Marsh Junior High School
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School Accountability Report Card, 2002-2003 Chico Unified School District, 1163 East Seventh Street, Chico, CA 95928 (530) 891-3000 Scott Brown, Ed.D., Superintendent http://www.chicousd.org Marsh Junior High School ADDRESS : 2253 Humboldt Road, Chico, CA 95928 COUNTY: Butte PRINCIPAL: Jeff Sloan GRADE LEVELS: 6-8 PHONE: (530) 895-4110 ANNUAL CALENDAR: Traditional School Description and Mission Statement Marsh Junior High School is located in the southeast section of Chico. It serves students who reside in areas that serve Little Chico Creek Elementary, Parkview, Sierra View, Forest Ranch, and Chapman schools. Marsh Junior enrolls students in grades 6, 7 and 8. The curriculum is diverse in meeting the needs of all students, from those with identified learning disabilities to the gifted and talented. Junior high students are placed in "colleges" at our school. Each is a school within a school where teachers share the same students for half of the day. The mission of Marsh Junior High School is to provide high academic standards in a nurturing environment. Opportunities for Parental Involvement Marsh's parent involvement is extensive. All of our parents last year were scheduled into a visitation day where they attended classes with their children. At Marsh, the emphasis is on getting parents to assist with the academic and social programs that exist in a child's typical school day. Parents fill out a survey at the beginning of the year that shares their interests, talents, and willingness to assist at school. Parents help with field trips, clubs, dances, athletics, and school productions. Marsh Junior has an active Parent Teacher Student Organization, School Site Council, a parent run sports program, as well as high levels of parent volunteer participation. We also have formed a school-community partnership with many local businesses. One of our goals is to increase the school's involvement with our community. DEMOGRAPHIC INFORMATION The percentage of students is the number of students in a racial/ethnic category divided by the school’s most recent total enrollment. American Black-not White – not Indian or Pacific Hispanic of of Total Alaska Asian Islander Filipino or Latino Hispanic Hispanic Enrollment Native Num. Num. Num. Num. Origin Origin Num. (Pct.) (Pct.) (Pct.) (Pct.) (Pct.) Num. Num. (Pct.) (Pct.) 662 10 (2%) 26 (4%) 1 (0.1%) 2 (0.3%) 66 (10%) 27 (4%) 529 (80%) SCHOOL SAFETY AND CLIMATE FOR LEARNING School Safety Plan A school disaster and safety plan has been developed and is approved yearly. The plan includes: emergency procedures in case of fire, earthquakes, traumatic incidents, imminent danger (code red), evacuation/relocation, civil defense/disorder, bomb threat/bomb emergency, chemical spill, crime in progress, and fire/explosion. All teachers have copies in their rooms and are familiar with the procedures. Our staff goes through a yearly review of the procedure. A copy is available in the office should you care to view it. Providing a safe, clean and comfortable place to learn is a high priority at Marsh Junior High School. Marsh Junior High School's discipline policy is directed towards prevention. It is expected that students will respect the rights of others and conduct themselves in an appropriate manner at all times. All students receive a discipline handbook and school folder which describe our policies and expectations. The administration of the school regularly visits classes to discuss and promote a positive school climate. High visibility of administration and staff before and after school and during lunch has resulted in fewer behavior MARSH JUNIOR HIGH - 2 problems. Teachers or administrators will deal with infractions of rules and regulations in a manner appropriate to the specific offense and to the individual student. The central purpose of any disciplinary action will be to teach students their personal responsibilities in maintaining order at Marsh Junior High School. At the beginning of each school year the administrators visit every classroom to emphasize and clarify school expectations, such as attendance, behavior, dress, academics and suggestions on how to be successful at MJHS. Six simple campus-wide/classroom rules 1. Keep your hands off other students. 2. Use safety and common sense in decision-making. 3. Be to class on time with all materials. 4. Give full attention to the lesson for that day. 5. Respect all persons and property. 6. Wait until excused by the teacher before leaving the classroom. Peer-Tutoring Program - The peer-tutoring program is designed to pair students who are proficient in academic areas with students who need academic help in the same areas. The purpose is two-fold: to provide academic help and a peer support system to students in need. Peer-Helpers Program (Peer Counseling) - Each year representatives of our student body are nominated by their peers and trained by the counseling staff as peer counselors. They are taken on a retreat where they are given the parameters of their job assignments and legal responsibilities. Peer counselors are available to help students through minor issues. Conflict Resolution Process - Our conflict resolution process has evolved by design to its current status. The entire administration and counseling staff are trained mediators. MJHS has also trained students to be n mediators. We are finding that a increasing number of students are using the conflict resolution process to solve their problems. Mentor/Tutor Program from CSUC - Numerous programs are on campus to work with high-risk students. UpWard Bound, Talent Search, and an ad hoc group of mentor tutors are currently on the MJHS campus. After School Intramural Program – We have an intramural director who organizes activities during the day and after school. Activities include cross country, track and field, basketball, soccer, swing dancing, golf, and volleyball. Campus Supervision During Key Hours - The key hours have been identified at MJHS and personnel have been assigned accordingly. • 2 people 7:30 - 8:15 • 4 people 12:00 - 1:00 • 2 people 2:30 - 3:30 • 2 people 2:45 - 3:30 Harassment Complaints (Racial, Sexual or Religious) - The MJHS administration has received eight hours of harassment training. An administrator has been assigned the responsibility to follow up on all harassment complaints. The administration follows the procedures outlined in the training. Complaint forms are located in the office. Crisis Counselor - The position is absorbed into personnel. Funds are needed to provide materials. A crisis counselor is available during the school day. A site crisis manual and emergency procedures manual are given to all staff as part of their teacher handbook. There is a formal process for initiating the Chico Unified School District Crisis Team to deal with significant issues affecting large numbers of students at school sites. Since 1997 there has been mandated crisis training/simulations for all district management and support personnel. Participation in the Serious Habitual Offenders (SHO) Program - MJHS has had a representative on the SHO program committee since its inception working with the Chico Police Department, Butte County Probation, District Attorney's Office, Sheriff's Department and other schools in the Butte County area. These agencies help identify, track and supervise serious habitual offenders. Regular probation interviews on campus conducted by the Chico Police Department School Resource Officer (SRO) and Butte County Probation Officer. MJHS students who are entering probation, currently on probation, or are exiting probation go through an interview process with the SRO and Parole Officer (PO). They meet with these students on a regular basis to reinforce positive behavior, good attendance, good grades, and to hopefully stop negative behavior, such as truancies and non-attendance, before they become major issues. Chico Police Department Youth Offender Diversion Program/Community Service Hours Served on Campus - Students who are assigned to the diversion program can work their community service hours at MJHS under the supervision of a MJHS administrator and staff member. The purpose of this program is to hopefully instill school ownership and pride in the youthful offenders. Group Counseling - MJHS counselors meet with high-risk groups on a regular basis. They take them through a set curriculum and work with them in groups and as individuals. This program has proven to be valuable. MARSH JUNIOR HIGH - 3 MJHS SOS Program - Student Outreach Services (SOS) is a dedicated team of multidisciplinary staff members offering alternative interventions and support for students experiencing difficulties in relation to 1) attendance; 2) behavior; 3) health; and/or 4) academics. Saturday School - MJHS has a Saturday School alternative program. We are finding it to be an effective tool in curtailing and preventing truancies. School Programs and Practices That Promote a Positive Learning Environment From day one, Marsh tries to start its students with the right attitude. All families start receiving newsletters a full year before junior high. All students receive a personal phone call from the principal prior to the first day. We have monthly award assemblies, daily recognition for positive performance, and a highly visible and involved staff. All teachers have a 24-hour voice mail and email. We have peer tutors and peer counseling programs. Our student government is highly active in providing activities for our students. Suspensions and Expulsions The number of suspensions and expulsions is the total number of incidents. The rate of suspensions and expulsions is the total number of incidents divided by the school’s total enrollment for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. 1999-2000 2000-2001 2001-2002 School District School District School District Suspensions (number) 119 1,508 116 1,313 107 1,429 Suspensions (rate) .229 .171 .172 .091 .158 .105 Expulsions (number) 4 63 6 73 5 83 Expulsions (rate) .0078 .011 .0089 .008 .007 .006 School Facilities Marsh Junior High School is fortunate to be the newest school in Chico, opening its doors in 1999. While all the buildings in the original design have yet to be completed, the campus is architecturally beautiful. Currently, we have 24 classrooms, library, administration building, and a portable cafeteria/multi-purpose room. A gymnasium will be completed for the 2003 school year. The physical plant is in wonderful condition. The campus is spotless, the bathrooms are bright and clean, and school pride is evident everywhere. The campus is superior for technology; the equipment is state of the art; the computer labs are exceptional, boasting both PC's and Macintosh computers, a video editing lab, Smart Board technology, and our own television station. All safety, fire alarms, and security systems are new and in place. ACADEMIC DATA Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and Science and History-Social Science in grades 9- 11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only). Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. California Standards Tests (CST) The California Standards Tests show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. MARSH JUNIOR HIGH - 4 CST - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard) Grade School District State Level 2000 2001 2002 2000 2001 2002 2000 2001 2002 6 --- 45 48 --- 40 38 --- 31 30 7 --- 45 46 --- 40 40 --- 32 33 8 --- 47 49 --- 41 44 --- 32 32 CST - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard) Grade School District State Level 2000 2001 2002 2000 2001 2002 2000 2001 2002 6 --- --- 56 --- --- 40 --- --- 32 7 --- --- 45 --- --- 37 --- --- 29 8 --- --- 51 --- --- 42 --- --- 26 CST - Subgroups - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard) Not Migrant Grade English Not-English Socioeconomically Male Female Socioeconomically Education Level Learners Learners Disadvantaged Disadvantaged Services 6 50 46 0 51 45 49 7 41 51 0 51 15 57 8 49 50 0 54 16 57 CST - Subgroups - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard) Not Migrant Grade English Not-English Socioeconomically Male Female Socioeconomically Education Level Learners Learners Disadvantaged Disadvantaged Services 6 53 61 0 59 36 61 7 46 44 4 50 24 53 8 52 50 4 55 19 58 CST - Racial/Ethnic Groups - English Language Arts Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard) American White Grade African- Indian or Asian- Filipino- Hispanic Pacific (not Other Level American Alaska American American or Latino Islander Hispanic) Native 6 13 0 43 57 7 25 38 11 54 8 42 40 15 57 CST - Racial/Ethnic Groups - Mathematics Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard) American White Grade African- Indian or Asian- Filipino- Hispanic Pacific (not Other Level American Alaska American American or Latino Islander Hispanic) Native 6 50 0 43 61 7 25 46 23 50 8 42 60 21 56 MARSH JUNIOR HIGH - 5 Stanford 9 (SAT 9) Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. SAT 9 - Reading Percentage of students scoring at or above the 50th percentile Grade School District State Level 2000 2001 2002 2000 2001 2002 2000 2001 2002 6 68 61 58 58 58 46 47 48 7 59 63 62 56 58 56 46 48 48 8 64 65 68 56 59 62 49 50 49 SAT 9 - Mathematics Percentage of students scoring at or above the 50th percentile Grade School District State Level 2000 2001 2002 2000 2001 2002 2000 2001 2002 6 61 84 60 63 69 55 57 60 7 58 68 72 56 59 61 48 50 52 8 63 68 72 54 58 63 48 49 50 SAT 9 - Subgroups - Reading Percentage of students scoring at or above the 50th percentile Not Migrant Grade English Not-English Socioeconomically Male Female Socioeconomically Education Level Learners Learners Disadvantaged Disadvantaged Services 6 65 57 64 65 7 59 65 11 67 36 70 8 67 70 11 74 38 75 SAT 9 - Subgroups - Mathematics Percentage of students scoring at or above the 50th percentile Not Migrant Grade English Not-English Socioeconomically Male Female Socioeconomically Education Level Learners Learners Disadvantaged Disadvantaged Services 6 76 93 86 86 7 69 74 32 76 54 78 8 71 74 19 78 45 78 SAT 9 - Racial/Ethnic Groups - Reading Percentage of students scoring at or above the 50th percentile American White Grade African- Indian or Asian- Filipino- Hispanic Pacific (not Other Level American Alaska American American or Latino Islander Hispanic) Native 6 72 7 46 33 69 8 58 38 76 MARSH JUNIOR HIGH - 6 SAT 9 - Racial/Ethnic Groups - Mathematics Percentage of students scoring at or above the 50th percentile American White Grade African- Indian or Asian- Filipino- Hispanic Pacific (not Other Level American Alaska American American or Latino Islander Hispanic) Native 6 91 7 69 54 77 8 50 38 79 California Fitness Test Percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. Grade School District State Level Total Female Male Total Female Male Total Female Male 7 38.3 40.0 36.7 34.8 38.2 31.5 25.9 27.3 25.0 Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5% of the distance between its base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for monetary awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. Subgroup APIs and Targets: In addition to a whole-school API, schools also receive API scores for each numerically significant racial/ethnic and socioeconomically disadvantaged subgroup in the school. Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be identified as having met its target. Percentage Tested: In order to be eligible for awards, elementary and middle schools must have at least 95% of their students in grades 2-8 tested in STAR. High schools must have at least 90% of their students in grades 9-11 tested. Statewide Rank: Schools receiving an API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: This is a comparison of each school with 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. More detailed and current information about the API and public school accountability in California can be found at the California Department of Education Web site at http://api.cde.ca.gov/ or by speaking with the school principal. School Wide API API Base Data API Growth Data From From From 1999 2000 2001 1999 2000 2001 to 2000 to 2001 to 2002 Percentage Tested 99 99 Percentage Tested 99 99 API Base Score 709 752 API Growth Score 748 767 Growth Target 5 2 Actual Growth 39 15 Statewide Rank 7 8 Similar Schools Rank 5 3 MARSH JUNIOR HIGH - 7 API Subgroups - Racial/Ethnic Groups API Base Data API Growth Data From From From 1999 2000 2001 1999 2000 2001 to 2000 to 2001 to 2002 African-American African-American API Base Score API Growth Score Growth Target Actual Growth American Indian or Alaska Native American Indian or Alaska Native API Base Score API Growth Score Growth Target Actual Growth Asian-American Asian-American API Base Score API Growth Score Growth Target Actual Growth Filipino-American Filipino-American API Base Score API Growth Score Growth Target Actual Growth Hispanic or Latino Hispanic or Latino API Base Score API Growth Score Growth Target Actual Growth Pacific Islander Pacific Islander API Base Score API Growth Score Growth Target Actual Growth White (Not Hispanic) White (Not Hispanic) API Base Score 744 798 API Growth Score 797 809 Growth Target 4 2 Actual Growth 53 11 API Subgroups - Socioeconomically Disadvantaged API Base Data API Growth Data From From From 1999 2000 2001 1999 2000 2001 to 2000 to 2001 to 2002 API Base Score 598 627 API Growth Score 617 624 Growth Target 4 2 Actual Growth 19 -3 API-Based Awards and Intervention Programs California program data are based on API growth data from the previous academic year. ***The II/USP Program was not funded for the year 2002. California Programs Federal Programs 2000 2001 2002 2000 2001 2002 Eligible for Governor's Recognition for YES NO Performance Award Achievement (Title 1) Identified for Program Eligible for II/USP NO NO *** Improvement (Title 1) Exited Title 1 Program Applied for II/USP $ NO NO *** Improvement Received II/USP $ NO NO *** MARSH JUNIOR HIGH - 8 CLASS SIZE Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms for each range of students, by subject area, as reported by CBEDS. 2000 2001 2002 Subject Avg. 1-22 23-32 33+ Avg. 1-22 23-32 33+ Avg. 1-22 23-32 33+ English 23.50 5 15 0 29.00 1 15 3 26.62 3 18 0 Mathematics 22.86 10 12 0 23.75 11 13 0 24.39 10 12 1 Science 29.21 1 13 0 32.64 0 5 9 29.93 1 13 1 Social Science 28.42 1 18 0 33.26 0 2 17 32.26 0 7 12 TEACHER AND STAFF INFORMATION Teacher Credential Information Part-time teachers are counted as '1'. If a teacher works at two schools, he/she is only counted at one school. Data are not available for teachers with a full credential and teaching outside his/her subject area. 2000 2001 2002 Total Number of Teachers 27 32 31 Full Credential (full credential and teaching in subject area) 26 31 31 Teaching Outside Subject Area (full credential but teaching outside subject area) Emergency Credential (includes District Internship, University Internship, Pre-Interns and Emergency 1 1 Permits) Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit) Teacher Assignment All teachers at Marsh Junior High School are teaching within their areas of authorization. In addition, there are two counselors, two Resource Specialist teachers, and a speech therapist. Teacher Evaluations Tenured teachers are evaluated on their teaching performance at a minimum of every other year to assist them in maintaining the quality of their instructional practices. Beginning teachers are evaluated annually. Principals within the Chico Unified School District have been trained and certified as competent evaluators. Major areas evaluated are Pupil Progress, Student Control, Learning Environment, Other Duties, and Support Services. Teachers are provided with numerous opportunities (compiled and published monthly) to participate in activities to improve and maintain their professional skills. Substitute Teachers The Chico Unified School District is extremely fortunate to have an abundant pool of highly qualified and talented substitute teachers available to ensure the continuance of a quality instructional program. Marsh Junior High is successful in assigning capable, qualified substitute teachers to a classroom whenever the regular teacher is absent from school. Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% full time. Two staff persons working 50% of full time also equals one FTE. Title FTE Counselor 2 Librarian 1 Psychologist 0 Social Worker 0 Nurse 0 Speech/Language/Hearing Specialist 0 Resource Specialist (Non-Teaching) 0 Other (Specify) 0 MARSH JUNIOR HIGH - 9 Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100% of full time. Two staff persons working 50% of full time also equals one FTE. The ratio of pupils per academic counselor is enrollment as reported in the most recent California Basic Educational Data System (CBEDS) data collection divided by the number of academic counselors. Number of Academic Ratio of Pupils per Counselors (FTE) Academic Counselor 2 332.50 Counseling and Student Support Services Positions providing student support services at Marsh Junior High School include two counselors, a school psychologist for the equivalent of one and three-fourths days per week, a school nurse for one day per week, and a health aide four hours per day. Alcohol and drug abuse education has been provided for our students by a counselor funded by our district drug and alcohol grant. Marsh Junior's principal and assistant principal also provide support and help to many students on the campus. Outside agencies such as Children's Services Division and the HERE Project offer support to students in crisis situations. CURRICULUM AND INSTRUCTION School Instruction and Leadership Educational research clearly states the need for strong instructional leadership in an effective school. Research also notes that effective leadership does not have to be provided solely by the principal. Marsh Junior High is fortunate to have a variety of strong leaders. Our School Site Council, made up of parents, students and staff members, provides leadership through the development of a school plan and the budgeting of funds to implement the plan. In addition to the School Site Council, leadership is provided by our Instructional Leaders, made up of department chairpersons from each academic area and special programs. Several of our teachers have been selected as mentor teachers and serve on selected district task forces. Professional Development/Training and Curriculum Improvement Instructional staff participate in selected in-service days designed to improve teaching skills. During the 02/03 school year, Marsh students have once a month minimum days to allow teachers to meet in the afternoons. This year, the staff will focus primarily on standards based instruction and developing common assessments. Specific topics in the past few years have included literature-based English, assessment, cooperative learning methods, team building activities and ways to utilize our technology in all subjects. For 2002-03, we will be studying our Standardized test scores and analyzing the results to achieve increased learning. Classified staff received in-service on topics relating to their various roles. All of our core areas are involved in efforts to align curriculum to state standards. Release time is provided to coordinate curriculum. Middle school "teams" or "houses" provide a school-within-a-school concept and teachers within a team share the same prep period to further assist with coordination. We spend considerable time reviewing test results and planning improvement. All teachers are provided test results for all students. We utilize a computer-assisted instruction in Plato, which individualizes instruction in math and English skills. Special needs students are assisted through special education, ESL teachers, GATE classes, and after school tutoring programs. Quality and Currency of Textbooks and Other Instructional Materials The CUSD convenes curricular task forces to review textbooks in core subject areas on the kindergarten th through 8 grade state adopted list concurrent with the adoption cycle. The seventh and eighth grade math textbooks in use have not been adopted by the California State Board of Education, but are precursors to the th th College Preparatory Math textbooks used in 9 -12 grades. Intensive efforts have been undertaken to align the th th Foundations for Algebra text used in 7 grade and the Algebra 1 text used in 8 grade with state standards. Updated and readily available resources are important if students are to perform their best in class. The State of California adopts textbooks that meet the quality standards established by the State Board of Education. The Chico Unified School District selects textbooks and other instructional materials from these state adoptions on a seven-year cycle, moving from Math to English, Science, Social Science, Fine Arts, Vocational Education, and Physical Education. All of the textbooks currently in use at Marsh Junior High School meet State standards and were selected to match our needs by a committee of teachers, students, and administrators. We made the MARSH JUNIOR HIGH - 10 decision to purchase an extra set of math books to enable our students to keep the heavy book at home and have another book stored in their classroom. We have new books in all subjects. Our library started with an initial budget of approximately $50,000 to buy books. Fortunately, the governor's budget includes special library money for the next few years. We have continued to add to our collection each year. Instructional Minutes (Fiscal Year 2001-2002) The California Education Code establishes the required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade. Grade Instructional Minutes Level Offered State Requirement 6 64,619 54,000 7 64,619 60,025 8 64,619 60,025 Student Attendance Information Intervention programs designed to reduce our absence rate include: Student Study Team; early identification of at-risk students; drug and alcohol abuse counseling; and the Quest program. FISCAL AND EXPENDITURE DATA Average Salaries (Fiscal Year 2000-2001) Statewide data categories used for comparison are determined by type (Elementary, High, and Unified) and enrollment, as defined in Management Bulletin 02-04. The statewide average for principals is aggregated by district. There is no statewide average calculated for Common Administration Districts. State Average Category District Amount For Districts In Same Category Beginning Teacher Salary 32977 34802 Mid-Range Teacher Salary 44354 54455 Highest Teacher Salary 61844 68873 Average Principal Salary (Elementary) 75854 Average Principal Salary (Middle) 79134 90651 Average Principal Salary (High) 86615 Superintendent Salary 124025 135657 Percentage of Budget for Teacher Salaries 42.99 43.85 Percentage of Budget for Administrative Salaries 5.74 5.35 Expenditures (Fiscal Year 2000-2001) State Average State Average District District For Districts All Districts In Same Category Dollars per Student Dollars per Student Dollars per Student Total Dollars (ADA) (ADA) (ADA) $75,736,266 $5,652 $6,412 $6,360 In addition to these general fund monies, Marsh Junior High School receives supplemental funding for specific purposes. A School Improvement budget will support our school improvement effort and will be governed by our elected School Site Council. The federally funded Title I budget will provide funds to hire instructional aides, buy instructional materials or establish staff development activities. Several grants will also support targeted areas including health topics, safe schools, and at risk students.