crittenden m middle school - axiom analytix · crittenden middle school’s library, staffed by a...

1Crittenden Middle School Published: January 2010

Principal’s MessageThe mission of Crittenden Middle School is to “inspire and empower every student to pursue academic and personal excellence.” The dedicated and caring staff believes our students deserve equal access to a rigorous academic program, and utilizes a variety of teaching and learning approaches to support the unique needs of adolescents. We are fortunate to be part of a community of students, staff, and families that appreciates and celebrates our diversity. In this spirit, we support the success of the whole child by increasing academic achievement, fostering a student’s sense of self, and creating opportunities for positive interaction with the community.

Community & School ProfileCrittenden Middle School is located in Mountain View, a suburban community of 70,700, approximately 35 miles south of San Francisco. It is part of the Mountain View Whisman School District, which served 4,460 students in six elementary schools and two middle schools during the 2008-09 school year.

At the beginning of the 2008-09 school year, 581 students were enrolled at Crittenden Middle School. Student body demographics are illustrated in the chart.

Discipline & Climate for LearningStudents at Crittenden Middle are guided by specific rules and classroom expectations that promote respect, cooperation, courtesy and acceptance of others. Parents and students are informed of school rules and discipline policies through:

• Parent handbook • Weekly newsletter • Back-To-School Night • Sixth Grade Orientation • Summer letter • Student-led conferences • E-mail • Autodialer • School website

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.

Serving Grades Six through Eight

District Administration

Dr. Maurice GhyselsSuperintendent

Dr. Mary LaironAssociate Superintendent,

Educational Services

Stephanie TotterAssistant Superintendent, Administrative Services

Craig GoldmanChief Business Officer

Board of Education

Edward D. BaileyStephen Olson

Philip D. PalmerFiona WalterEllen Wheeler

Mo u n t a i n V i e w W h i s m a n S c h o o l D i s t r i c t

Crittenden Middle School1701 Rock Street • Mountain View, CA 94043 • (650) 903-6945

2008-2009 School Accountability Report Card

Karen Robinson, Principalhttp://crittenden.mvwsd.org/

Student Enrollment by Ethnic Group2008-09

Percentage

African American 6.5%

American Indian 0.3%

Asian 9.1%

Caucasian 22.5%

Filipino 7.6%

Hispanic or Latino 49.2%

Pacific Islander 1.4%

Multiple or No Response 3.3%

Suspensions & ExpulsionsSchool District

06-07 07-08 08-09 06-07 07-08 08-09

Suspensions 165 98 80 253 251 202

Suspension Rate 26.8% 16.3% 13.8% 5.9% 5.7% 4.5%

Expulsions 0 0 0 1 0 0

Expulsion Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%


Recognition ProgramsCrittenden students are outstanding young people with a great variety of talents and strengths. It is Crittenden’s goal to recognize students for their good work and to reinforce those behaviors which contribute to a positive learning community. Crittenden offers the following recognition programs for its students:

• Honor Roll • Most Improved (GPA & Citizenship) • Citizenship • Panther Pride Award • Panther Paws • Attendance Awards • Front of the line lunch passes • Trimester Awards

Extracurricular & Enrichment ActivitiesStudents are encouraged to participate in the school’s additional academic and extracurricular activities, which are an integral part of the educational program. Crittenden offers the following activities for its students:

• Guitar class• After-school sports • Jazz band • Choir • Latin dance club • Performing arts • Poetry class • Chess club • Lunchtime game room • Lunchtime crafts room • Jazz Choir • Debate Club • Robotics • Spelling Club • Ambassadors Club• Rocketry

Class SizeCrittenden maintained a schoolwide average class size of 26.5 and a student-to-teacher ratio of 20.2:1 for the 2008-09 school year. Average class sizes vary by grade level and subject area taught. In addition to credentialed teachers, students may receive assistance in the classroom from Resource teachers/aides, an ELD aide, an at-risk intervention specialist, and parent volunteers.

Tutoring is also available to students from teachers on an individual basis, intervention classes, after-school math, and the after-school program Beyond the Bell.

The table indicates the average class size by grade level or subject area, as well as the number of classes offered in reference to their enrollment.

School Attendance & EnrollmentRegular daily attendance is a priority at Crittenden Middle School and is an important component of academic achievement. Attendance, tardy, and truancy policies are clearly stated and consistently enforced.

Crittenden has the following programs in place to improve student attendance: perfect attendance awards, class prizes, and lottery prizes. The chart illustrates the trend in enrollment for the past three years.

Parents are advised of their responsibilites, including proper notification of when and why students are absent. Attendance is monitored very closely with follow up phone calls made daily by the attendance secretary. Parents are advised of excessive absences through letters and, if necessary, parent conferences. Those students who continue to exhibit excessive absences are directed to the appropriate authorities, including the local Student Attendance Review Board (SARB).

Counseling & Support StaffIt is the goal of Crittenden Middle School to assist students in their social and personal development as well as academics. The school gives special attention to students who experience achievement problems, difficulty coping with personal and family problems, trouble with decision making, or handling peer pressure. The Community Health Awareness Council (CHAC) provides five counselors to assist students with their emotional needs. The academic counselor-to-pupil ratio is 1:194. The table lists the support service personnel available to students at Crittenden Middle School.

Individualized Instruction

Special Education students receive support from a Resource Specialist Teacher and/or Aide, Special Day Class Teacher and/or Aide, and a psychologist, as determined by their Individualized Education Plan (IEP). The Resource Teacher provides instruction in class using the full inclusion model. Special Day Class students are mainstreamed whenever possible.

English Language Learners

English Language Learners (EL) receive specialized services and instruction in an environment conducive to maximizing English learning. Students receive specialized instruction in leveled classes by certificated teachers. Students also take part in SDAIE classes for science and social studies.

Enrollment Trend by Grade Level2006-07 2007-08 2008-09

6th 203 190 198

7th 211 199 181

8th 201 212 202

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

07 08 09 07 08 09 07 08 09 07 08 09

English 28 26 29 3 9 1 23 10 15 7 6 4

Mathematics 29 29 25 2 4 8 22 8 14 10 9 3

Science 29 29 30 3 1 2 13 9 10 6 9 8

Social Science 30 30 28 1 - 3 15 11 10 3 7 7

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Bilingual Aide 1 0.5

Counselor 3 2.2

Intervention Specialist 1 1.0

Library Aide 1 1.0

Nurse 1 As Needed

Psychologist 1 0.6

Resource Specialist Aide 2 0.5

Resource Specialist Program (RSP) Teacher 3 2.0

SDC Aide 3 1.95

Special Day Class Teacher 2 2.0

Speech/Language Specialist 1 0.4


GATE Program

Crittenden Middle School offers a Gifted and Talented Education (GATE) program to those who qualify. Students who take part in the program receive instruction in leveled math and English language arts classes have an opportunity to take extra enrichment courses including mock trial, gardening, and others. The GATE program also offers after-school activities, clubs, and field trips. The 2009-10 school year will include 3 Destination Imagination teams!

Curriculum DevelopmentAll curriculum development at Crittenden revolves around the California State Content Standards and Frameworks. Teachers align classroom curriculum to ensure that all students either meet or exceed state proficiency levels. Teachers, the Leadership Team, and the principal evaluate Crittenden’s curriculum continuously using testing data, district benchmarks, maps, and assessments. All students have access to the core curriculum. Crittenden Middle School provides everything from interventions to enrichment opportunities. Student progress is monitored through ongoing assessment and is conveyed to parents every six weeks, via a progress report and report card each trimester. Group assessment data is shared with the staff to both support students and help determine school needs and focus. The principal and individual staff members also discuss student’s assessment data as needed and appropriate.

Crittenden offers block scheduling to allow for more in-depth instruction in the subjects of math and English language arts.

Instructional MaterialsMountain View Whisman School District held a public hearing on September 17, 2009, and determined that each school within the district has 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. The district endeavors to follow the State of California’s Textbook Adoption Cycle, which requires teacher and community representatives from every school site to review textbooks in each curriculum area within a seven-year cycle. The most recent textbooks for the school are illustrated in the chart.

Library InformationCrittenden Middle School’s library, staffed by a full-time library aide, is stocked with more than 14,000 books that are available for students to check out. The school’s library also contains a collection of textbooks that can be checked out by students. Crittenden Middle School’s eight Language Arts classes contain libraries of at least 500 books each.

Computer ResourcesEach classroom at Crittenden Middle School contains from two to four Internet-connected computers. The school also has three computer labs on campus with two labs containing 32 computers and one lab containing 16 computers. The computer lab is staffed by a full-time computer teacher. Computer skills and concepts are integrated throughout the standard curriculum to prepare students for technological growth and opportunities. A new Read 180 lab, containing 8 computers, was installed. Students are trained on the following software programs such as Rosetta Stone, PowerPoint, keyboarding, Read 180 and Geometry Sketch Pad.

Additional Internet Access/Public LibrariesFor additional research materials and Internet availability, students are encouraged to visit the Mountain View Public Library, which contains numerous computer workstations.

Parent & Community InvolvementCrittenden Middle School benefits greatly from the involvement of parents and local community partnerships. There are several avenues in which parents may become involved: Parent Teacher Association (PTA), English Learner Advisory Committee (ELAC), School Site Council, Mountain View Education Foundation (MVEF), and volunteering in classrooms and school events. The school has also partnered with the City of Mountain View for its after-school program, and the Challenge Team.

Contact InformationParents or community members who wish to participate in leadership teams, school committees, school activities, or become a volunteer may contact the school office at (650) 903-6945 or visit the school’s website: www.crittenden.mvwsd.k12.ca.us/ for more information.

Data SourcesData within the SARC was provided by Mountain View Whisman School District, retrieved from the 2008-09 SARC template, and/or located on Dataquest (http://data1.cde.ca.gov/dataquest). 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 members may find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention.

Student Achievement & TestingVarious measures of student achievement are used as an ongoing part of the quality instructional program at Mountain View Whisman School District. These assessments measure students’ actual progress as well as the effectiveness of the instructional program. Multiple measures of assessment include the following: Developmental Reading Assessments (DRA), Standards-Based Trimester Benchmark Assessments in Mathematics and Language Arts, Standards-Based teacher or publisher created assessments. In addition to district-established performance objectives, the state and federal governments have set standards for student achievement. A school and district’s progress in meeting or exceeding those standards is measured through the results of testing and other criteria.

District-Adopted TextbooksGrade Levels Subject Publisher Adoption

Year Sufficient % Lacking

6th-8th English/Language Arts

Holt, Rinehart & Winston

2003 Yes 0.0%

6th-8th Mathematics Holt 2008 Yes 0.0%

6th-8th Mathematics Prentice Hall 2008 Yes 0.0%

6th-8th Science Prentice Hall 2007 Yes 0.0%

6th-8thSocial

Science/History

Holt 2006 Yes 0.0%

6th-8thSocial

Science/History

Teacher’s Curriculum

Institute2006 Yes 0.0%

Computer Resources06-07 07-08 08-09

Computers 164 172 180

Students per computer 3.8 3.5 3.2

Classrooms connected to Internet 30 30 30


California Standards TestThe 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 combined percentage of students scoring at the Proficient and Advanced levels in English/Language Arts, Math, and Science, for the most recent three-year period, is shown.

Academic Performance IndexThe 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.

API School Results06-07 07-08 08-09

2009 API Growth ScoreStatewide Rank 6 6 6

Similar Schools Rank 6 7 7

All Students

Actual Growth 8 23 27 791

Socioeconomically Disadvantaged


Hispanic or Latino


Caucasian

Actual Growth 2 -9 49 907

English Learners


California Standards Test (CST)Subject School District State

2007 2008 2009 2007 2008 2009 2007 2008 2009

English/Language Arts 46 49 57 52 55 60 43 46 50

Mathematics 36 47 48 53 60 62 40 43 46

Science 36 45 60 51 60 62 38 46 50

History/Social Science 45 31 49 43 45 52 33 36 41

California Standards Test (CST)

Subgroups

SubjectEnglish/

Language Arts

Mathematics ScienceHistory/Social

Science

African American 52 35 57 36

American Indian * * * *

Asian 77 75 89 68

Filipino 61 59 72 72

Hispanic or Latino 45 34 46 31

Pacific Islander * * * *

Caucasian 78 68 77 73

Males 55 44 62 49

Females 60 52 57 49

Socioeconomically Disadvantaged 45 36 46 36

English Learners 22 22 22 7

Students with Disabilities 15 13 11 14

Migrant Education * * * *

*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.


Physical FitnessIn the spring of each year, Crittenden Middle School is required by the state to administer a physical fitness test to all students in grade seven. The Physical Fitness Test measures each student’s ability to perform fitness tasks in six major areas. Students who meet or exceed the standards in all six fitness areas are considered to be physically fit or in the “Healthy Fitness Zone” (HFZ). For the 2008-09 school year, 25.4% of all seventh graders at Crittenden Middle School met the standards in all six fitness areas.

Adequate Yearly ProgressNo Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have limited English proficiency) in all grades meet the state academic achievement standards for Mathematics and English/Language Arts by 2014. Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) requirements:

• Participation rate on the state’s standards-based assessments in English/Language Arts (ELA) and Mathematics.

• Percent proficient on the state’s standards-based assessments in ELA and Mathematics.

• API as an additional indicator

There are several consequences for schools that do not meet the AYP standards, including additional tutoring and replacing of staff. Students would also be allowed to transfer to schools (within their district) that have met their AYP, and the former school would be required to provide the transportation to the new site. Results of school and district performance are displayed in the chart.

Federal Intervention ProgramSchools 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.

National Assessment of Educational ProgressThe National Assessment of Educational Progress (NAEP) is a nationally representative assessment of what America’s students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the participation of Students with Disabilities (SD) and English Language Learners (ELL) is reported based on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress web page at http://nces.ed.gov/nationsreportcard/.

The first table displays the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for grades four and eight by scale score and achievement level.

The second table displays the participation rates on the National Assessment of Educational Progress for reading (2007) and mathematics (2009) by Students with Disabilities and/or English Language Learners for grades four and eight.

NOTE: Only a sample group of California’s schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either the LEA or the individual school.

Adequate Yearly Progress (AYP)School District

Made AYP Overall No No

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes

Percent Proficient Yes No No No

API School Results Yes Yes

Graduation Rate N/A N/A

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status Not in PI In PI

First Year in PI - 2009-2010

Year in PI (2009-10) - Year 1

# of Schools Currently in PI - 2

% of Schools Identified for PI - 25.00%

National Assessment of Educational ProgressReading and Mathematics Results for

Students with Disabilities (SD) and/or English Language Learners (ELL)By Grades 4 & 8 and Participation Rate - All Students

Participation Rate

State National

SD ELL SD ELL

Reading 2007 Grade 4 74 93 65 80

Reading 2007 Grade 8 78 92 66 77

Math 2009 Grade 4 79 96 84 94

Math 2009 Grade 8 85 96 78 92

National Assessment of Educational ProgressReading and Mathematics Results for Grades 4 & 8

By Performance Level - All StudentsAverage Scale Score % at Each Achievement Level

State National Basic Proficient Advanced

Reading 2007 Grade 4 209 220 30 18 5

Reading 2007 Grade 8 251 261 41 20 2

Math 2009 Grade 4 232 239 41 25 5

Math 2009 Grade 8 270 282 36 18 5


Teacher AssignmentMountain View Whisman School District recruits and employs the most qualified credentialed teachers. For the 2008-09 school year, Crittenden Middle School had 29 fully credentialed teachers who met all credential requirements in accordance with State of California guidelines.

Teacher misassignments reflect the number of placements within a school for which the certificated employee in the teaching or services position (including positions that involve teaching English Learners) does not hold a legally recognized certificate or credential. 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 year. For the 2009-10 school year, the most current data is reported.

Highly Qualified TeachersThe 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” no later than the end of the 2005-06 school year. California was granted an extension by the U.S. Department of Education to ensure that all teachers be considered “Highly Qualified” by the end of the 2006-07 school year. Minimum qualifications include: possession of a Bachelor’s Degree, possession of an appropriate California teaching credential, and demonstrated competence in core academic subjects.

Staff DevelopmentSix professional development days are planned annually to update and extend adult learning about academic content, instructional strategies, and new materials. Throughout the year, staff members participate in a variety of inservices and workshops designed to increase student performance.

The staff development plan is coordinated by the district Educational Services department in accordance with district and site priorities. Three staff development days were used at the beginning of the school year to inservice new and returning teachers on approved district curriculum. Three additional staff development days were conducted throughout the year.

Teachers throughout the district are provided with opportunities to develop and expand their knowledge and skills. Through in-house training or state and county-wide conferences, teachers are encouraged to attend inservices that promote best practice strategies in both literacy and mathematics.

School LeadershipLeadership at Crittenden Middle School is a responsibility shared between district administration, the principal, instructional staff, students, and parents. Principal Karen Robinson has led the school for the past nine years. Prior to becoming principal at Crittenden, Mrs. Robinson was a teacher for 16 years at the school. The 2008-09 school year marks her 25rd year working with students at Crittenden Middle School.

The school offers the following leadership opportunities for its staff:

• Grade-level teams • Leadership Team • Department Chairs • Grade-level liaisons • School Site Council.

The School Site Council is made up of staff and parents that serve as the governing body. Both the group and the entire staff have involvement in the School Site Plan that sets the goals and focus for Crittenden Middle School.

Safe School PlanThe safety of students and staff is a primary concern of Crittenden Middle School. The school is always in compliance with all laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. The School Site Safety Plan was last reviewed and updated in fall 2009 by the School Safety Committee, which is composed of the assistant principal and five CERT-trained staff. All revisions were communicated to the both the classified and certificated staff. The school’s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster.

Fire drills are conducted monthly; earthquake and lockdown drills are conducted once a year. Students are supervised before-and-after school by teachers and the campus supervisor. Noonduty aides, the at-risk specialist, and the principal provide supervision during lunch. There are three designated areas for student drop off and pick up: front of the school, gym parking lot, and field parking lot. Visitors must sign in at the office, wear a visitor’s badge at all times while on campus, and sign out upon leaving the school.

School FacilitiesOriginally constructed in 1948, Crittenden Middle School was thouroughly modernized and renovated between 1998 and 2000. More recent renovations include painting the exterior of the school campus. The campus is currently comprised of 35 permanent classroom, a multi-purpose room, a library, a gym, a staff room, three computer labs, a playground, two locker rooms, a community room (602), a meeting room, a half-size counseling room, and an auxillary room.

Cleaning Process

The assistant principal works daily with the custodial team to ensure classrooms, restrooms, and campus grounds are kept clean, safe, and well-maintained. The district governing board has adopted cleaning standards for all scools in the district. A summary of these standards is available at the school and district offices.

Maintenance & 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 with emergency repairs given the highest priority. At the time of publication, 100% of the school’s restrooms were fully functioning.

Teacher Credential StatusSchool District

06-07 07-08 08-09 08-09

Fully Credentialed 29 28 29 227

Without Full Credentials 1 2 1 9

Working Outside Subject 0 0 1 4

Misassignments/Vacancies07-08 08-09 09-10

Misassignments of Teachers of English Learners 1 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 1 0 0

Vacant Teacher Positions 0 0 0

NCLB Compliant Teachers% of Core Academic Courses Taught

By NCLB Compliant Teachers

% of Core Academic Courses

Taught By Non-NCLB Compliant Teachers

School 98.1% 1.9%

District 93.3% 6.7%

High-Poverty Schools in District 0.0% 0.0%

Low-Poverty Schools in District 100.0% 0.0%


Deferred Maintenance Budget

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 2009-10 school year the district allocated $195,407 for the deferred maintenance program. This represents 0.49% of the district’s general fund budget.

The chart shows the results of the most recent school facilities inspection. 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.

School Site Teacher SalariesState law requires comparative salary and budget information to be reported to the general public. At the time this report was published, the most recent salary comparison data from the State of California was for the 2007-08 school year. For comparison purposes, the California Department of Education has provided average salary data from unified school districts having from 1,500 to 4,999 average daily attendance throughout the state. The table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and state.

Average Teacher & Administrative SalariesThis 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 districts 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 California Department of Education’s website www.cde.ca.gov.

Expenditures & Services FundedMountain View Whisman School District spent an average of $8,900 to educate each student (based on 2007-08 audited financial statements). The table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.

In addition to general state funding, Mountain View Whisman School District receives state and federal funding for the following categorical, special education, and support programs:

• Title I, Part A (Basic Grant)• Title II, Part A (Teacher Quality)• Title III, Part A (LEP Students)• Title IV, Part A (SDFSC)• Title V, Part A (Innovative)• School Safety & Violence Prevention• Economic Impact Aid• Peer Assistance & Review• TUPE

School Facility ConditionsDate of Last Inspection: 07/17/2009

Overall Summary of School Facility Conditions: Good

Items Inspected Facility Component System Status

Deficiency & Remedial Actions Taken or

Planned

Good Fair Poor

Systems (Gas Leaks, Mech/HVAC, Sewer) X

Interior X

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Restrooms/Fountains X Rooms 201-213 - Repair apoxy floor.

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X

External (Grounds, Windows, Doors, Gates, Fences)

XAverage Teacher Salaries

School & District

School $56,326

District $61,094

Percentage of Variation 7.81%

School & State

All Elementary School Districts $63,421

Percentage of Variation 11.19%

Average Salary InformationTeachers - Principal - Superintendent

2007-08 District State

Beginning Teachers $44,609 $41,031

Mid-Range Teachers $64,599 $63,366

Highest Teachers $82,315 $80,596

Elementary School Principals $108,237 $100,937

Middle School Principals $121,275 $105,066

High School Principals - $106,534

Superintendent $180,249 $147,438

Salaries as a Percentage of Total Budget

Teacher Salaries 39.0% 41.0%

Administrative Salaries 6.0% 6.0%

Expenditures per PupilSchool

Total Expenditures Per Pupil $4,764

From Restricted Sources $413

From Unrestricted Sources $4,350

District


Percentage of Variation between School & District 4.29%

State


Percentage of Variation between School & State 21.08%

crittenden m middle school - axiom analytix · crittenden middle school’s library, staffed by a...

Documents