Sarcgys

Grace Yokley
Middle School
2014-15
School Accountability Report Card
our
message
Published in 2015-16
our
teachers
our
school
Jeremy Currier
Principal
jeremy_currier@mtnview.k12.ca.us
2947 South Turner Avenue
Ontario, CA 91761
Grades: 6-8
Phone: (909) 947-6774
http://gys-mvsd-ca.schoolloop.com
CDS Code: 36-67785-6102909
Para espaol, visita:
www.mtnview.k12.ca.us
Mountain View School District 2585 South Archibald Avenue Ontario, CA 91761 www.mtnview.k12.ca.us
Rick Carr, Ed.D., Superintendent rick_carr@mtnview.k12.ca.us (909) 947-2205
Mountain View SD
Grace Yokley Middle School
SARC
Principals Message
Grace Yokley Middle School enjoys a proud history of academic excellence and high expectations for all students. What makes our school successful is the tremendous support and dedication of our staff, students and
parents. We believe knowledge is keyknowledge of the workplace, knowledge of our resources, knowledge
of our audience and knowledge of ourselves provide the perspective necessary as we collaborate to meet
the needs of our students.
The staff at Grace Yokley Middle School continues to be committed to providing the best educational program
possible for our students. The excellent qualities of our academic and enrichment programs are a reflection
of our highly talented and capable faculty. They are dedicated to ensuring Grace Yokley Middle School is a
welcoming, stimulating environment, actively involving students through academic instruction as well as helping students form positive values, make analytical judgments, and think critically and creatively. Through hard
work and high expectations, our students are challenged to reach their maximum potential.
Our parents are the backbone of our students success. They enthusiastically encourage the academic excellence of their children and help with our many activities throughout the year.
Our students not only excel academically, but also grow in the areas of respect, responsibility, positive relationships and leadership. Our students understand that their success is measured by the depth of their
character as much as it is by their grades and test scores.
School Safety
The Emergency Preparedness Plan is sent home to parents at the beginning of each school year. The plan
includes steps for ensuring student and staff safety during a disaster. Campus safety is top priority. The
school principal conducts earthquake, fire, lockdown and civil-defense emergency drills on a regular basis
in accordance with the site disaster plan. The school contains emergency supplies, food, water and rescue
equipment.
The School Site Safety Plan was adopted and implemented in December 1998. It is reviewed and revised
annually and is approved at the February/March board meeting every year; it was most recently reviewed,
updated and discussed with school faculty in August 2015.
The School Site Safety Plan was designed to assist in preparing for emergencies, managing emergency
response efforts and maintaining a safe school environment. The plan requires identification of security needs,
development of prevention and intervention techniques, evaluation of physical facilities, and communication
with staff and students. Components of the School Site Safety Plan include strategies and programs that will
provide and maintain a high level of school safety, assess current school crime occurring on campus and at
school functions, and address procedures related to the compliance of existing laws as they affect school
safety.
In 2010, Grace Yokley Middle School implemented the Safe School Ambassadors Program, a bystander
education program that harnesses the power of students to prevent and stop bullying and violence. The
program, sponsored by Community Matters, is research-based and field-tested and proven to reduce
incidents of bullying and cyberbullying, promote academic excellence, and improve the overall school climate.
Mountain View School

District Mission Statement
Mountain View School District is a school
community whose members focus on the
whole child: ensuring each child is safe,
that each childs needs are met and that
each child is provided an education
of the highest quality.
Our continuing mission at Mountain View
School District is to provide a foundation
for sustained educational excellence for
students and staff by setting clear goals
and high expectations in a safe and
trusting environment that supports
individual success.
Grace Yokley
Middle School
Mission Statement
Believing that every child controls his or
her destiny through self-actualizing goals
and behaviors, we will strive to create
an equal and appropriate learning
environment through caring and
consistency, while providing
challenging, evolving, dynamic
curriculum and modes of instruction.
MVSD Governing Board

Members:
Professional Development
All training for curriculum development at Mountain View School District revolves around the California State
Standards and Frameworks. Topics for training are determined by teacher need and feedback from teachers
and administrators and focus on priorities indicated in the Local Control and Accountability Plan (LCAP) and
the Local Educational Agency Plan (LEAP).
The major focus for the 2014-15 school year was to support teachers in the implementation of state-adopted
Common Core State Standards. Three days of professional development were offered to all credentialed staff.
Training in the area of mathematics and technology was provided, and teachers had time to collaborate with
their colleagues regarding curriculum, instruction and assessment. Teachers were also provided with one day
of cooperative learning and student engagement structures, provided by Kagan Publishing & Professional
Development. During the 2015-16 school year, two additional days of training were provided by Kagan to
build upon training provided during the prior year. The training focused on cooperative learning and student
engagement structures for all, with a focus on the needs of the English learner.
The principal provides site-based staff development during monthly staff development meetings based on
site need and priorities as determined in the Single Plan for Student Achievement (SPSA). Funding sources
include: Title II, Common Core Funding and Local Control Funding Formula (LCFF). Other educational opportunities, including conferences and workshops, are afforded to teachers and grade levels/departments based
on need. Many teachers improve their skills and knowledge of the curriculum by continuing their education
through workshops, conferences and university courses.
Three-Year Data
Professional Development Days

Grace Yokley MS
2013-14
2014-15
2015-16
1 day
3 days
2 days
Served Since:
Peggy Campbell
2008
Jill Coulter
1993
Ronald Newton
1993
Mike Sweeney
1996
Dr. James Willingham
2012
School Accountability
Report Card
In accordance with state and
federal requirements, the School
Accountability Report Card
(SARC) is put forth annually
by all public schools as a tool
for parents and interested parties
to stay informed of the schools
progress, test scores and
achievements.
SARC
Enrollment by Student Group
Enrollment by Grade
The total enrollment at the school was 928 students for the 2014-15 school year. The pie chart displays the
percentage of students enrolled in each group.
The bar graph displays the total number

of students enrolled in each grade for the
2014-15 school year.
2014-15 School Year
Demographics
Two or more
races
3.6%
White
11.2%
No response
0.3%
2014-15 Enrollment by Grade
Black or
African-American
6.7%
295
315
Filipino
1.5%
318
Asian
3.0%
American Indian
or Alaska Native
0.1%
Hispanic or
Latino
73.6%
Parental Involvement
Socioeconomically
disadvantaged
English
learners
63.5%
Students with
disabilities
17.0%
Foster
Youth
11.20%
0.5%
Class Size Distribution

The bar graph displays the three-year data for average class size, and the table displays the three-year data
for the number of classrooms by size.
Three-Year Data
Average Class Size

12-13
13-14
14-15
Staff members, parents and students

participate on various committees that
make decisions regarding the priorities
and direction of the educational plan
to ensure instructional programs are
consistent with student needs and comply
with district goals:
School Site Council (SSC)
English Learner Advisory Committee
(ELAC)
Individual Education Plan Teams
Parent Teacher Student Association
(PTSA)
School Site Leadership Team
Student Study Teams
25
27
27
26
27
30
33
32
29
31
District English Learner Advisory

Committee (DELAC)
30
Wellness Committee
24
Student Council
District Area Council (DAC)
Parent volunteers
English language
arts
Mathematics
Science
History/social
science
Three-Year Data
Number of Classrooms by Size

2012-13
Subject
2013-14
2014-15
Number of Students
1-22
23-32
33+
1-22
23-32
33+
1-22
23-32
33+
English language arts
14
13
10
14
17
17
16
29
Mathematics
10
16
10
11
11
Science
15
12
13
16
History/social science
17
12
11
16
Parent participation and involvement is

an integral part of student success at
Grace Yokley Middle School. A highly
active PTSA coordinates many activities,
programs and events that directly help
support the schools instructional program.
They provide a true sense of community
purpose and direction centered on the
education of the students at Grace Yokley
Middle School. Fundraisers support field
trips, assemblies and student incentives.
Classroom instruction is augmented by a
large group of volunteers.
Parents who wish to participate in Grace
Yokley Middle Schools leadership teams,
school committees, school activities or
become a volunteer may contact Principal
Jeremy Currier at (909) 947-6774.
SARC
Adequate Yearly Progress

The federal Elementary and Secondary Education Act (ESEA) requires all schools and districts meet Adequate Yearly Progress (AYP) requirements. California public schools and districts are required to meet or
exceed criteria in the following four target areas:
Participation rate on statewide assessments in English language arts and mathematics
Percentage of students scoring proficient on statewide assessments in English language arts and
mathematics
Attendance rates
Graduation rate for high schools
The table displays whether or not the school, district, and state met each of the AYP criteria and made overall
AYP for 2014-15. For more information, visit www.cde.ca.gov/ta/ac/ay.
2014-15 School Year
Adequate Yearly Progress Criteria

Grace Yokley MS
Mountain View SD
California
Yes
Yes
Yes
Yes
Yes
Yes
Mathematics
Yes
Yes
Yes
Met overall AYP

Met participation rate:
Met percent proficient:

Mathematics
Yes
Yes
Yes
Yes
Met attendance rates

Met graduation rate
California Physical
Fitness Test
Each spring, all students in grades 5,
7 and 9 are required to participate in the
California Physical Fitness Test (PFT). The
Fitnessgram is the designated PFT for
students in California public schools put
forth by the State Board of Education. The
PFT measures six key fitness areas:
1. Aerobic Capacity
2. Body Composition
Federal Intervention Program
3. Flexibility
Schools and districts receiving Title I funding that fail to meet AYP over two consecutive years in the same
content area (English language arts or mathematics) or on the same indicator enter into Program Improvement (PI). Each additional year that the district or school(s) do not meet AYP results in advancement to the
next level of intervention. The percentage of schools identified for Program Improvement is calculated by
taking the number of schools currently in PI within the district and dividing it by the total number of Title I
schools within the district.
This table displays the 2015-16 Program Improvement status for the school and district. For detailed information about PI identification, please visit www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
2015-16 School Year
Federal Intervention Program

Grace Yokley MS
Mountain View SD
Not Title I
Not in PI
First year of Program Improvement
Year in Program Improvement
Program Improvement status
Number of schools currently in Program Improvement

Percentage of schools currently in Program Improvement
0
0.00%
n Not applicable. Due to the transition to the Smarter Balanced Summative Assessments, the U.S. Department of Education
approved the California Department of Educations waiver request to exclude the percent proficient results from AYP
determinations. For more information on the AYP reports, please visit http://data1.cde.ca.gov/dataquest/.
Not applicable. The graduation rate for AYP criteria applies to high schools.
Not applicable. The school is not in Program Improvement.
4. Abdominal Strength
and Endurance
5. Upper Body Strength
and Endurance
6. Trunk Extensor Strength
and Flexibility
Encouraging and assisting students in
establishing lifelong habits of regular
physical activity is the primary goal
of the Fitnessgram. The table shows
the percentage of students meeting
the fitness standards of being in the
healthy fitness zone for the most
recent testing period. For more detailed
information on the California PFT, please
visit www.cde.ca.gov/ta/tg/pf.
Percentage of Students
Meeting Fitness Standards
2014-15 School Year
Grade 7
Four of six standards
17.00%
Five of six standards
26.70%
Six of six standards
47.60%
SARC
California Standards Tests for All Students: Science
(grades 5, 8 and 10)
The tables show the percentage of students in grades 5, 8 and 10 who scored at Proficient or Advanced levels
(meeting or exceeding state standards) in science.
Three-Year Data
Students Scoring at Proficient or Advanced Levels

Grace Yokley MS
Mountain View SD
California
Subject
12-13
13-14
14-15
12-13
13-14
14-15
12-13
13-14
14-15
Science
58%
65%
67%
66%
69%
72%
59%
60%
56%
California Standards Tests Results by Student Group: Science

(grades 5, 8 and 10)
2014-15 School Year
Students Scoring at Proficient or Advanced Levels

Group
Science
All students in the district
72%
All students at the school
67%
Male
65%
Female
68%
Black or African-American
41%
American Indian or Alaska Native
Asian
66%
Filipino
Hispanic or Latino
67%
Native Hawaiian or Pacific Islander
White
75%
Two or more races
68%
English learners
51%
Students with disabilities
Students receiving Migrant Education services
Foster youth
California Assessment of Student Performance and Progress Results

for All Students (grades 3-8 and 11)
The table below shows the percentage of students meeting or exceeding the state standards in English
language arts/literacy and mathematics.
Percentage of Students Meeting or Exceeding State Standards
2014-15 School Year
Grace Yokley MS
Mountain View SD
California
English language arts/literacy
45%
46%
44%
Mathematics
21%
26%
33%
v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested
in this category is too small for statistical accuracy or to protect student privacy.
State data is not available at this time.
California Assessment of
Student Performance and
Progress/Standardized
Testing and Reporting
Results
Beginning in the 2013-14 school year,
the Standardized Testing and Reporting
(STAR) Program was eliminated and
replaced by a new set of assessments
called the California Assessment of
Student Performance and Progress
(CAASPP).
For the 2015 school year, the CAASSP
included a mix of online and paper-pencil
assessments. The online component
contained the Smarter Balanced English
language arts/literacy and mathematics
tests. The paper-pencil science
assessments of CAASPP included
the California Standards Test (CST),
California Modified Assessment (CMA)
and California Alternate Performance
Assessment (CAPA). There was also the
optional Standards-based tests in Spanish
for reading/language arts.
The CST is a multiple-choice test in
science for varying grade levels. The CMA
is a modified assessment for students with
disabilities who have an Individualized
Education Plan (IEP). The CAPA is
an alternate assessment for students
with significant cognitive disabilities
who are unable to take the CST with
accommodations or modifications or the
CMA with accommodations.
For more information on the
CAASPP assessments, please visit
www.cde.ca.gov/ta/tg/ca.
Socioeconomically disadvantaged
Subject
CAASPP by Student Group:

English Language Arts and
Mathematics
The tables on the following pages display
the information on student achievement
at each performance level in English
language arts and mathematics for the
school by student groups for grades 6-8.
Levels of achievement include:
Level 1 = Standard not met
Level 2 = Standard nearly met
Level 3 = Standard met
Level 4 = Standard exceeded
Note: The number of students tested
includes students who did not receive a
score. However, the number of students
tested is not the number that was used
to calculate the performance level
percentages. The performance level
percentages are calculated using students
with scores.
SARC
CAASPP Results by Student Group: English Language Arts and Mathematics - Grade 6
2014-15 School Year
Students Achieving at Each Performance Level

English Language Arts: Grade 6
Percent Achievement
Total
Enrollment
Number
Tested
Percentage
Tested
Level 1
Level 2
Level 3
Level 4
295
292
99.0%
28%
35%
30%
6%
Male
163
55.3%
31%
39%
25%
6%
Female
129
43.7%
25%
31%
37%
7%
22
7.5%
45%
23%
32%
0%
0.0%
Asian
2.4%
Filipino
0.7%
225
76.3%
30%
38%
28%
4%
0.0%
White
27
9.2%
11%
30%
48%
11%
Two or more races
2.7%
61
20.7%
36%
31%
28%
5%
English learners
51
17.3%
45%
39%
14%
2%
43
14.6%
60%
33%
7%
0%
0.0%
Foster youth
Total
Enrollment
Number
Tested
Percentage
Tested
Level 1
Level 2
Level 3
Level 4
295
293
99.3%
41%
41%
14%
4%
Male
164
55.6%
42%
44%
9%
5%
Female
129
43.7%
40%
37%
21%
2%
22
7.5%
64%
23%
14%
0%
0.0%
Asian
2.7%
Filipino
0.7%
225
76.3%
44%
43%
11%
3%
0.0%
White
27
9.2%
2%
37%
37%
4%
Two or more races
2.7%
61
20.7%
54%
36%
10%
0%
English learners
52
17.6%
71%
25%
2%
2%
43
14.6%
79%
14%
7%
0%
0.0%
Foster youth
Group
All students
Hispanic or Latino
Mathematics: Grade 6
Group
All students
Hispanic or Latino
Percent Achievement
v Scores are not shown when the number of students tested is 10 or fewer, either because the number of students tested in this category is too small for statistical accuracy or to
protect student privacy.
SARC
2014-15 School Year

Percent Achievement
Total
Enrollment
Number
Tested
Percentage
Tested
Level 1
Level 2
Level 3
Level 4
311
307
98.7%
21%
33%
35%
11%
Male
144
46.3%
22%
38%
35%
6%
Female
163
52.4%
21%
28%
35%
16%
20
6.4%
25%
50%
15%
10%
0.0%
Asian
2.9%
Filipino
1.0%
224
72.0%
20%
34%
37%
9%
0.0%
White
36
11.6%
17%
31%
44%
8%
Two or more races
15
4.8%
47%
7%
27%
20%
50
16.1%
26%
38%
32%
4%
English learners
43
13.8%
35%
37%
26%
2%
28
9.0%
71%
14%
7%
7%
0.0%
Foster youth
Total
Enrollment
Number
Tested
Percentage
Tested
Level 1
Level 2
Level 3
Level 4
311
308
99.0%
43%
37%
13%
6%
Male
145
46.6%
46%
35%
13%
6%
Female
163
52.4%
40%
39%
13%
7%
20
6.4%
55%
35%
10%
0%
0.0%
Asian
2.9%
Filipino
1.3%
224
72.0%
46%
37%
12%
6%
0.0%
White
36
11.6%
22%
50%
19%
8%
Two or more races
15
4.8%
60%
20%
20%
0%
51
16.4%
47%
41%
10%
0%
English learners
44
14.1%
59%
36%
2%
0%
28
9.0%
79%
21%
0%
0%
0.0%
Foster youth
Group
All students
Hispanic or Latino
Group
All students
Hispanic or Latino
Percent Achievement
SARC
2014-15 School Year

Percent Achievement
Total
Enrollment
Number
Tested
Percentage
Tested
Level 1
Level 2
Level 3
Level 4
323
316
97.80%
19%
29%
41%
10%
Male
164
50.8%
23%
34%
36%
7%
Female
152
47.1%
16%
24%
47%
13%
22
6.8%
41%
32%
18%
9%
0.3%
Asian
11
3.4%
0%
73%
9%
18%
Filipino
2.8%
224
69.3%
21%
29%
44%
6%
0.0%
White
38
11.8%
11%
29%
37%
24%
Two or more races
2.8%
57
17.6%
30%
26%
44%
0%
English learners
55
17.0%
33%
49%
16%
2%
38
11.8%
74%
16%
11%
0%
0.0%
Foster youth
Total
Enrollment
Number
Tested
Percentage
Tested
Level 1
Level 2
Level 3
Level 4
323
316
97.8%
42%
33%
18%
7%
Male
165
51.1%
45%
30%
16%
8%
Female
151
46.7%
39%
35%
20%
6%
22
6.8%
73%
18%
9%
0%
0.3%
Asian
12
3.7%
33%
25%
17%
25%
Filipino
2.8%
223
69.0%
44%
37%
14%
4%
0.0%
White
38
11.8%
32%
18%
29%
21%
Two or more races
2.8%
57
17.6%
51%
39%
9%
2%
English learners
56
17.3%
61%
30%
7%
2%
38
11.8%
89%
8%
3%
0%
0.0%
Foster youth
Group
All students
Hispanic or Latino
Group
All students
Hispanic or Latino
Percent Achievement
SARC
Textbooks and Instructional Materials
Mountain View School District sets a high priority upon ensuring sufficient and current textbooks and materials are available to support our schools instructional program and on providing our students with textbooks
in the core subject areas.
The district held a public hearing on September 21, 2015, and determined that each school within the district
has sufficient, good quality textbooks and instructional materials pursuant to the settlement of Williams v. the
State of California. All students, including English learners, are given their own individual standards-aligned
textbooks or instructional materials, or both, in core subjects for use in the classroom and to take home. All
textbooks and instructional materials in the core subjects are aligned with the California State Content Standards and Frameworks and are selected from the states most recent list of adopted materials. A committee
consisting of administrators and teachers establishes selection criteria based on state standards, reviews
instructional materials on the state list, and makes recommendations to the board of trustees for final adoption. The district affords teachers the opportunity to carefully review the available textbook options. Mountain
View School District is in compliance with the State Instructional Materials Adoption Cycle and reviews instructional materials in each curricular area within a seven-year cycle.
Availability of Textbooks
and Instructional Materials
The following lists the percentage of pupils
who lack their own assigned textbooks
and instructional materials.
Percentage of Students
Lacking Materials by Subject
2015-16 School Year
Reading/language arts
0%
Mathematics
0%
All textbooks at Grace Yokley Middle School are in adequate supply and in fair to excellent condition. The
school and district place great emphasis on providing students with the most up-to-date state-adopted textbooks and instructional materials; 100 percent of students in each core subject area possess the necessary
textbooks and instructional materials.
Science
0%
History/social science
0%
The schools library is stocked with more than 17,000 books that are available for students to check out. The
schools library contains a large collection of videos and audiotapes for classroom use that tie into curricular
areas of study. Computer resources within the library are connected to the Internet so students are able to
access resources and information online to improve their research skills.
Visual and performing arts
0%
Foreign language
0%
Integration of technology into the standard curriculum is ongoing at Grace Yokley Middle School. Students
receive computer-assisted instruction on a regular schedule. Typical software programs include Accelerated
Reader and Accelerated Math to develop reading skills, technological skills and mathematical proficiency.
Mountain View School District is in the forefront of technology in the classroom. The power of the computer
as a learning tool is afforded each student in grades K-8. This will give students an edge in the technological
world of the 21st century. All of the classrooms at Grace Yokley Middle School utilize wireless Internet connections.
Health
Middle School Textbooks and Instructional Materials List

Textbooks and Instructional Materials List
Subject
2015-16 School Year
Textbook
Adopted
Prentice Hall (6-8)
2002
Holt, Rinehart and Winston (6-8)
2009
Glencoe/McGraw-Hill (6-8)
2008
History/Social Science
Houghton Mifflin (6-8)
2007
Comprehensive Curriculum
Realidades, Pearson
2015
Mathematics Common Core

Supplement
Go Math!, Houghton Mifflin Harcourt (6-8)
2014
Corrective Reading, McGraw-Hill SRA
2013
English Language Arts

Mathematics
Science
ELA Intervention
Quality of Textbooks
The following table outlines the criteria required for choosing textbooks and instructional materials.
Quality of Textbooks
2015-16 School Year
Criteria
Yes/No
Are the textbooks adopted from the most recent state-approved or local
governing-board-approved list?
Yes
Are the textbooks consistent with the content and cycles of the curriculum
frameworks adopted by the State Board of Education?
Yes
Do all students, including English learners, have access to their own textbooks
and instructional materials to use in class and to take home?
Yes
Not applicable.
Currency of Textbook Data

This table displays the date when the
textbook and instructional materials
information was collected and verified.
Currency of Textbooks
2015-16 School Year
Data collection date
9/2015
Public Internet Access

Internet access is available at public
libraries and other locations that are publicly accessible (e.g., the California State
Library). Access to the Internet at libraries
and public locations is generally provided
on a first-come, first-serve basis. Other
use restrictions include the hours of operation, the length of time that a workstation
may be used (depending on availability),
the types of software programs available
at a workstation, and the ability to print
documents.
School Facilities
What makes our school successful is the tremendous support

and dedication of our staff, students and parents.
Continued from left
School Facility Items Inspected

The table shows the results of the schools most recent inspection using the Facility Inspection Tool (FIT) or
equivalent school form. The following is a list of items inspected.
Systems: Gas systems and pipes,
sewer, mechanical systems (heating,
ventilation and air-conditioning)
Restrooms/fountains: Restrooms,
sinks/drinking fountains (interior
and exterior)
Interior: Interior surfaces (floors,

ceilings, walls and window casings)
Safety: Fire-safety equipment,

emergency systems, hazardous
materials (interior and exterior)
Cleanliness: Pest/vermin control, overall

cleanliness (school grounds, buildings,
rooms and common areas)
Structural: Structural condition,

roofs
External: Windows/doors/gates/fences,
playgrounds/school grounds
Electrical: Electrical systems

(interior and exterior)
School Facility Good Repair Status

This inspection determines the school facilitys good repair status using ratings of good condition, fair
condition or poor condition. The overall summary of facility conditions uses ratings of exemplary, good, fair or
poor. At the time of this school facility inspection, no deficiencies were found.
2015-16 School Year
School Facility Good Repair Status

Items Inspected
10
SARC
Repair Status
Items Inspected
School Facility Improvements: Recent

improvements include the repaving and
restriping of our parking lots and play
areas; various painting projects; new
planters and landscaping; a remodeled
food-services department with additional
food and supply storage; a full piano lab
with full-size keyboards; an exercise and
fitness room with equipment for strength
training and conditioning; and modernization of technology equipment including
computers, digital projectors, document
cameras in every classroom, a class set
of iPads and six class sets of Chromebooks available for teachers to use with
their students.
Major needs for infrastructure are currently being paid through general obligation (GO) bonds.
Repair Status
Systems
Good
Restrooms/fountains
Good
Interior
Good
Safety
Good
Cleanliness
Good
Structural
Good
Electrical
Good
External
Good
Overall summary of facility conditions
Maintenance and Repair: District and

school maintenance staffs make necessary repairs in a prompt and timely manner to keep the school in good working order. At the time this report was published,
100 percent of restrooms on campus
were in good working order. A work-order
process is used to maintain efficient repair
service and give emergency repairs the
highest priority.
Good
Date of the most recent school site inspection
9/25/2015
Date of the most recent completion of the inspection form
9/25/2015
Suspensions
and Expulsions
This table shows the school, district, and
state suspension and expulsion rates for
the most recent three-year period. Note:
Students are only counted one time,
regardless of the number of suspensions.
Suspension and Expulsion Rates

Grace Yokley MS
12-13
13-14
14-15
School Facilities
Suspension
rates
6.39% 5.19% 4.10%
Grace Yokley Middle School provides a safe, clean environment for students, staff and volunteers. The school
is situated on 20 acres. The original school facilities were built in 1982 and eventually spanned approximately
65,000 square feet. Over time, the school grew to include a library, a multipurpose room, 38 permanent
classrooms, eight portable classrooms, two computer labs, a gym and athletic field. Modernizations to the
school were made in 2004 and included the replacement of 16 portable classrooms with a two-story math
and science building, which consists of science labs and classrooms; and a gymnasium and stage complex,
which includes boys and girls locker rooms and rehearsal classrooms for band and choral music. Additional
projects include the expansion of the library, a new lunch shelter and renovation of administrative offices. The
facility strongly supports teaching and learning through its ample classroom, playground space and a staff
resource room.
Expulsion
rates
0.00% 0.20% 0.00%
Safety: The safety of students and staff is a primary concern of Grace Yokley Middle School. The school is a
closed campus; all visitors must sign in at the office and wear identification badges while on school grounds.
Before school, during lunch and after school, adult supervision is provided by administration, teachers and
classified staff to ensure safety of the students throughout the school day.
Cleaning Process: A team of custodians ensure classrooms, restrooms, and campus grounds are kept clean
and safe. A scheduled maintenance program is administered by the Mountain View School District to ascertain all classrooms and facilities are well maintained and provide a suitable learning environment.
Continued on the sidebar
Mountain View SD
12-13
13-14
14-15
Suspension
rates
3.04% 2.19%
1.89%
Expulsion
rates
0.00% 0.07% 0.00%

California
12-13
13-14
14-15
Suspension
rates
5.07% 4.36% 3.80%
Expulsion
rates
0.13% 0.10% 0.09%
SARC
11
Teacher Qualifications
This table shows information about teacher credentials and teacher qualifications. Teachers without a full
credential include teachers with district and university internships, pre-internships, emergency or other
permits, and waivers. For more information on teacher credentials, visit www.ctc.ca.gov.
Three-Year Data
Teacher Credential Information

Mountain View SD
Teachers
Grace Yokley MS
15-16
13-14
14-15
15-16
105
37
37
36
Without full credential
Teaching outside subject area of

competence (with full credential)
With full credential
Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (positions filled by teachers who lack legal
authorization to teach that grade level, subject area, student group, etc.) 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). Please note total teacher misassignments includes the number of teacher
misassignments of English learners.
Three-Year Data
Teacher Misassignments and Vacant Teacher Positions
Grace Yokley MS
Teachers
GYS Panthers are Prompt

Prepared...and Respectful!
13-14
14-15
15-16
Teacher misassignments of English learners
Total teacher misassignments
Vacant teacher positions
Academic Counselors
and School Support Staff
This table displays information about academic counselors and support staff at the
school and their full-time equivalent (FTE).
Academic Counselors and

School Support Staff Data
2014-15 School Year
Core Academic Classes Taught by Highly Qualified Teachers

The No Child Left Behind Act (NCLB) extended the Elementary and Secondary Education Act (ESEA) to
require that core academic subjects be taught by highly qualified teachers, defined as having at least a
bachelors degree, an appropriate California teaching credential, and demonstrated competence for each
core academic subject area he or she teaches. The table displays data regarding highly qualified teachers
from the 2014-15 school year.
High-poverty schools are defined as those schools with student participation of approximately 40 percent or
more in the free and reduced priced meals program. Low-poverty schools are those with student participation
of approximately 39 percent or less in the free and reduced priced meals program. For more information on
teacher qualifications related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.
No Child Left Behind Compliant Teachers
2014-15 School Year
Percentage of Classes in Core Academic Subjects

Taught by Highly
Qualified Teachers
Not Taught by Highly

Qualified Teachers
Grace Yokley MS
100.00%
0.00%
All schools in district
100.00%
0.00%
High-poverty schools in district
100.00%
0.00%
Low-poverty schools in district
Not applicable.
Academic Counselors
FTE of academic counselors
0.00
Average number of students

per academic counselor
Support Staff
FTE
Social/behavioral or career
development counselors
1.00
Library media teacher

(librarian)
0.00
Library media services

staff (paraprofessional)
1.00
Psychologist
0.50
Social worker
0.00
Nurse
0.25
Speech/language/hearing
specialist
0.50
Resource specialist
(nonteaching)
3.00
SARC
12
2013-14 School Accountability Report Card
Financial Data
School Financial Data
The financial data displayed in this SARC is from the 2013-14 fiscal year. The most current fiscal information
available provided by the state is always two years behind the current school year and one year behind most
other data included in this report. For detailed information on school expenditures for all districts in California,
see the California Department of Education (CDE) Current Expense of Education & Per-pupil Spending Web
page at www.cde.ca.gov/ds/fd/ec. For information on teacher salaries for all districts in California, see the
CDE Certificated Salaries & Benefits Web page at www.cde.ca.gov/ds/fd/cs. To look up expenditures and
salaries for a specific school district, see the Ed-Data website at www.ed-data.org.
The following table displays the schools

average teacher salary and a breakdown
of the schools expenditures per pupil from
unrestricted and restricted sources.
School Financial Data

2013-14 Fiscal Year
District Financial Data

This table displays district teacher and administrative salary information and compares the figures to the state
averages for districts of the same type and size based on the salary schedule. Note: The district salary data
does not include benefits.
2013-14 Fiscal Year
District Salary Data

Mountain View SD
Similar Sized District
Beginning teacher salary
$42,821
$42,723
Midrange teacher salary
$71,642
$65,936
Highest teacher salary
$84,852
$84,545
Average elementary school principal salary
$111,030
$106,864
Average middle school principal salary
$112,601
$110,494
Superintendent salary
$163,160
$159,133
Teacher salaries: percentage of budget
47%
40%
Administrative salaries: percentage of budget
7%
6%
Total expenditures
per pupil
$5,981
Expenditures per pupil

from restricted sources
$1,132
Expenditures per pupil

from unrestricted sources
$4,849
Annual average
teacher salary
$76,847
Types of Services Funded

In addition to general fund state funding,
Mountain View School District received
state and federal categorical funding
for the following categorical, Special
Education and support programs:
Special Education: IDEA Part B,
Section 611, Basic Local
Assistance Entitlement
Special Education Mental Health
Funding
NCLB: Title II, Part A, Teacher
Quality
NCLB: Title III, Limited English
Proficiency (LEP) Student Program
Medi-Cal Billing
Lottery: Instructional Materials
Financial Data Comparison

This table displays the schools per-pupil expenditures from unrestricted sources and the schools average
teacher salary and compares it to the district and state data.
Common Core Funding
2013-14 Fiscal Year
Financial Data Comparison

Expenditures
Per Pupil From
Unrestricted Sources
Annual Average
Teacher Salary
Grace Yokley MS
$4,849
$76,847
Mountain View SD
$5,837
$79,497
California
$5,348
$69,086
School and district: percentage difference
-16.9%
-3.3%
School and California: percentage difference
-9.3%
+11.2%
Data for this years SARC was provided by the California Department of Education (CDE), school and district offices. For additional information
on California schools and districts and comparisons of the school to the district, the county and the state, please visit DataQuest at http://data1.
cde.ca.gov/dataquest. DataQuest is an online resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course
enrollments, staffing and data regarding English learners. Per Education Code Section 35256, each school district shall make hard copies of its
annually updated report card available, upon request, on or before February 1 of each year.
All data accurate as of December 2015.
Lottery: Unrestricted
Expenditures Per Pupil

Supplemental/restricted expenditures
come from money whose use is controlled
by law or by a donor. Money that is
designated for specific purposes by
the district or governing board is not
considered restricted. Basic/unrestricted
expenditures are from money whose use,
except for general guidelines, is not
controlled by law or by a donor.
School Accountability Report Card

Published By:
www.sia-us.com | 800.487.9234
Local Control Accountability Plan (LCAP) Requirements Aligned in Your SARC

The tables below outline the state priority areas that are included in the School Accountability Report Card.
Conditions of Learning
The table below describes information in the SARC that is relevant to the Basic State Priority (Priority 1).
Local Control Accountability Plan Requirements
Alignment Between State Priority Areas and the SARC
Conditions of Learning
State Priority: Basic
Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching.
Education Code (EC) 52060 (d)(1)
Pupils have access to standards-aligned instructional materials. EC 52060 (d)(1)
School facilities are maintained in good repair. EC 52060 (d)(1)
Pupil Outcomes
The table below describes information in the SARC that is relevant to Pupil Achievement State Priority (Priority 4) and Other Pupil Outcomes State Priority
(Priority 8).
Pupil Outcomes
State Priority: Pupil Achievements
Statewide assessments (e.g., California Assessment of Student Performance and Progress). EC 52060 (d)(4)(A)
The Academic Performance Index. EC 52060 (d)(4)(B)
The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and California
State University, or career technical education sequences or programs of study. EC 52060 (d)(4)(C)
State Priority: Other Pupil Outcomes
Pupil outcomes in subject areas such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, career
technical education, and other studies prescribed by the governing board.1 EC 52060 (d)(8)
Engagement
The table below describes information in the SARC that is relevant to the Parental Involvement State Priority (Priority 3), Pupil Engagement State Priority (Priority
5) and School Climate State Priority (Priority 6).
Engagement
State Priority: Parent Involvement
Efforts the school district makes to seek parent input in making decisions for the school district and each school site. EC 52060 (d)(3)
State Priority: Pupil Engagement
High school dropout rates. EC 52060 (d)(5)(D)
High school graduation rates. EC 52060 (d)(5)(E)
State Priority: School Climate
Pupil suspension rates. EC 52060 (d)(6)(A)
Pupil expulsion rates. EC 52060 (d)(6)(B)
Other local measures including surveys of students, parents and teachers on the sense of safety and school connectedness.2 EC 52060 (d)(6)(C)
Note: State Priority 2 and 7 are not required in the SARC, as well as certain portions of Priority 4 and 5. For detailed information about LCAP and frequently
asked questions, please visit www.cde.ca.gov/fg/aa/lc/lcfffaq.asp.
1
English, mathematics and physical education are the only subject areas included in Other Pupil Outcomes (Priority 8) that are reflected in the SARC.
The school safety plan is the only other local measure of School Climate (Priority 6) that is reflected in the SARC.

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Grace Yokley

Grace Yokley Middle School

Mountain View School

MVSD Governing Board

Professional Development Days

Dr. James Willingham

Grace Yokley Middle School

Enrollment by Student Group

The bar graph displays the total number

2014-15 School Year

2014-15 Enrollment by Grade

Class Size Distribution

Average Class Size

Staff members, parents and students

District English Learner Advisory

Number of Classrooms by Size

English language arts

Parent participation and involvement is

Grace Yokley Middle School

Adequate Yearly Progress

Adequate Yearly Progress Criteria

English language arts

Met overall AYP

Met percent proficient:

Met attendance rates

Federal Intervention Program

Federal Intervention Program

First year of Program Improvement

Year in Program Improvement

Program Improvement status

Number of schools currently in Program Improvement

Five of six standards

Six of six standards

Grace Yokley Middle School

Students Scoring at Proficient or Advanced Levels

California Standards Tests Results by Student Group: Science

Students Scoring at Proficient or Advanced Levels

All students in the district

All students at the school

American Indian or Alaska Native

Native Hawaiian or Pacific Islander

Two or more races

Students with disabilities

Students receiving Migrant Education services

California Assessment of Student Performance and Progress Results

Percentage of Students Meeting or Exceeding State Standards

2014-15 School Year

English language arts/literacy

CAASPP by Student Group:

Grace Yokley Middle School

Students Achieving at Each Performance Level

American Indian or Alaska Native

Native Hawaiian or Pacific Islander

Two or more races

Students with disabilities

Students receiving Migrant Education services

American Indian or Alaska Native

Native Hawaiian or Pacific Islander

Two or more races

Students with disabilities

Students receiving Migrant Education services

Level 1 = Standard not met

Level 2 = Standard nearly met