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	*	*	*	*	12	*	25

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

CST – Other Subgroups

Subject	Male	Female	English Learners	Economically Disadvantaged	Students with Disabilities	Migrant Education
English-Language Arts	43	51	30	31	29	*
Mathematics	52	47	36	34	33	*
Science	43	29	6	17	*
History-Social Science	20	18	*	10	*

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

Local Assessment. The following charts show the percentage of students scoring at the Advanced and Proficient levels on the District standards.

Grade Level	Language Arts			Grade Level	Mathematics
Grade Level	2003	2004	2005	Grade Level	2003	2004	2005
4	47.1	40.0	40.3	4	34.3	34.1	34.4
5	37.7	33.0	34.3	5	36.1	30.7	31.3
6	48.4	39.4	44.4	6	50.8	44.5	46.7
7	46.6	45.6	39.4	7	53.4	47.0	39.4
8	55.2	48.2	57.2	8	43.8	50.0	50.4

California Fitness Test (grades 5, 7, 9 only). The following table shows the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards).

Grade Level	School			District			State
Grade Level	Total	Female	Male	Total	Female	Male	Total	Female	Male
5	16.4	12.5	22.9	14.9	14.3	15.4	24.5	26.7	22.3
7	12.6	12.7	12.5	15.7	16.9	14.6	28.8	30.9	26.8

Academic Performance Index (API). The API measures the academic performance and progress of individual schools in California.

API – School Wide

	API Base Data				API Growth Data
	2002	2003	2004		2002 to 2003	2003 to 2004	2004 to 2005
Percentage Tested	98	99	100	Percentage Tested	99	100	100
Base API Score	730	748	770	API Growth Score	751	768	776
Growth Target	4	3	2	Actual Growth	21	20	6
Statewide Rank	7	6	7
Similar Schools Rank	5	4	7

API – Racial and Ethnic Subgroups

	API Base Data				API Growth Data
	2002	2003	2004		2002 to 2003	2003 to 2004	2004 to 2005
Hispanic or Latino				Hispanic or Latino
Base API Score	675	701	735	API Growth Score	702	735	745
Growth Target	3	2	2	Actual Growth	27	34	10
White (Not Hispanic)				White (Not Hispanic)
Base API Score	750	767	781	API Growth Score	769	777	793
Growth Target	3	2	2	Actual Growth	19	10	12

API– Socioeconomically Disadvantage Subgroup

	API Base Data				API Growth Data
	2002	2003	2004		2002 to 2003	2003 to 2004	2004 to 2005
Base API Score	644	659	698	API Growth Score	670	691	698
Growth Target	3	2	2	Actual Growth	26	32	0

Adequate Yearly Progress (AYP). The federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following: 1) participation rate on the state’s standards-based assessments, 2) percent proficient on the state’s standards-based assessments; 3) API as an additional indicator, and 4) graduation rate (for secondary schools). Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or “safe harbor” criteria are used.

AYP All Criteria – Schoolwide. Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school’s or district’s AYP status was approved.

Overall	School			District
Overall	2003	2004	2005	2003	2004	2005
All Students	Yes	Yes	Yes	No	Yes	No

AYP Participation Rates and Proficiency Levels – Schoolwide and Subgroups. Data reported indicate whether all AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school or district.

Subgroups	School			District
Subgroups	2003	2004	2005	2003	2004	2005
All Students	Yes	Yes	Yes	Yes	Yes	Yes
African American	N/A	N/A	N/A	Yes	Yes	Yes
American Indian or Alaska Native	N/A	N/A	N/A	Yes	Yes	Yes
Asian	N/A	N/A	N/A	Yes	Yes	Yes
Filipino	N/A	N/A	N/A	Yes	Yes	Yes
Hispanic or Latino	Yes	Yes	Yes	Yes	Yes	Yes
Pacific Islander	N/A	N/A	N/A	N/A	Yes	Yes
White (not Hispanic)	Yes	Yes	Yes	Yes	Yes	Yes
Socioeconomically Disadvantaged	Yes	Yes	Yes	Yes	Yes	Yes
English Learners	N/A	N/A	Yes	Yes	Yes	No
Students with Disabilities			N/A	No	Yes	No

Note: N/A means that the student group is not numerically significant.

VI. CLASS SIZE

Average Class Size and Class Size Distribution. Data reported are the class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level.

Grade Level	2003				2004				2005
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+	Avg. Class Size	1-20	21-32	33+
K	20.0	5			19.4	7			31.0		4
1	19.8	5			19.5	6			19.7	6
2	19.2	5			19.2	6			19.7	6
3	19.5	6			20.0	5			20.0	7
4	32.7		1	2	34.0			4	30.3		4
5	27.8		4		30.0		2	2	33.3		1	3
6	28.5		4		30.0		4		32.3		3	1
*K-3					18.0	1
*3-4
*4-8
Other

Average Teaching Load and Teaching Load Distribution. Data reported are the average class size and the number of classrooms that fall into each size category (i.e. number of students), by subject area.

Subject	2003				2004						2005
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms					Avg. Class Size	Number of Classrooms
		1-22	23-32	33+		1-22	23-32			33+		1-22	23-32		33+
English	28.4	2		9	29.8	1		3	4		33.6					8
Math	29.0	2	1	4	29.8	1		3	4		33.4			1		7
Science	33.8			6	29.8	1		3	3		33.1			2		6
So.Sci.	34.00			6	27.6	2		4	4		32.9			1		7

Federal Intervention Programs. Schools and district receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years. After entering PI, schools and district advance to the next level of intervention with each additional year that they do not make AYP.

	School	District
Year Identified for Program Improvement	--	---
Year in Program Improvement	--	---
Year Exited Program Improvement	--	---
Number of Schools Currently in Program Improvement	---	2
Percent of Schools Identified for Program Improvement	---	8.0

Class Size Reduction Participation. MUSD maintained a teacher ration of 1:20 or less in all kindergarten through third grade classrooms in the 2002-03 and 2003-04 school years. In the 2004-05 the District changed the make-up of Kindergarten classes from Option 1, which was a one teacher to 20 student ratio to a Kindergarten Option 2 make-up, which allowed one teacher to accommodate up to 40 students with support from another teacher during the 100 minutes of core instruction. This occurred due to budget reductions from the State Department of Education because the California economy for 2004-05 was significantly depressed. This was a one-year occurrence and the District has since changed back to Option 1 in Kindergarten.

VII. TEACHER AND STAFF INFORMATION

Core Academic Courses Taught by NCLB Compliant Teachers. MUSD is in the process of implementing the No Child Left Behind (NCLB) “Highly Qualified Teacher” regulations throughout the District. Federal guidelines require that all teachers be certified as “highly qualified” by June 30, 2006. MUSD will continue to process the “highly qualified teacher” information throughout the 2005-2006 school year.

Percent of Classes in Core Academic Subjects Taught by NCLB Compliant Teachers - All Schools in District
Grades K-6	91.5%
Grades 7-12	76.7%

Teacher Credentials

	2003	2004	2005
Total Teachers	42	49	48
Teachers with Full Credential	34	48	48
Teachers Teaching Outside Subject Area (full credential but teaching outside subject area)
Teachers in Alternative Routes to Certification (district and university internship)	2	2	1
Pre-Internship	0	0	0
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)	6	0	0
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)	2	1	1

Teacher Assignments. Data reported are the number of placements of a certificated employee in a teaching or services position for which the employee does not hold a legally recognized certificate or credential, or the placement of a certificated employee in a teaching or services position that the employee is not otherwise authorized by statute to hold.

	2004	2005	2006
Misassignments of Teachers of English Learners	--	0	--
Total Teacher Misassignments	--	0	--

Teacher Education Level.

	School	District
Doctorate	0.0	0.9
MA plus 30 or more semester units	8.3	12.6
MA	8.3	6.8
BA plus 30 or more semester hours	75.0	62.1
BA	8.3	17.5
Less than BA	0.0	0.3

Vacant Teacher Positions. In the 2004-2005 school year all vacant positions were filled.

Teacher Evaluations. By District contract, permanent teachers are evaluated once every other year. Beginning with the 2004-05 school year, permanent teachers may qualify for a five year evaluation cycle if they demonstrate sustained quality teaching. Permanent teachers who receive less than an effective rating are evaluated annually until improvement is noted or they are terminated. Probationary teachers are evaluated each year. The criteria for teacher evaluation is based on the State Standards for the Teaching Profession which include: 1) engaging and supporting all students in learning; 2) creating and maintaining effective environments for student learning; 3) understanding and organizing subject matter for student learning; 4) planning instruction and designing learning experiences for all students; 5) assessing student learning; and 6) developing as a professional educator. The principal and vice principal conduct regular classroom observations and periodically review lesson plans, student portfolios, and report cards.

Substitute Teachers. The District’s substitute teachers’ pay rates are comparable with surrounding districts. District substitute training, lesson plans and substitute evaluations help to ensure continuity of instruction. The District maintains a pool of substitute teachers to call upon as needed.

Counselors and Other Support Staff. A comprehensive student services program is provided by Manteca Unified School District to assist students in achieving their potential by supporting their academic studies and their participation in school and community activities. The table below depicts the number of support providers employed at the school.

Title	FTE
Counselor	-
Librarian	-
Psychologist	.5
SDC Teacher	On call
Nurse	1
Speech/Language/Hearing Specialist	1
Resource Specialist	1
Program Specialist

VIII. CURRICULUM AND INSTRUCTION

School Instruction and Leadership. Our school principal, Dale Borgeson has been at McParland Elementary School for five years. He has extensive knowledge and expertise in administration and teaching. Mr. Borgeson is assisted by Vice Principals Brenda Scholl and Michael Hedin who just joined our staff from another Manteca school.

The curriculum is aligned with state frameworks and standards. Our Curriculum Committees meet regularly to revise and discuss curriculum implementation and assessment issues. Subcommittees are formed as the need arises. Teachers are continually updated and trained in research-based instructional practices. Schools annually conduct a needs assessment and review past performance in preparation of updating the school plan.

Meeting the Needs of Special Students. Our District provides quality educational services to a variety of students with special needs. Programs for special needs students include “At Risk” students, 504, English language learners, migrant, health impaired, special education (i.e. adaptive P.E., Speech, SDC, RSP, deaf and emotionally handicapped students) and Gifted and Talented Education (GATE).

Our District provides support to English Language Learners in learning English in the most effective and expedient manner possible. This includes materials, instructional strategies, and other support designed to facilitate English development. We also offer a dual language immersion program through the Dual Language Academy. This track runs from March through December. This allows the migrant students to attend nine consecutive months of school. English speaking students (throughout the District) have an opportunity to attend this program as well.

At McParland School, our classroom teachers conduct a needs assessment of their students and, when appropriate, make modifications and accommodations within the classroom. Students who may need additional assistance are referred to the Student Study Team, a multi-disciplinary committee of teachers and administrators, to develop an intervention plan. Other resources and psychological assessments may be implemented. Students with learning disabilities or circumstances that interfere with learning but who do not qualify for Special Education, may have a 504 Plan implemented to support their learning.

The policy of the Manteca Unified School District is that special education students receive support services necessary to help them learn in the general education classroom. In keeping with federal and state laws and policies, students with exceptional needs are always placed in the least restrictive environment. There is a great amount of coordination between the special education teachers and the regular classroom teachers when mainstreaming to meet the students’ needs.

As a guiding principle for maintaining the quality of the instructional program and supporting each student’s participation in the total curriculum, the school leadership team believes that all students, parents, and staff members have the basic right to be treated equitably, regardless of gender, ethnicity, or disability.

Professional Development. The Manteca Unified School District uses a number of models for professional development. During the 2004-2005 school year, all teachers and certificated support personnel received one day of staff development before the beginning of the instructional year and two days of staff development during the school year. Workshops in data analysis, educational program improvement, and other topics took place on early release Wednesday afternoons. All newly hired teachers participated in a three-day induction workshop designed to support them in their transition to the Manteca Unified School District. The major emphasis of our District has been to train teachers in providing opportunities for all students to meet State and District academic standards through the Beginning Teacher Support and Assessment Program (BTSA), Aiming High Programs, the Data Daze Program, and literacy and math training. The district-wide curriculum development committees work to ensure that our local curriculum reflects the state curriculum frameworks and standards and keeps pace with educational reform using effective teaching methods.

Quality and Currency of Textbooks and Instructional Materials. The Manteca Unified School District has followed the state textbook matrix in purchasing and adopting procedures. Some of the major textbook series now in use are as follows:

Reading/Language Arts – Houghton Mifflin Reading ã 2001 (grades K-6)

Reading/Language Arts – Prentice Hall, Prentice Hall Literature Timeless Voices Timeless Themes ã 2002 (grades 7-8)

Mathematics - Harcourt Brace, Harcourt Mathematics ã 2002 (grade K)

Mathematics – Houghton Mifflin, Houghton Mifflin Mathematics ã 2002 (grades 1-5)

Mathematics – McDougal Littell, California Middle School Mathematics: Concepts and Skills ã 2001 (grades 6-7)

Mathematics – McDougal Littell, Algebra 1: Concepts and Skills (grade 8)

Science – Harcourt, Harcourt Science ã 2000 (grades K-5)

Science – Holt Rinehart and Winston, Holt Science and Technology: Earth, Life & Physical Science ã 2000 (grades 6-8)

Social Studies – McGraw Hill, Adventures in Time ã 2000 (grades K–2)

Social Studies – Harcourt Brace, Harcourt Social Studies ã 2000 (grades 3-6)

Social Studies – Houghton Mifflin, Houghton Mifflin Social Studies ã 2000 (grade 8)

Social Studies – Glencoe McGraw Hill, American Journeys ã (grade 8)

Additional literature-based materials are used to enrich the state textbook matrix and additional social studies materials are used to further enhance the cultural diversity of the students comprising the school population.

Availability of Sufficient Textbooks and Instructional Materials. Each pupil, including English learners, has a textbook or instructional materials, or both, to use in class and to take home to complete required homework assignments. A public hearing on the sufficiency of instructional materials was done on January 18, 2005.

Instructional Minutes. All elementary schools in Manteca Unified School District follow a standard length of school day that meets or exceeds the instructional minute requirement set by the State.

Instructional Minutes
Grade Level	Offered	State Requirement
K	36,000	36,000
1-3	51,049	50,400
4-8	54,539	54,000

IX. FISCAL AND EXPENDITURE DATA

Teacher and Administrative Salaries. (Fiscal Year 2003-04). State law requires comparative salary and budget information to be reported to the general public. For comparison purposes, the State Department of Education has provided average salary data from school districts falling into the 10,000 to 19,999 ADA range. All data in the chart represents the 2003-04 school year. This is the most recent year for which the CDE has provided statewide averages.

	District	State
Beginning Teacher Salary	36,720	37,061
Mid-Range Teacher Salary	52,686	58,294
Highest Teacher Salary	67,984	72,872
Average Principal Salary	91,216	100,276
Superintendent Salary	131,922	179,061
Percentage of Budget for Teachers’ Salaries	47.65	41.4
Percentage of Budget for Administrative Salaries	4.8	5.1

Expenditures (Fiscal Year 2003-04).

District

State Average for Districts in Same Category

State Average

All Districts

Total Dollars

Total per Student (ADA)

Dollars per Student (ADA)

$123,333,529

$5,617

$6,987

$6,919

Type of Services Funded. All Manteca schools receive equal allocations of general fund support for staffing, instructional materials and supplies, custodian needs, and other uses. Funding for the support services such as maintenance of buildings and grounds, utilities, and student transportation is budgeted on a district-wide, centralized basis and provided to each school site based on the unique needs of the individual school.

The following chart shows the approximate percentages of the per pupil expenditure currently spent on the various school site services.

Expenditures	Percent
Books & Supplies	4.65
Certificated Personnel	52.47
Classified Personnel	13.65
Employee Benefits	20.21
Capital Outlay	.19
Services & Other Operating Expenses	7.39
Direct/Indirect Costs & Other Outgo	1.44

In addition to its support from the local general fund, each school in the Manteca Unified School District receives yearly allocations from various state and federal categorical programs. The purposes of these categorical programs range from improving the quality of the total instructional program for all students to addressing the unique needs of special groups of students – such as limited-English proficient, gifted and talented, academically deficient and students at risk of dropping out of school.

February 2006

Enrollment by Grade Level

Enrollment by Ethnic Group

Local Assessment. The following charts show the percentage of students scoring at the Advanced and Proficient levels on the District standards.

API – School Wide

API – Racial and Ethnic Subgroups

Hispanic or Latino

Hispanic or Latino

White (Not Hispanic)

Overall

School

Subgroups

School

English

Total Dollars