McParland 04-05 SARC

I. GENERAL INFORMATION

Manteca Unified School District (MUSD), in partnership with our diverse communities, is dedicated to all students achieving their academic and personal potentials. We are committed to providing a safe environment where quality education establishes the foundation for life-long learning.

MUSD believes that the effectiveness of the educational program hinges on being able to anticipate the future and make provisions for change. The Manteca Unified School District Board of Education clearly defines the broad scope of the educational program and allocates funds and resources to implement a quality educational program. The District believes that we should be a community of learners, focusing on values, knowledge, and skills in a safe and secure environment that will encourage student success. Our district is committed to establishing high academic standards for student-centered education.

We believe in emphasizing a positive attitude through the teaching of life-skills, responsibility, and self-discipline. We encourage acceptance, tolerance, and respect for others. We believe in creating an atmosphere of trust in which the opinions, values and attitudes of our community of learners are respected and celebrated.

School Description and Mission Statement. The George McParland School report card provides parents and other interested people a variety of information about the school. In this report you will find a description of its resources, student achievement, successes and other information about our school for the 2004-2005 school year. The idea behind the report card is to take a look at where we have been, where we are, and where we are headed. More in-depth information is available in our School Plan and Curriculum Binders.

As principal of our school, I am very pleased with the results of our report card. The report card shows that George McParland School is striving for continuous improvement in all of the 15 assessment areas and we are particularly proud of the positive and safe learning environment provided our students and the high academic standards and high level of achievement at our school.

Opportunities for Parent Involvement. The success of a school is strongly influenced by the support of parents and the school community as a whole. George McParland School enjoys great parent involvement and utilizes the services of Community Club as well as the School Site Council to support students and school programs. Call our school at (209) 825-3390 or (209) 825-4281 to contact an administrator to find out how you can get more involved with your child’s education.

MUSD strives to coordinate and communicate with the community, including police, fire and other governmental agencies, news media, medical agencies and other community organizations. Examples of such coordination and communication with community agencies include programs such as fire prevention, water safety, parks and recreation activities, the community gymnasium, bike safety, and Police School Resource Officers, just to name a few.

Parents regularly volunteer in the classroom and are actively involved in the School Site Council, school-wide planning, parent conferences, bilingual parent support group, and various parent committees for fundraisers and field trips. Each school publishes a monthly newsletter that is distributed and sent home with students.

II. DEMOGRAPHIC INFORMATION

MUSD is located in the heart of the central valley and is a growing district. The student enrollment in 2004-2005 was approximately 23,693. The following charts show the school’s enrollment and ethnic breakdown.

Enrollment by Grade Level
Grade Level	Enrollment
Kindergarten	124
Grade 1	118
Grade 2	118
Grade 3	140
Grade 4	121
Grade 5	133
Grade 6	129
Grade 7	134
Grade 8	135
Total Enrollment	1,179

Enrollment by Ethnic Group
Racial/Ethnic Category	Number of Students	Percentage of Students
African-American	67	5.7
Am. Indian or Alaska Native	16	1.4
Asian-American	48	4.1
Filipino-American	39	3.3
Hispanic or Latino	387	32.8
Pacific Islander	20	1.7
White (not Hispanic)	598	50.7
Multiple or No Response	4	0.3

III. SCHOOL SAFETY AND CLIMATE FOR LEARNING

School Safety Plan. George McParland School annually updates the Disaster Plan and School Safety Plan. The plans were last reviewed in February 2006, according to the required adoption process with appropriate School Site Council public hearings and school safety planning committee input. Teachers and staff annually receive training on disaster procedures. The last training was August 2005.

MUSD continues to make strides in the improvement of the educational climate and reduced disruptions in the classroom by “putting kids first” and asking the question, “Is it good for the children?” Our schools conduct emergency drills, including monthly fire drills, trimester earthquake drills and trimester civil disturbance drills.

The District has established procedures for submitting complaints against personnel and programs. An information brochure, policies, and forms are available to the public at the school site and on the District’s website and in all offices. Also, a nondiscrimination/harassment report form is used to help staff in reporting and tracking data.

In order to support the school sites in their fulfillment of both the school and District missions, the Superintendent maintains two District-wide Advisory Committees. The Superintendent’s Communications Council is made up of parent representation from each school. This Committee meets the first Wednesday of each month. The Superintendent’s Diversity Advisory Committee meets the second Monday of each month. This Committee is made up of parents, staff, board members, and students and is responsible for advising the Superintendent on issues of diversity.

Our schools work hard to improve academic achievement and provide alternative programming for students “at risk,” through Day School for students who are abusive or chronically disruptive. Authorized prevention activities include conflict resolution strategies, before and after school programs and district-wide efforts to prevent illegal gang activities with Drug Free and Tobacco Free School Zones clearly established and posted. Our District seeks grants and utilizes the MUSD Health Services Department to meet the health and counseling needs of students.

School Programs and Practices that Promote a Positive Learning Environment. All schools in the MUSD have gone through a reconstruction process in which they have all been equipped with updated technology to include computer labs and improved communication systems. All classrooms and student learning areas are designed for student success.

Schools in the MUSD support recognition activities that acknowledge and encourage desirable student efforts through a variety of programs. These include before and after school tutorials, group and peer counseling programs, achievement awards for sports and perfect attendance, students of the month, honor roll, good citizenship, student council, conflict resolution teams and assemblies.

MUSD continues its membership with the Character Counts! Coalition. This coalition is dedicated to strengthening the character of America’s young people with a consistent set of official values. The values—which are not politically, religiously or racially biased—are called the “Six Pillars of Character”: trustworthiness, respect, responsibility, fairness, caring and citizenship.

Intervention Programs. MUSD provides intensive instructional programs for students who are not meeting grade level expectations. Intervention programs are designed to improve student performance in the regular classroom and to enhance learning and personal success in the school environment. Summer School is a similar, six-week program available for schools on a traditional calendar. A Saturday School program is offered at several sites throughout the district each trimester for 7^th and 8^th graders who need to earn missing credits. Students in 7^th and 8^th grades also receive tutoring in language arts, writing, and math, along with opportunities to earn missing credits, at many district schools. Schools host a variety of before and after school tutorials including the A+ Reads II program where students in grades 3-6 receive reading assistance from high school students.

School Readiness. The District has committed to offering free voluntary preschool programs to all four-year-old students who live in the District. While this program will take 10 years to phase in, over 250 four year olds were served in 2004-05. The MUSD School Board has taken the lead in adopting a resolution establishing MUSD as a pre-kindergarten through twelfth grade district and affirmed its commitment to improving academic achievement for all students. During the 2004-05 school year, the MUSD Preschool For All Ten-Year Plan and District Advisory Committee were created.

The District, through a partnership with Creative Child Care, Inc., provides preschool opportunities for eligible 3 and 4 year olds at school sites in Manteca, Lathrop, French Camp, and Weston Ranch. In addition, the District offers services to children ages 0-3 and their families through funding from First 5 San Joaquin as well as early care and learning centers at designated sites.

Suspensions and Expulsions. Child Welfare and Attendance information is distributed each year describes the reporting procedure for tardiness and truancies. Parents are notified by the school if their child has had more than three late arrivals of more than 30 minutes, or if three or more unexcused absences are reported. If truancy continues, students are referred to the Student Attendance Review Board.

Students whose behavior is not corrected by school intervention are referred to the District Disciplinary Review Board that hears the case and takes appropriate action. This may include counseling placement in alternate school settings, and/or referral to other agencies (i.e., Valley Community Counseling, the Manteca Police Department, etc.).

The table below shows the number of students who were suspended or expelled by the District Review Board over the past three years along with the District average for all elementary schools.

	School			District
	2003	2004	2005	2003	2004	2005
Number of Suspensions	70	144	150	2549	2870	2523
Rate of Suspension	.07	.13	.13	.17	.18	.15
Number of Expulsions	0	7	4	74	105	88
Rate of Expulsions	.0	.01	.003	.005	.006	.01

IV. SCHOOL FACILITIES

School Facility Conditions – General Information. The safety of students and the security of campuses are high priorities in the MUSD. School personnel and students participate in monthly disaster preparedness drills including specific procedures for fire, earthquake, flood, civil disturbance, and hazardous chemical situations. The District takes great effort to ensure that all schools are clean, safe, and functional. To assist in this effort, the District uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey are available at the District Office. Below is more specific information on the condition of the school and the efforts made to ensure that students are provided with a clean, safe, and functional learning environment.

School Facility Conditions – Results of Inspection and Evaluation.

Age of School Buildings. George McParland School was completed in 1989 including the administration building, a multi-purpose room, library and several classrooms. A few portable classrooms have been added for a total of 42. In 2002 the annex was completed adding 20 classrooms, a multi-purpose room, library and administration building.

Maintenance and Repair. District maintenance staff ensures that repairs necessary to keep schools in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

Cleaning Process and Schedule. The District’s governing Board has adopted cleaning standards for all schools in the District. A summary of these standards is available at the school office and at the District Office. Staff works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school.

Deferred Maintenance Budget. The District participates in the State School Deferred Maintenance Program, which provides state matching funds on a dollar-for-dollar basis, to assist schools districts with expenditures for major repair or replacement of existing school building components. Typically, this includes roofing, plumbing, heating, air conditioning, electrical systems, interior or exterior painting, and floor systems. For the 2004-05 the district budgeted approximately one million dollars for the deferred maintenance program.

Modernization Projects. MUSD is entering into joint ventures with the City of Manteca to construct community gymnasiums at Stella Brockman, Shasta and Neil Hafley Schools. The plans for modernization of Neil Hafley School have started in 2005 and by 2007 construction should start. In 2005 the modernization and remodel of the libraries and classroom wings at French Camp, New Haven, Nile Garden, and Shasta were completed. (Data compiled in December 2005)

New School Construction Projects. New schools that are being planned and constructed are as follows: Stella Brockman Annex, Veritas, New Vision Adult and Continuation School, and Mossdale Elementary School. A new high school in the community of Lathrop is being planned and construction is to begin in the summer of 2006. Our District has effectively used developer fees, community facilities district fees (Mello-Roos), state funding, and GO bonds to remodel, modernize and build new schools within MUSD. (Data compiled in December 2005)

V. ACADEMIC DATA

Standardized Testing and Reporting (STAR). In addition to report card grades, bilingual assessments and proficiency assessments, our schools participate in the Standardized Testing and Reporting (STAR) Program. The STAR program includes the California Standards Tests (CST). The CST show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The following tables show the percent of students scoring at the proficient and advanced levels.

CST – All Students

Subject	School			District			State
Subject	2003	2004	2005	2003	2004	2005	2003	2004	2005
English-Language Arts	40	41	46	30	32	37	35	36	40
Mathematics	45	49	49	30	28	33	35	34	38
Science		28	35	23	21	24	27	25	27
History-Social Science	15	35	19	23	20	26	28	29	32

To protect student privacy, scores are not shown when the number students tested is 10 or less.

CST – Racial and Ethnic Subgroups

Subject	African American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (not Hispanic)
English-Language Arts	40	*	41	63	40	69	51
Mathematics	33	*	57	77	42	75	52
Science	*	*	25	*	24	*	44
History-Social Science	*	*	*	*

Enrollment by Grade Level

Enrollment by Ethnic Group