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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.
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