fontana unified school district southridge middle school · include fun fridays where kids enjoy...

-1-Southridge Middle School Published: January 2015

SARC InformationEvery 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/.

• 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.

District GoalsLEARNING FOR ALL STUDENTS

Every student will be provided a comprehensive educational program aligned with the California State Standards that increases student achievement at the highest level and increases attendance.

SAFE, POSITIVE, WELL-MAINTAINED SCHOOLS

Every student will be provided with a clean, orderly, and adequately equipped school that is organized for its educational purpose and where every student is welcomed, respected, and valued.

QUALITY STAFF PROVIDING QUALITY SERVICE

Every student will be provided with a quality education by highly qualified staff who will be continuously trained in teaching strategies, support programs, and staff development activities.

SCHOOL/HOME/COMMUNITY PARTNERSHIPS & COMMUNICATION

Every student will be supported, and relationships enhanced, through open communication with parents, students, colleagues, and the community to develop partnerships.

ACQUISITION & ALLOCATION OF RESOURCES THAT SUPPORT THE ABOVE GOALS

Every student will be supported through the strategic allocation of all resources by continuously reviewing, updating, and fully implementing all district plans.

Principal’s MessageHello Southridge Family!

This year we are making strides to make school more fun and enjoyable for our students. Just some of the great thinks happening at Southridge include Fun Fridays where kids enjoy music and dance contests during Friday’s lunches (if they kept the lunch area clean all week). Each week we give clues to our Mystery Star and on Friday during my Knightly News announcements classes can make guesses on which teacher or staff member the Mystery Star is. The winning class wins a Front of the Line pass for every student! We had our first dance before Halloween and are planning our next one for after winter break.

Southridge Middle School14500 Live Oak Avenue, Fontana, CA 92337

(909) 357-5420CDS Code: 36-67710-6106504

Serving Grades Six through Eight

Gerald Mullins, [email protected]

2014-2015 School Accountability Report Card

“Every Student Successful. Engaging Schools. Empowered

Communities.”

9680 Citrus Avenue Fontana, CA 92335

(909) 357-7600www.fusd.net

Board of EducationLorena Corona, President

Mary Sandoval, Vice President/Clerk

Jesse Armendarez, MemberBarBara L. Chavez, MemberMatt Slowik, MURP, MPA,

MemberIsaac Rubalcava,

Student Board Member

District AdministrationLeslie Boozer, Ed.D., J.D.

[email protected]

Randal S. Bassett Associate Superintendent,

Business Services

Oscar Dueñas Associate Superintendent,

Student Services

David Creswell Associate Superintendent,

Human Resources

Antonio J. Cediel, Ed.D. Associate Superintendent,

Teaching & Learning

Martin Sissac Chief of School Police Services

Fontana UnifiedSchool District


We are having a competition to see which class can show the most growth on the MAP test we give three times per year and the winning classes will win a fun pizza, music, and ice cream party! An incentive to do their best every day in class. This year we started rewarding kids for good behavior with our Caught Being Good initiative. They earn CBG cards when they are “caught” making good choices. Every other week we have a drawing and give out great prizes if their card is chosen. The more they earn, the better their chances!

This year our focus is Academic Discourse and teachers are given monthly trainings followed by safe practice time and peer observations where teachers visit each others’ rooms and share ideas on how best to teach your children. We are having teachers plan lessons, units, assessments, and interventions that align with common core as well as paying several to give kids extra help through our After School University (ASU).

What can you do? Obviously the more a parent is involved the more chance for their child’s success. So just be involved; check Zangle Gradebook regularly, ensure your child has a quiet place to do their homework, ensure a solid routine in the morning and after school where the tv and video games are limited, and be sure your child gets to school on time every day!

We want parents to be informed and involved in their child’s education! Please look for opportunities to be involved this year by getting active in School Site Council, Coffee with the Principal, or ELAC! We have made it a goal to have more family-oriented activities this year so you can participate along with your child and spend quality time together in activities here at Southridge! Keep an eye on our marquee for upcoming events!

At Southridge we are lucky to be able to meet the needs of both high achieving students as well as those who might need extra help with their academics. If your student is meeting grade-level standards they will be placed in a challenging and fun elective (we offer computers, music, art, and ASB) and if they need some extra help we offer intervention classes such as math or language arts essentials, sections of ALD (Academic Language Development) as well as sections of Read 180 and Math 180 for students needing more intensive intervention.

So we look forward to helping your child become the best they can be at Southridge! We want the same thing you want for your child: Every opportunity for success in school and in life! Always remember that your child’s education is a partnership between you and the school. It is my promise that the school will do all it can to help your child to succeed.

If you ever have questions or concerns, don’t hesitate to give me a call or set up an appointment.

School Enrollment (School Year 2014-15)Southridge Middle School is a single-track, year-round school. In the 2014-15 school year, the school served 1,064 students in grades six through eight. The chart displays school enrollment broken down by student group.

The charts display school enrollment broken down by grade.

School Profile (School Year 2015-16)Southridge Middle School invites parents to join the school’s efforts in increasing communication to support the learning process, help students experience success in middle school, and prepare students for the high school curriculum. Highly qualified, experienced teaching staff are focused on understanding and meeting the unique needs of middle school students academically, emotionally, and socially, promoting a safe and positive environment every day. All staff share a deep sense of commitment, responsibility, and ownership to each child, recognizing in all areas each student’s individual strengths and learning needs.

All seventh and eighth grade students are grouped into teams sharing the same teachers for core content classes. The “team structure” enables teachers to collaborate effectively on individual student progress and create a sense of community among the students.

A. Conditions of Learning

State Priority: BasicThe 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.

Highly Qualified Teachers (School Year 2014-15)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. 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.Enrollment by Student Group

2014-15

Percentage

Black or African American 7.0%

Asian 1.7%

Filipino 1.0%

Hispanic or Latino 85.4%

Native Hawaiian or Pacific Islander 0.2%

White 3.9%

Two or More Races 0.8%

English Learners 21.6%

Socioeconomically Disadvantaged 83.1%

Students with Disabilities 15.4%

Foster Youth 0.4%

NCLB Compliant Teachers% of Core Academic Courses Taught

By Highly Qualified Teachers

% of Core Academic Courses

Taught By Non-Highly Qualified Teachers

School 100.0% 0.0%

All Schools in District 99.1% 0.9%

High-Poverty Schools in District 99.1% 0.9%

Low-Poverty Schools in District N/A N/A

Enrollment Trend by Grade Level2012-13 2013-14 2014-15

6th 343 345 347

7th 350 364 349

8th 410 361 368


Teacher AssignmentThe district recruits and employs qualified credentialed teachers. This chart shows information about teacher credentials.

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.

Instructional Materials (School Year 2015-16)Fontana Unified School District held a public hearing on September 16, 2015, and determined that each school within the district had sufficient and good quality textbooks, instructional materials, foreign language 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, Foreign Languages, Health, and Visual and Performing Arts, 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. 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 November 2015 about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school.

Teacher Credential StatusSchool District

13-14 14-15 15-16 15-16

Fully Credentialed 41 42 41 1532

Without Full Credentials 2 0 1 14

Teaching Outside Subject Area of Competence (with full credential)

1 0 2 5

Misassignments/Vacancies13-14 14-15 15-16

Misassignments of Teachers of English Learners 0 0 0

Misassignments of Teachers (other) 0 0 0

Total Misassignments of Teachers 0 0 0

Vacant Teacher Positions 1 0 0

District-Adopted TextbooksGrade Levels Subject Title Publisher Adoption

Year Sufficient % Lacking

6th-8th English Language Development High Point Hampton

Brown 2002 Yes 0.0%

6th-8th English/Language Arts Holt Language Arts Holt, Rinehart & Winston 2003 Yes 0.0%

6th-8th Mathematics Big Ideas Course 1-6 Holt 2014 Yes 0.0%

8th Mathematics Integrated Math Level 1 Holt 2015 Yes 0.0%

6th Science California Science Houghton Mifflin 2007 Yes 0.0%

7th Science Focus on Life Science Prentice Hall 2007 Yes 0.0%

8th Science Focus on Physical Science Prentice Hall 2007 Yes 0.0%

6th Social Science/History Ancient Civilization Holt, Rinehart & Winston 2006 Yes 0.0%

7th Social Science/History Medieval to Early Modern Times

Holt, Rinehart & Winston 2006 Yes 0.0%

8th Social Science/History U. S. History, Independence to 1914

Holt, Rinehart & Winston 2006 Yes 0.0%


School Facilities (School Year 2015-16)Southridge Middle School provides a clean, safe, and functional environment for learning through proper facilities maintenance and campus supervision. New this year is a large grant called the DROPS grant which will update some of our facilities to be more water conscious. DROPS is a program that affords significant funds towards school beautification which manages rain and storm water run-off. The grant is also designed to host community events and student education around water conservation.

Built in 1987, the school sits on 20 acres and includes a library, 41 permanent classrooms, 10 portable classrooms, two computer labs, a gym, a staff lounge, teacher’s workroom and a cafeteria/multipurpose room with stage area (indoor/outdoor). Ongoing maintenance by site custodians and district trade specialists ensures facilities remain up-to-date and provide adequate space for students and staff.

The district’s maintenance department inspects facilities and operating systems at Southridge Middle School at least twice a year. A formal inspection report is prepared annually in accordance with Education Code §17592.72(c)(1). Fontana Unified School District uses the Facilities Inspection Tool developed by the California Office of Public School Construction to assess current conditions of the campus and identify facilities improvement needs. The chart displays the results of the most recent facilities inspection at the school.

Campus SupervisionStudent safety is taken very seriously at Southridge Middle School. When students arrive in the morning and depart in the afternoons, supervision is provided by eight teachers who are stationed at strategic locations on campus, a campus security officer patrolling the interior areas and securing safe passage in high traffic areas (buses, crosswalks, student drop-off/pickup), and school administrators circulating around the campus. During lunch, counselors, two campus security officers, and all administrators share supervision of student activities in the cafeteria and in common gathering areas.

Southridge Middle School is a closed campus. During school hours, all visitors must sign in at the school’s office and wear identification badges while on school grounds.

School Facility ConditionsDate of Last Inspection: 05/14/2015

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 Library Storage: AC unit is not working IDF

room is very hot. (Work order submitted.)

Interior X

ASB Office: Water stained ceiling tiles/hole in ceiling tiles; RM 634, RM 420, RM 422, P- T 4, P- T 12: Water stained ceiling tiles; RM 102: Rubber molding is loose at entry; RM 10: Trip hazard/carpet is torn at entry;

RM 210 A: Water stained ceiling tile in office area; RM 532: Cabinets will not close; P- T

2: Carpet has waves/worn/trip hazard. (Work orders submitted.)

Cleanliness (Overall Cleanliness, Pest/Vermin Infestation)

X

Electrical X

Library: Note: Librarian claims water leaks through light panel in office; P- T 7:

Inadequate lighting/three light panels are out (ballast). (Work orders submitted)

Restrooms/Fountains X

Safety (Fire Safety, Hazardous Materials) X

Structural (Structural Damage, Roofs) X

P- T 7:12. Dry rot on ramp skirting/ramp. P- T 1, P- T 3, P- T 4, P- T 5, P- T 6: 13. Gutter is leaking at seam on walkway/slip hazard.

(Work orders submitted.)

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

P- T 8: Trip hazard/hole at asphalt/cement seam at ramp entry; P- T 10: Trip hazard/

asphalt/cement seam on walkway and ramp entry/has loose platform at entry; P- T 7:

Trip hazard at ramp entry. RM 105 : Weather stripping is loose on window (teacher has had

water leaks on desk)/water stained ceiling tiles; RM 107: Door will not close correctly/

dead bolt is not working; RM 210: Door handle/lock is loose; P- T 1: Trim is missing

above door. (Work orders submitted.)


Campus MaintenanceSchool custodial staff and the district’s maintenance department work together to ensure classrooms and campus grounds are well-maintained and kept safe and functioning for students, staff, and visitors.

The Fontana Unified School District publishes a comprehensive custodial manual which outlines cleaning standards and prioritization guidelines. Each custodial staff member receives job training and is provided a copy of the district’s cleaning manual which defines individual responsibilities regarding maintenance procedures, daily responsibilities, performance expectations, and safety measures.

One full-time day custodian and three full-time evening custodians are assigned to Southridge Middle School and are responsible for keeping classrooms and facilities clean, safe, and in good repair and working order. Each morning before students arrive on campus, one campus security officer and the assistant principal inspect facilities for graffiti, safety hazards, or other conditions that need attention prior to students and staff entering school grounds. The day custodian checks restrooms every hour for cleanliness and supplies; after each class period, restrooms are checked by the campus security officers who notify the custodian when restrooms need to be cleaned or restocked. The assistant principal, campus security officers, and custodians communicate daily regarding campus maintenance and safety issues.

Daily housekeeping and cleaning takes place in the evening. When students and staff are on intersession or school break, custodial teams focus on deep cleaning of carpets, floors, windows, restrooms, and other major components of the campus.

An electronic work order process is in place for non-routine school repairs and maintenance projects. School staff submit work orders to the school facilities secretary who forwards all work orders to the assistant principal in charge of facilities. Upon approval, the work orders are submitted to the district’s maintenance department who identifies the scope of each project and then assigns the project to either district maintenance technicians/specialists or site custodians. Each site custodian is capable of handling general repairs; projects requiring specialists or third party contractors are completed by the district’s maintenance department. Emergency repairs are typically resolved immediately by either school custodians or district maintenance specialists.

B. Pupil Outcomes

State Priority: Pupil AchievementThe 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); 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 (CAASPP)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. All students in grades three through eight and eleven were assessed using computer-based tests in English/Language Arts (ELA) and Mathematics; students in grades five, eight, and ten were also tested in Science. Science assessments were paper-based and included California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA).

Students receive an overall score for each subject, ranging from 2,000 to 3,000. Overall scores are reported within one of four levels:

• Performance Level 1: Standard not met - Needs substantial improvement for success in future coursework.• Performance Level 2: Standard nearly met - May require further development for success in future coursework.• Performance Level 3: Standard met - Demonstrates progress toward mastery.• Performance Level 4: Standard exceeded - Demonstrates advanced progress toward mastery.

ELA results include information about the students’ performance in the areas of reading, writing, listening, and research. Reports of Mathematics results include information about students’ performance in problem solving, using concepts and procedures, and communicating mathematical reasoning.

The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English Language Arts/Literacy (grades 3-8 and 11) and Math (grades 3-8 and 11).

California Assessment of Student Performance and Progress

Percent of Students Meeting or Exceeding the State Standards

Subject School District State

English Language Arts/Literacy (Grades 3-8 and 11) 32 28 44

Mathematics (Grades 3-8 and 11) 23 17 33


The following tables display information on student achievement at each performance level in English/Language Arts and Mathematics for the school by student groups for grades six through eight.

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: A student is defined as socioeconomically disadvantaged if the student was eligible for the free or reduced-price lunch program (also known as the National School Lunch Program or NSLP), migrant, foster youth or homeless, or neither of the student’s parents was a high school graduate.

California Assessment of Student Performance and Progress - Grade 6English-Language Arts Mathematics

Percent Achievement Level Percent Achievement Level

Student Groups Total Enrollment

Number Tested

Percent Tested One Two Three Four Number

TestedPercent Tested One Two Three Four

All Students 343 340 99.1 41 35 22 1 336 98 51 31 15 3

Male 343 170 49.6 45 33 21 1 168 49 47 35 14 4

Female 343 170 49.6 38 36 24 1 168 49 54 27 17 2

Black or African American 343 25 7.3 52 28 20 0 25 7.3 64 24 8 4

Asian 343 4 1.2 -- -- -- -- 4 1.2 -- -- -- --

Filipino 343 1 0.3 -- -- -- -- 1 0.3 -- -- -- --

Hispanic or Latino 343 292 85.1 41 35 22 1 289 84.3 51 31 15 3

White 343 15 4.4 47 47 7 0 15 4.4 47 40 13 0

Two or More Races 343 2 0.6 -- -- -- -- 2 0.6 -- -- -- --

Socioeconomically Disadvantaged 343 285 83.1 43 36 19 1 282 82.2 53 29 13 4

English Learners 343 75 21.9 72 25 1 0 72 21 85 14 1 0

Students with Disabilities 343 61 17.8 84 15 2 0 58 16.9 88 12 0 0




Number Tested



All Students 360 353 98.1 39 31 26 3 354 98.3 42 33 17 8

Male 360 175 48.6 42 31 23 2 174 48.3 39 33 21 7

Female 360 178 49.4 36 31 29 4 180 50 44 33 13 9


Asian 360 7 1.9 -- -- -- -- 7 1.9 -- -- -- --

Filipino 360 6 1.7 -- -- -- -- 6 1.7 -- -- -- --


White 360 14 3.9 14 43 43 0 14 3.9 29 29 21 21

Two or More Races 360 3 0.8 -- -- -- -- 3 0.8 -- -- -- --


English Learners 360 62 17.2 74 23 3 0 64 17.8 86 11 3 0

Students with Disabilities 360 39 10.8 85 8 8 0 39 10.8 87 8 3 3


California Standards Test Percentage of Students Meeting or Exceeding State Standards

Subject School District State

2013 2014 2015 2013 2014 2015 2013 2014 2015

Science (Grades 5, 8, and 10) 51 58 58 50 52 49 59 60 56

California Standards Test Percentage of Students Meeting or

Exceeding State StandardsSubgroups

Subject Science

District 49

School 58

African American/Black 45

Hispanic or Latino 59

Males 59

Females 56

Socioeconomically Disadvantaged 57

English Learners 24

Students with Disabilities 22

*Scores are not disclosed when fewer than 10 students are tested in a grade

level and/or subgroup.




Number Tested



All Students 362 356 98.3 26 31 39 3 357 98.6 45 29 18 8

Male 362 181 50 37 26 34 3 181 50 52 23 14 11

Female 362 175 48.3 15 37 45 3 176 48.6 37 35 22 6


Asian 362 7 1.9 -- -- -- -- 9 2.5 -- -- -- --

Filipino 362 5 1.4 -- -- -- -- 5 1.4 -- -- -- --


Native Hawaiian or Pacific Islander 362 2 0.6 -- -- -- -- 2 0.6 -- -- -- --

White 362 9 2.5 -- -- -- -- 8 2.2 -- -- -- --

Two or More Races 362 1 0.3 -- -- -- -- 1 0.3 -- -- -- --


English Learners 362 67 18.5 52 40 7 0 70 19.3 80 17 3 0

Students with Disabilities 362 47 13 74 19 6 0 47 13 94 4 0 2

California Standards Test (CST) - ScienceThe California Standards Test (CST), a component of the CAASPP 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 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. 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.

For detailed information regarding the results for each grade and performance level, see the CDE CAASPP Results Web site at http://caaspp.cde.ca.gov/caaspp2015/Index.aspx.


State Priority: Other Pupil OutcomesThe 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 2014-15)In the spring of each year, Southridge Middle School is required by the state to administer a physical fitness test to all students in the seventh grade. The physical fitness test is a standardized evaluation that measures each student’s ability to perform fitness tasks in six major areas. This table displays by grade level the percent of students meeting fitness standards (scoring in the “healthy fitness zone” on all six fitness standards) for the most recent testing period. Detailed information regarding this test may be found at the CDE website at http://www.cde.ca.gov/ta/tg/pf/.

C. Engagement

State Priority: Parental InvolvementThe 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 school site.

Parent Involvement (School Year 2015-16)Parents are encouraged to become involved in Southridge Middle School’s learning community. Parents are welcome to volunteer to work in the classroom, assist with GATE enrichment activities, fundraisers, and help with year-end and after-school sports activities (i.e., track meets). We hold a monthly Coffee with the Principal where parents are invited to come to learn about Southridge and ask any questions of the principal or other staff members. Southridge also offers AVID classes to get students ready for college track. Events such as Open House, new student orientation, GATE Parent Meetings, parent workshops on Project INSPIRE, Back to School Night, parent conferences, and seasonal music programs provide opportunities for parents to support their child’s interests and academic efforts.

The School Site Council, District Advisory Council, Title I Advisory Council, and English Learner Advisory Council provide opportunities for parents to have input on curricular programs and school activities. Several teams of teachers have developed a program to invite parents to work with students on a regular basis.

The principal maintains an “open door policy” for parents to express their concerns and visit their child’s classroom to observe lessons/activities. By the end of the school year, it is the goal of all Southridge Middle School’s teachers to meet and conference with each student’s family at least two times.

School-to-home communication is provided in both English and Spanish. Teachers have developed their individual systems either through letters or e-newsletters to keep parents apprised of class lessons, activities, and student progress. On occasion, letters are sent home on an individual basis to address specific concerns. Parents may access Grades Online through the district website to view their child’s grades, attendance, and assignments. Teachers have their own websites to relay coursework information, reminders, and guidance.

TeleParent is an Internet-based telephone messaging system that forwards personalized messages from school staff to each student’s home. The school marquee is kept up to date with current events and announcements. Southridge Middle School’s website offers valuable school information and resources for parents in English, Spanish, and a variety of other languages. Periodically throughout the year, the middle school issues an informational newsletter (Home School Connection) featuring helpful education- and parent-related articles.

Contact InformationParents seeking more information about becoming an active member in the school community may contact the school office at (909) 357-5420.

State Priority: School ClimateThe 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.

Safe School Plan (School Year 2015-16)In 1998, the comprehensive Safe School Plan was developed by the Safe Schools Committee and the Office of Child Welfare and Attendance to comply with Senate Bill 187 of 1997. The plan was last reviewed, updated, and discussed with school staff in October 2015. An updated copy is available to the public at the school office. Highlights of the Safe School Plan include:

• Safe Schools’ Plan of Action• Comprehensive disaster and crisis plan• State and local discipline policies• Intervention programs for at-risk students• Addressing student aggression• Visible authoritative presence on campus• Safe transportation• Communication strategies• Conflict resolution

Discipline & Climate for LearningStudents at Southridge Middle School are guided by district policies, school rules and behavior expectations established by the Fontana Unified School District and which promote respect, cooperation, courtesy, and acceptance of others. Guidelines for behavior management practices are based on the Seven Habits of Highly Effective Teens. Teachers embed philosophies and values through scripted lessons and using supplemental materials.

School staff take a proactive, guidance-oriented approach in explaining and discussing the various types of appropriate and inappropriate school behavior as well as the consequences that follow poor decision-making. Students are motivated to understand the importance of good decision-making, coping with and learning from their mistakes, and developing a positive thought process to make better choices when faced with challenging situations in the future.

A progressive discipline approach is taken when students are having difficulty following school rules. Disciplinary measures are initially applied in the classroom. Students who continue demonstrating poor conduct are referred to the assistant principal’s office. When administering consequences, the assistant principal takes into consideration the referred student’s past behavior trends and seriousness of infraction. Student discipline is always dealt with in a fair, firm, and consistent manner. The goal of discipline at Southridge is for students to learn and to develop good behavior as well as positive character.

At the beginning of the school year, each student is provided a student handbook/planner which outlines district policies, school rules, and behavior expectations and which may be used for recording assignments and calendaring important dates. Parents may use the planner to communicate daily with their child’s teachers.

Percentage of Students in Healthy Fitness Zone2014-15

Grade Level Four of Six Standards

Five of Six Standards

Six of Six Standards

7 17.0% 18.7% 31.7%


Within the first few weeks of the school year, school administrators hold large-group assemblies to emphasize the school mission, discuss rules to live by such as honesty, respect, responsibility, review Education Codes governing behavior responsibilities and subsequent consequences, and stress the importance of maintaining good citizenship. Students are reminded of their behavior obligations as needed throughout the school year in classroom discussions.

The table displays the suspension and expulsion rates at the school, in the district, and throughout the state. Expulsions occur only when required by law or when all other alternatives are exhausted.

Southridge Middle School celebrates the efforts of its students making good choices in conduct and meeting academic goals. Each team has established its own incentive programs to recognize students’ efforts in meeting academic and behavior criteria. On a schoolwide basis, teachers select students to be recognized as Student of the Month. Selected students receive a personalized certificate, have their picture taken and put on the website, receive a small spirit gift, and are publicly recognized.

Students achieving established academic levels are honored at the end of each semester at an awards assembly. The eighth grade awards assembly is held at the end of each school year to honor students with outstanding academic achievements, citizenship, and attendance.

After-school programs and clubs feature fun activities that promote fitness and academic enrichment. Non-competitive sports promote good sportsmanship and teamwork; activities include volleyball and flag football. Southridge Middle School sponsors a basketball team which competes with other schools in the district.

InterventionsStudents having difficulty with course work have many options to obtain assistance outside the regular instructional day.

ASU:The proposed model of ASU is designed to help our struggling students strengthen their basic math and language arts skills. Each session will last approximately 6-8 weeks, 2-3 times per week. Classes will contain approximately 15 students. Each grade level will have a language arts and math section. After the completion, a new session will begin.

The program will work on remedial skills that are difficult for teachers to address while teaching grade level curriculum. Struggling math students will focus on number concepts including multiplication, division, decimals and integers. Our struggling language arts students will learn how to create sentences which include vivid word choice and descriptive language. These sentences will then be incorporated into a “Perfect Paragraph” focusing on developing good topic and concluding sentences. Paragraphs will include detail sentences with examples and explanations. The session will conclude with a 5-paragraph essay.

Teachers who are interested in ASU will have an opportunity to work with the coordinator to develop the lessons and accountability tools that will be used in the program. Students will be given a pre and post assessment for documentation purposes and to determine the effectiveness of the program. Students will be required to attend all sessions. Those who miss more than one class will be replaced. Parents will be required to attend an informational meeting and sign a commitment statement. Coordinator will monitor enrollment and attendance.

D. Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Class Size DistributionThe table indicates the average class size by subject area, as well as the number of classrooms that fall into each size category.

Counseling & Support Services Staff (School Year 2014-15)Southridge Middle School makes every effort to meet the academic, emotional, and physical needs of its students. The school employs highly qualified personnel to provide counseling and support services.

In the 2014-15 school year, the academic counselor-to-pupil was 1:1,064. The chart displays the support staff that was available at the school for the reporting year. 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.

Student Intervention Teams (SIT) address issues that affect the ability of a student to perform at his or her best in school and recommend various intervention strategies/services to meet the unique needs of referred students.

The district’s Special Education Local Plan Areas (SELPA) provides a wide range of specialized instructional and support services for students with exceptional needs. The SELPA employs highly qualified professionals and special education experts to meet the unique needs of each child based upon their IEP. Southridge Middle School’s special education staff collaborates with the district’s SELPA to coordinate designated instruction and services (DIS), special education programs, and resource programs to ensure students receive instruction and services to support their individual learning needs.

Suspensions & ExpulsionsSuspensions Expulsions

12-13 13-14 14-15 12-13 13-14 14-15

School 9.5% 5.6% 5.9% 0.2% 0.0% 0.1%

District 7.5% 7.2% 6.1% 0.1% 0.0% 0.0%

State 5.1% 4.4% 3.8% 0.1% 0.1% 0.1%

Class Size DistributionClassrooms Containing:

Average Class Size

1-20 Students

21-32 Students

33+ Students

13 14 15 13 14 15 13 14 15 13 14 15

By Subject Area

English 25 23 25 14 15 16 4 5 3 16 13 15

Math 23 24 27 18 14 10 3 11 2 15 12 15

Science 29 26 30 10 12 6 8 4 1 18 20 17

Social Science 32 27 30 4 7 6 3 4 1 17 16 17

Counseling & Support Services StaffNumber of

StaffFull Time

Equivalent

Adaptive PE Aide 1 0.2

Adaptive PE Specialist 1 0.2

Counselor 1 1.0

Health Assistant 1 0.8

Language/Speech/Hearing Aide 1 0.2

Psychologist 1 0.5

School nurse 1 0.3

Speech/Language/Hearing Specialist 1 0.2


Staff DevelopmentAll training and curriculum development activities at Fontana Unified School District revolve around the Common Core State Standards, Professional Learning Communities, and Response to Instruction and Intervention. The school supplements district training with site-based training focused on meeting the needs of the school based upon student assessment results and teacher input.

Fontana Unified School District plans, implements, and evaluates professional development opportunities for administrators and teachers. Staff members are encouraged to attend district sponsored training and professional development programs. In the 2012-13 school year, the district offered two staff development days. In the 2013-14 school year, five days of staff development were provided to every elementary school teacher and three days to every middle school and high school teacher. In the 2014-15 school year, no districtwide staff development days were provided.

New and veteran teachers are offered support through Peer Assistance and Review and Beginning Teacher Support Assistance programs. Each program pairs participating teachers with qualified veterans to gain the skills and knowledge to be effective in the classroom. Paraprofessionals receive specialized training to support current classroom curricula and effective instructional strategies. Classified support staff receive job-related training from department supervisors and district representatives.

Availability of Additional Internet Access at Public LocationsParents may access the Internet at any of the county’s public libraries. Libraries in the local area include:

• Fontana Branch Library: (909) 822-2321• Fontana Lewis Library & Technology Center: (909) 574-4500• Kaiser High School Public Library: (909) 357-5900 ext. 8029• Summit High School Public Library: (909) 357-5950 ext. 3024

Adequate Yearly Progress (School Year 2014-15)No 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 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.• Graduation rate.

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 transportation to the new site. Results of school, District, and State performance are displayed in the chart.

More information about Title I and NCLB requirements can be found on the California Department of Education’s website http://www.cde.ca.gov/ta/ac/ay/ and the U.S. Department of Education’s website http://www.nclb.gov.

Federal Intervention Program (School Year 2015-16)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 (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.

Adequate Yearly Progress (AYP)School District State

Made AYP Overall Yes Yes Yes

Met AYP CriteriaEnglish - Language

ArtsMathematics

English - Language

ArtsMathematics

English - Language

ArtsMathematics

Participation Rate Yes Yes Yes Yes Yes Yes

Percent Proficient N/A N/A N/A N/A N/A N/A

Met Attendance Rate Yes Yes Yes

Met Graduation Rate N/A Yes Yes

Federal Intervention ProgramsSchool District

Program Improvement (PI) Status In PI In PI

First Year in PI 2010-2011 2008-2009

Year in PI (2015-16) Year 4 Year 3

# of Schools Currently in PI - 40

% of Schools Currently in PI - 93.0%


District Expenditures (Fiscal Year 2013-14)At the time this report was published, the most recent financial and salary comparison data from the State of California was for the 2013-14 school year. The figures shown in the Expenditures Per Pupil table provides a comparison of a school’s per pupil funding from unrestricted sources with other schools in the district and throughout the state.

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.

Salary & Budget Comparison (Fiscal Year 2013-14)This 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.

School Site Teacher Salaries (Fiscal Year 2013-14)The Average Teacher Salaries table illustrates the average teacher salary at the school and compares it to the average teacher salary at the district and throughout the state.

District Revenue Sources (Fiscal Year 2014-15)In addition to general fund state funding, Fontana Unified School District receives state and federal categorical funding for the following special programs:

• ARRA: State Fiscal Stabilization Fund• After School Learning & Safe Neighborhood Partnerships• Arts & Music Block Grant • CA High School Exit Examination • CA School-age Families Education Program • California Peer Assistance & Review• Community Based Tutoring • Economic Impact Aid (EIA)• Gifted & Talented Education (GATE)• Lottery: Instructional Materials• Partnership Academies Program• Professional Development Block Grant • Pupil Retention Block Grant • Quality Education Investment Act• Regional Occupation Centers & Programs• School & Library Improvement Block Grant• School Safety & Violence Prevention• Special Education• Staff Development• Supplemental School Counseling Program• Supplementary Programs• Targeted Instructional Improvement Block Grant• Teacher Credentialing Block Grant• Title I, II, III, IV, V• Transportation• Transportation: Special Education• Vocational Programs• Williams Case Settlement

DataQuestDataQuest 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).

Average Teacher SalariesSchool & District

School $72,656

District $72,272

Percentage of Variation 0.5%

School & State

All Unified School Districts $72,971

Percentage of Variation -0.4%

Expenditures per PupilSchool

Total Expenditures Per Pupil $5,553

From Supplemental/Restricted Sources $1,001

From Basic/Unrestricted Sources $4,551

District


Percentage of Variation between School & District 187.1%

State


Percentage of Variation between School & State -14.9%

Average Salary InformationTeachers - Principal - Superintendent

2013-14 District State

Beginning Teachers $41,006 $43,165

Mid-Range Teachers $69,104 $68,574

Highest Teachers $87,206 $89,146

Elementary School Principals $107,691 $111,129

Middle School Principals $110,317 $116,569

High School Principals $124,509 $127,448

Superintendent $225,000 $234,382

Salaries as a Percentage of Total Budget

Teacher Salaries 40.0% 38.0%

Administrative Salaries 4.0% 5.0%

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