School Accountability Report Card    
  Reported for School Year 2005-06  
Published During 2006-07

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School

Contact Information
This section provides the school's contact information.
SchoolDistrict
 School Name Catherine L. Zane Middle District Name Eureka City Unified
 Street 2155 S St. Phone Number 707-441-2400
 City, State, Zip Eureka, CA    95501-3140 Web Site http://www.eurekacityschools.org
 Phone Number 707-441-2470  Superintendent Denise C. Jones
 Principal Teddie Lyons  E-mail Address jonesdc@eurekacityschools.org
 E-mail Address lyonst@eurekacityschools.org  --- ---

School Description and Mission Statement
This section provides information about the school's goals and programs.
  Zane Middle School has just completed an extensive remodel thanks to Bond Measure S. We are very proud of our “new” school. In addition to the improvements to the outside of our school, the interiors have become state-of-the-art classrooms designed to accommodate the latest technology and learning tools for the 21st century. Zane continues to pursue academic excellence while encouraging a variety of activities that allow students to demonstrate and enjoy their newfound skills. Our Educational and Spatial Technology (EAST) lab, our music and performing arts classes, our science and technology departments as well as all of the many great activities in other departments are just a few of the outstanding programs that Zane provides for students. Zane’s learning community is truly a partnership between the school, students, and parents. Parent input is valued, and leadership at all levels is shared among all stakeholders. Through this shared decision making a phoenix is rising, and that phoenix is the outstanding middle school of the future: Zane!

Major Achievements:

  • Zane Middle School is proud of our students’ academic accomplishments as well as their excellence in extracurricular activities. Zane students have fielded championship teams in soccer, volleyball, basketball, and track.
  • Zane students have been winners in History Day, spelling bees, Science Fair, and the Young Inventors Challenge.
  • Our state Academic Performance Index (API) held steady again this year, placing Zane in the select group of schools achieving above 700.
  • We have realized high achievement through improved collaboration and coordination of all ongoing programs, as well as by the embedding of a strong academic structure in the afterschool program. This academic focus throughout each day from zero period to period 8 is dynamically increasing student achievement.

Focus for Improvement

  • Zane strives to challenge all students academically and prepare them fully to be leaders of the future. We use the California Standards Tests (CST), the CELDT (for English Learners) along with district-adopted and teacher-made assessments, to place students in appropriate classes in language arts and math.
  • All teachers use ongoing assessments to determine their instructional program, and they place students in intervention classes to provide extra help if they are not achieving at grade level. We use the results of those assessments to determine when intervention has been successful.
  • The Zane staff, in conjunction with parents, strives to become the premier middle school in northern California. To that end, we coordinate our educational efforts and goals by keeping the improvement of student learning as our focus.

Zane is a wonderful school with a very dedicated and caring staff. Please come visit us; we would love to show you around. If you have any questions, please don’t hesitate call.

 


 

Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.
Please visit us and take a tour. We are “your” public school and we are very proud of Zane. We encourage parents to become involved. Many opportunities are available including Picnic on the Plaza, a once-a-month lunchtime activity where parents eat with students and staff, and our School Site Council, the body with fiscal responsibility for the school. Please call me if you desire any information about Zane Middle School.

Student Enrollment by Grade Level
This table displays the number of students enrolled in each grade level at the school.
 Grade Level Number of Students Grade Level Number of Students
 Kindergarten 0  Grade 8 192 
 Grade 1 0  Ungraded Elementary 0 
 Grade 2 0  Grade 9 0 
 Grade 3 0  Grade 10 0 
 Grade 4 0  Grade 11 0 
 Grade 5 0  Grade 12 0 
 Grade 6 189  Ungraded Secondary 0 
 Grade 7 197  Total Enrollment 578 

Student Enrollment by Group
This table displays the percent of students enrolled at the school who are identified as being in a particular group.
 Group Percent of
Total Enrollment		 Group Percent of
Total Enrollment
 African American 5.4  White (not Hispanic) 58.3 
 American Indian or Alaska Native 13.3  Multiple or No Response 0.9 
 Asian 7.4  Socioeconomically Disadvantaged 64.4 
 Filipino 0.2  English Learners 14.0 
 Hispanic or Latino 13.8  Students with Disabilities 17.0 
 Pacific Islander 0.7  --- ---

Average Class Size and Class Size Distribution (Elementary)
This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
 Grade
Level		 2003-04 2004-05 2005-06
 Avg.
Class
Size		Number of
Classrooms		 Avg.
Class
Size		Number of
Classrooms		 Avg.
Class
Size		Number of
Classrooms
 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
 K            
 1            
 2            
 3            
 4            
 5            
 6 26.4  14  26.7  10  29.0  15 
 K-3            
 3-4            
 4-8            
 Other         15.0 1  

Average Class Size and Class Size Distribution (Secondary)
This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
 Subject 2003-04 2004-05 2005-06
 Avg.
Class
Size		Number of
Classrooms		 Avg.
Class
Size		Number of
Classrooms		 Avg.
Class
Size		Number of
Classrooms
 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
 English 17.6 18 9 2 20.2 13 13  19.2 14 11 
 Mathematics 25.3 4 11 4 26.3 3 12 1 22.2 10 10 1
 Science 28.5 2 15 3 27.9 1 18 1 24.4 6 15 
 Social Science 25.8 3 12 2 26.4 3 13 1 27.9  12 2


II. School Climate

School Safety Plan
This section provides information about the school's comprehensive safety plan.
Zane has a comprehensive school safety plan. This plan includes a logistical lockdown and evacuation plan including a student release plan. It also includes a plan to continually improve school climate by teaching students how to deal with conflict and make good choices.  

School Discipline Practices
This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.
We use a progressive discipline system with 3 tiers of infractions; minor, major and chronic. The last 2 involve parents and teachers to create a comprehensive "change." Zane's 3 rules are: Be safe, be respectful and be productive.

Suspensions and Expulsions
This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.
 Rate School District
 2003-04 2004-05 2005-06 2003-04 2004-05 2005-06
 Suspensions 177 148 159 643 588 671
 Expulsions 2 2 6 17 9 10

III. School Facilities

School Facility Conditions and Improvements
This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.
Zane went through a 3-year remodel, paid for by local school bond Measure S and state matching funds, which concluded in 2006. Becasue of this, we have a state-of-the-art campus, restrooms, classrooms and kitchen.

School Facility Conditions Good Repair Status
This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.
 Item Inspected
 Facility in
Good Repair		 Repair Needed and
Action Taken or Planned
 Yes No
 Gas Leaks
x
   
 Mechanical Systems
x
   
 Windows/Doors/Gates (interior and exterior)
x
   
 Interior Surfaces (walls, floors, and ceilings)
x
   
 Hazardous Materials (interior and exterior)
x
   
 Structural Damage
x
   
 Fire Safety
x
   
 Electrical (interior and exterior)
x
   
 Pest/Vermin Infestation
x
   
 Drinking Fountains (inside and outside)
x
   
 Restrooms
x
  One rest room in the old locker rooms has been locked and turned into a store room by site personel.
 Sewer
x
   
 Playground/School Grounds
x
   
 Other
   

IV. Teachers

Teacher Credentials
This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.
 Teachers School District
   2003-04     2004-05     2005-06     2005-06  
 With Full Credential 35 32 34 262
 Without Full Credential 0 0 0 0
 Teaching Outside Subject Area of Competence    ---

Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
 Indicator   2004-05     2005-06     2006-07  
 Misassignments of Teachers of English Learners   
 Total Teacher Misassignments   
 Vacant Teacher Positions   

Core Academic Classes Taught by NCLB Compliant Teachers
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at http://www.cde.ca.gov/nclb/sr/tq/.
 Location of Classes Percent of Classes In Core Academic Subjects
 Taught by
 NCLB Compliant Teachers		 Taught by
 Non-NCLB Compliant Teachers
 This School  79.1 20.9
 All Schools in District  84.0 16.0
 High-Poverty Schools in District  94.0 6.0
 Low-Poverty Schools in District  0.0 0.0

Substitute Teacher Availability
This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.
Eureka City Schools is committed to utilizing fully credentialed teachers as substitutes when the regular teacher is unavailable. This ensures that a competent teacher is in the classroom at all times. When necessary, emergency credential status is requested.

Teacher Evaluation Process
This section provides information about the procedures and the criteria for teacher evaluations.
The evaluation of probationary teachers and permanent teachers is conducted according to state guidelines. Appraisal of teachers’ performance is tied directly to the California Standard for the Teaching Profession (CSTP) that includes:
• Engaging and Supporting all Students in Learning
• Creating and Maintaining Effective Environments for Learning
• Understanding and Organizing Subject Matter for Student Learning
• Planning Instruction and Designing Learning Experiences for All Students
• Assessing Student Learning
Support for beginning teachers is available through the Beginning Teacher Support and Assessment program (BTSA). Based on the CSTP, support for the beginning teacher is specific and evidence based. Attention to learning environment, content standards, formative assessment, reflective practice, and collaboration allows the beginning teacher to focus upon what and how the students are learning.

V. Support Staff

Academic Counselors and Other Support Staff
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
 Title Number of FTE
 Assigned to School		 Average Number of
 Students per
 Academic Counselor
 Academic Counselor  1.0  578.0
 Library Media Teacher (Librarian)  1.0 ---
 Library Media Services Staff (paraprofessional) 0.75  ---
 Psychologist  1.0 ---
 Social Worker 0.25  ---
 Nurse 0.4  ---
 Speech/Language/Hearing Specialist 0.6  ---
 Resource Specialist (non-teaching) 3.0  ---
 Other  ---

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.
 Core Curriculum Area Quality, Currency, and
 Availability of Textbooks and
 Instructional Materials		 Percent of Pupils
 Who Lack Their Own
 Assigned Textbooks and
 Instructional Materials
 Reading/Language Arts x 0
 Mathematics x 0
 Science x 0
 History-Social Science x 0
 Foreign Language x 0
 Health x 0
 Science Laboratory Equipment (grades 9-12)   

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)
This table displays a comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.
 Level Total
 Expenditures
 Per Pupil		 Expenditures
 Per Pupil
 (Supplemental)		 Expenditures
 Per Pupil
 (Basic)		 Average
 Teacher
 Salary
 School Site       
 District --- ---   $54,430
 Percent Difference - School Site and District --- ---   
 State --- --- $4,743 $54,823
 Percent Difference - School Site and State --- ---   

Types of Services Funded
This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.
As a Title 1 school, Zane offers many exceptional and supplemental programs in academics. Zane also has an outstanding afterschool program, an award-winning English language learning learner program and an Environmental and Spatial Technology (EAST) program. Additionally, AVID and ZAP are ongoing at Zane.

Teacher and Administrative Salaries (Fiscal Year 2004-05)
This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.
 Category District
 Amount		 State Average
 For Districts
 In Same Category
 Beginning Teacher Salary $34,000 $36,796
 Mid-Range Teacher Salary $47,932 $54,062
 Highest Teacher Salary $62,000 $68,679
 Average Principal Salary (Elementary) $74,987 $83,916
 Average Principal Salary (Middle) $89,326 $86,752
 Average Principal Salary (High) $96,526 $92,915
 Superintendent Salary $140,000 $121,387
 Percent of Budget for Teacher Salaries 40.1 40.2
 Percent of Budget for Administrative Salaries 7.0 5.8

VIII. Student Performance

California Standards Tests
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST Results for All Students -- Three-Year Comparison
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
 Subject School District State
 2004 2005 2006 2004 2005 2006 2004 2005 2006
 English-Language Arts 37 41 37 39 41 44 36 40 42
 Mathematics 38 42 42 45 46 50 34 38 40
 Science *  35 33 40 39 25 27 35
 History-Social Science 25 29 30 31 34 36 29 32 33

CST Results by Student Group - Most Recent Year
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
 Group Percent of Students Scoring at Proficient or Advanced
 English-
Language Arts		 Mathematics Science History-
Social Science
 African American 36 41 * *
 American Indian or Alaska Native 45 42 25 19
 Asian 14 42 38 31
 Filipino * *  
 Hispanic or Latino 17 25 23 17
 Pacific Islander * * * *
 White (Not Hispanic) 44 48 41 37
 Male 32 44 42 37
 Female 42 41 28 24
 Economically Disadvantaged 28 32 28 20
 English Learners 4 15 4 0
 Students with Disabilities 3 10 5 10
 Students Receiving Migrant Education Services    

Norm-Referenced Test (NRT)
The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT Results for All Students -- Three Year Comparison
This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.
Subject School District State
 2004 2005 2006 2004 2005 2006 2004 2005 2006
 Reading 42 45 42 49 50 51 43 41 42
 Mathematics 52 45 49 59 62 62 51 52 53

NRT Results by Student Group -- Most Recent Year
This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.
Group Percent of Students Scoring at or
Above the National Average
 Reading Mathematics
 African American * *
 American Indian or Alaska Native 57 56
 Asian 12 38
 Filipino * *
 Hispanic or Latino 16 29
 Pacific Islander  
 White (not Hispanic) 50 57
 Male 44 60
 Female 40 41
 Economically Disadvantaged 31 37
 English Learners 6 13
 Students with Disabilities 14 6
 Students Receiving Migrant Education Services  

Local Assessment Results
Districts may choose to administer their own academic assessments in reading and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard.
 Grade
Level		 Reading Mathematics
 2004 2005 2006 2004 2005 2006
 6 89 84 84 57 71 67
 7 76 83 74 56 58 70
 8 78 93 94 59 80 79

California Physical Fitness Test Results
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.
 Grade Level Percent of
Students Meeting
Fitness Standards
 7 23.4

IX. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks -- Three-Year Comparison
This table displays the school's statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.
 API Rank 2003-04 2004-05 2005-06
 Statewide 6 5 5
 Similar Schools 9 9 7

API Changes by Student Group -- Three Year Comparison
This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.
 Group Actual API Change API Score
 2003-04 2004-05 2005-06 2006
 All Students at the School -14 16 0 707
 African American    
 American Indian or Alaska Native    
 Asian    
 Filipino    
 Hispanic or Latino    
 Pacific Islander    
 White (not Hispanic) -17 19 -5 742
 Socioeconomically Disadvantaged -2 17 6 656
 English Learners -- --  
 Students with Disabilities -- -- -24 455

State Award and Intervention Programs
This section will contain information about the school's participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.
 
 
 

Adequate Yearly Progress
The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.
 AYP Criteria School District
 Overall No No
 Participation Rate - English-Language Arts Yes Yes
 Participation Rate - Mathematics Yes Yes
 Percent Proficient - English-Language Arts No No
 Percent Proficient - Mathematics Yes Yes
 API Yes Yes
 Graduation Rate N/A No

Federal Intervention Program
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.
 Indicator    School       District   
 Program Improvement Status  Not in PI Not In PI
 First Year of Program Improvement Implementation   
 Year in Program Improvement   
 Number of Schools Currently in Program Improvement  --- 1
 Percent of Schools Currently in Program Improvement  --- 7.7


X. Instructional Planning and Scheduling

School Instruction and Leadership
This section provides information about the structure of the school's instructional program and the experience of the school's leadership team.
Ongoing assessment drives the programs at Zane. Students are assessed to asertain content standard mastery. Students not meeting standards are channeled into intervention programs. Leadership is shared between all stakeholders. The principal functions as a facilitator for the Zane Leadership Team.

Professional Development
This section provides information about the program for training the school's teachers and other professional staff.
Zane teachers take part yearly in 3 full days of staff development to improve instruction as part of their work year. The entire staff, in addition, participates in many local and out-of-town professional development experiences throughout the year. Every Monday, students are dismissed one hour earlier so that collaboration in teams and discipline can take place.

Instructional Minutes
This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.
 Grade
Level		 Instructional Minutes
 Offered State Requirement
 6  56,973 54,000
 7 56,973 54,000
 8 56,973 54,000


Minimum Days in School Year
This section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.
13 minimum days include 12 days for parent conferences (6 in the fall and 6 in the spring) and the last day of school.