School Facility Conditions and Planned Improvements (Most Recent Year)

Each teacher’s classroom and the campus reflect a supportive, energetic, highly academic and enjoyable learning environment. The Lakeside staff and students enjoy the advantage a small school environment of 700 students provides. However, to ensure a safe school environment for our children, the principal, assistant principal, counselors and campus supervisor maintain a high priority on being out on campus at break and lunch, both to supervise and to be available to interact with students. The custodian has developed a positive working relationship with students and helps supervise as well. Our physical education teachers maintain a constant variety of sports tournaments for all students during the lunch break. Before and after school, teachers play an active role supervising students with the assistant principal and campus supervisor. School wide emergency response drills were practiced throughout the year. Lakeside underwent the first phase of modernization in the spring of 2009 and the 300 building was updated and modernized. Additional modernization occurred during the summer and first trimester of the 2009 school year resulting in the creation of four new classrooms, buildings that are IDEA compliant, fire and safety upgrades and beautiful new paint and carpet that has given our school the facelift it deserved. During the second trimester of the 2009-2010 school year, the performing arts building and the locker rooms were renovated, thus completing the modernization process. The nearly new facility is the pride of students and staff, and all work together to keep it safe, clean and beautiful. School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: July 2015

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces X

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials X

Structural: Structural Damage, Roofs X

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

Overall Facility Rating (Most Recent Year)

Year and month in which data were collected: July 2015

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 California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

English Language Arts/Literacy 83 77 44

Mathematics 77 74 33 Note: 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 Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Not Met

Standard Nearly Met

Standard Met

Standard Exceeded

All Students 7 314 312 99.4 4 13 43 38

8 336 316 94.0 7 9 42 42

Male 7 178 56.7 7 22 38 32

8 167 49.7 8 13 46 33

Female 7 134 42.7 1 2 50 47

8 149 44.3 5 4 38 52

Black or African American 7 9 2.9 -- -- -- --

8 6 1.8 -- -- -- --

American Indian or Alaska Native 8 1 0.3 -- -- -- --

Asian 7 111 35.4 5 10 37 48

8 127 37.8 4 5 37 54

Filipino 7 10 3.2 -- -- -- --

8 13 3.9 0 0 69 31

Hispanic or Latino 7 38 12.1 8 24 45 21

8 30 8.9 30 20 33 13

Native Hawaiian or Pacific Islander

8 2 0.6 -- -- -- --

White 7 133 42.4 2 13 46 38

8 127 37.8 5 11 46 39

Two or More Races 7 8 2.5 -- -- -- --

8 10 3.0 -- -- -- --


Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

Socioeconomically Disadvantaged 7 45 14.3 13 36 33 16

8 45 13.4 16 11 49 22

English Learners 7 30 9.6 30 33 30 3

8 27 8.0 37 15 41 4

Students with Disabilities 7 17 5.4 41 24 24 6

8 18 5.4 61 11 17 11

Foster Youth 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. Note: 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.

CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

All Students 7 314 312 99.4 7 14 27 52

8 336 319 94.9 11 14 21 53

Male 7 178 56.7 10 12 28 50

8 167 49.7 10 15 25 49

Female 7 134 42.7 4 16 25 54

8 152 45.2 11 13 17 59

Black or African American 7 9 2.9 -- -- -- --

8 6 1.8 -- -- -- --

American Indian or Alaska Native 8 1 0.3 -- -- -- --

Asian 7 111 35.4 5 10 18 68

8 129 38.4 4 5 16 73

Filipino 7 10 3.2 -- -- -- --

8 13 3.9 8 15 31 46

Hispanic or Latino 7 38 12.1 24 34 21 18

8 30 8.9 50 27 10 13

Native Hawaiian or Pacific Islander

8 2 0.6 -- -- -- --

White 7 133 42.4 4 12 31 53

8 127 37.8 9 19 26 46

Two or More Races 7 8 2.5 -- -- -- --

8 11 3.3 18 27 45 9


Student Group Grade



Standard Nearly Met

Standard Met

Standard Exceeded

Socioeconomically Disadvantaged 7 45 14.3 27 22 20 29

8 45 13.4 40 13 24 22

English Learners 7 30 9.6 30 30 13 27

8 30 8.9 40 7 17 37

Students with Disabilities 7 17 5.4 41 24 12 18

8 18 5.4 67 0 6 22

Foster Youth 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. Note: 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.

California Standards Tests for All Students in Science (Three-Year Comparison)

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Science (grades 5, 8, and 10) 92 94 92 87 88 88 59 60 56 Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Standards Tests Results by Student Group in Science (School Year 2014-15)

Student Percent of Students Scoring at

Group Proficient or Advanced

All Students in the LEA 88

All Students at the School 92

Male 92

Female 93

Black or African American --

American Indian or Alaska Native --

Asian 97

Filipino 92

Hispanic or Latino 61

Native Hawaiian or Pacific Islander --

White 93

Two or More Races --

Socioeconomically Disadvantaged 50

English Learners 62

Students with Disabilities 78

Foster Youth -- Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

---7--- 5.70 18.80 68.50 Note: 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.

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 (Most Recent Year)

Lakeside welcomes parent involvement during their children’s two years in middle school. Staying connected with their children’s activities both within and outside the school day sends an important message to young learners that academic progress and personal responsibility are important and are high priorities. There are many avenues for parents to become involved in school activities. Joining our PTA is one way to get involved as there are a number of activities which support the entire school including volunteering for various events or participating in fundraisers. We also have an active School Site Council and an English Language Learning Advisory Committee (ELAC) that give parents an opportunity to get involved with school activities. Many parents use our website, www.iusd.org/la, to stay in contact with teachers or use email to communicate directly with them. In addition, we have a parent email group list that we use to inform parents of school activities and events.

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. Suspensions and Expulsions

Rate School District State

2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Suspensions------- 3.40 3.86 4.27 1.96 1.33 1.37 5.07 4.36 3.80

Expulsions------- 0.00 0.00 0.00 0.00 0.04 0.03 0.13 0.10 0.09

School Safety Plan (Most Recent Year)

Lakeside School has developed a comprehensive Safe School Plan. Our plan is evaluated yearly and amended as needed by the School Site Council or school safety planning committee. Key elements of the plan discussed annually with staff may include: 1. Assessing the current status of school crime committed on the school campus and at school-related functions, 2a. Child Abuse Reporting Procedures, 2b. Disaster Procedures-Routine and Emergency, 2c. Policies for Suspension, Expulsion and Mandatory Expulsion, 2d. Procedures for Notification of Staff Regarding Dangerous Students, 2e. Policies on Sexual Harassment, 2f. Policy Relating to School Dress Code (especially gang-related apparel), 2g. Procedures for Safe Ingress and Egress of Pupils, Parents, and School Employees To and From School, 2h. Procedures that Create a Safe and Orderly Environment Conducive to Learning at School, 2i. Rules and Procedures on School Discipline.


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. Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes No Yes

Met Participation Rate: English-Language Arts Yes Yes Yes

Met Participation Rate: Mathematics Yes Yes Yes

Met Percent Proficient: English-Language Arts N/A N/A N/A

Met Percent Proficient: Mathematics N/A N/A N/A

Met Attendance Rate Yes Yes Yes

Met Graduation Rate N/A No Yes

Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2012-2013

Year in Program Improvement* Year 3

Number of Schools Currently in Program Improvement N/A 7

Percent of Schools Currently in Program Improvement N/A 46.7 Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Secondary)

Subject

2012-13 2013-14 2014-15

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English------- ----------

29 6 1 21 26 8 9 12 26 8 9 11

Mathematics ----------

31 2 10 12 29 5 8 12 10 4

Science------- ----------

33 1 6 16 34 5 15 32 11 9

Social Science ----------

35 1 21 31 2 9 12 31 2 9 11 Note: 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.


Academic Counselors and Other Support Staff (School Year 2014-15)

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 1.4 600

Counselor (Social/Behavioral or Career Development) 0.4 N/A

Library Media Teacher (Librarian) 1.0 N/A

Library Media Services Staff (Paraprofessional) 0.6 N/A

Psychologist------- 1.0 N/A

Social Worker------- 0 N/A

Nurse------- 0.3 N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist------- 4.0 N/A

Other------- 0 N/A Note: Cells with N/A values do not require data. 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.

Expenditures per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- $5,237 $330 $4,907 $78,803

District------- N/A N/A $4,650 $75,749

Percent Difference: School Site and District N/A N/A 5.5 4.0

State------- N/A N/A $5,348 $72,971

Percent Difference: School Site and State N/A N/A -8.2 8.0 Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2014-15)

The Local Control Funding Formula has replaced California’s previous method of allocating funds to school districts. In place of more than 40 specific funding categories, the new model has essentially established three sources of state funding with increased local discretion to determine how best to spend those funds in the service of students. All districts now start with a base level of per-student funding that varies slightly depending on grade levels. Then there’s supplemental funding, which adds 20 percent of the base for each English-language learner, low-income student and foster youth. Finally, there’s a third pot called a concentration grant that is equal to 50 percent of the entire base. But that’s only for schools and districts where English-learners, low-income students and foster youth exceed 55 percent of the total enrollment, and IUSD isn’t eligible. Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $41,630 $43,165

Mid-Range Teacher Salary $74,349 $68,574

Highest Teacher Salary $96,107 $89,146

Average Principal Salary (Elementary) $119,550 $111,129

Average Principal Salary (Middle) $127,346 $116,569

Average Principal Salary (High) $142,899 $127,448

Superintendent Salary $249,900 $234,382

Percent of Budget for Teacher Salaries 39% 38%

Percent of Budget for Administrative Salaries 5% 5% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.


Professional Development (Most Recent Three Years)

Lakeside teachers participate in Professional Learning Communities and they meet 2-3 times a month on late start days.. On these days, teachers meet in grade level and/or department groups to determine essential learnings, develop common assessments and review data about student achievement to inform their teaching. One late start day each month is spent in a staff meetings and staff development, which is focused around PLCs, Core Ethical Values, Common Core Standards, effective instructional strategies and technology. During the past several years, teachers in each curricular have focused on identifying and refining essential learnings, creating common formative and summative assessments around those essential learnings, and developing interventions for those students not achieving mastery of those learnings. Teachers are given release days to work on common formative and summative assessments, the Common Core and effective instructional strategies to support both.

Documents

Lakeside Middle School School Accountability Report Card ...iusd.org/sites/default/files/files/migratepictures/2015_SARC_Lakeside_Middle...2014-15 School Accountability Report Card