Sam Brannan Middle School - Scusd.edu
Sam Brannan Middle School5301 Elmer Way Sacramento, CA 95822 916.395-5360 Grades 7-8Enrique Flores, 16 School Accountability Report CardPublished During the 2016-17 School YearSchool DescriptionSam Brannan Middle School staff, students, and parents share a vision of excellence founded uponhigh standards for teaching and learning, and quality relationships. We help our students developPhysically, intellectually, socially, and emotionally.The staff at Sam Brannan is dedicated to preparing students for the challenges of high school andbeyond as they become productive, responsible and productive members of the community.---Sacramento City Unified SchoolDistrict5735 47th AvenueSacramento, CA 95824(916) 643-7400www.scusd.eduDistrict Governing BoardJay Hansen President, Area 1Jessie Ryan, 1st VP, Area 7Darrel Woo 2nd VP, Area 6Ellen Cochrane, Area 2Christina Pritchett, Area 3Sam Brannan Middle School students engage a rigorous curriculum that is both challenging andexciting. Learning experiences include the core program and GATE/Honors program, and a richoffering of fascinating electives designed for complexity, novelty and creativity.In addition to an array of enrichment activities, Sam Brannan students participate in Mathletes, Allcity Orchestra and Honor Band, Robotics, special education, student government / leadership classand other extended day clubs and enrichment activities. Sam Brannan has also built a solid sportsprogram offering extra-curricular boys and girls' basketball, soccer, track, golf, volleyball, andsoftball teams.As a school committed to grade level achievement for all students, Sam Brannan teachers regularlyparticipate in staff development opportunities resulting in improved instructional practices andraised student achievement. Sam Brannan is committed to developing students who are positive,respectful, responsible and safe .Sam Brannan Middle School is a safe, clean and supportive learning environment. Sam Brannanstudents and parents can expect an excellent education.Michael Minnick, Area 4Mai Vang, Area 5Natalie Rosas, Student MemberDistrict AdministrationJosé L. Banda, SuperintendentSuperintendentLisa AllenDeputy SuperintendentChad SweitzerArea Assistant SuperintendentTu Moua-CarrozArea Assistant SuperintendentOlga L. SimmsArea Assistant SuperintendentMary Hardin YoungArea Assistant Superintendent2015-16 School Accountability Report Card for Sam Brannan Middle SchoolPage 1 of 10
About the SARCA. Conditions of LearningBy February 1 of each year, every school in California is required by statelaw to publish a School Accountability Report Card (SARC). The SARCcontains information about the condition and performance of eachCalifornia public school. Under the Local Control Funding Formula (LCFF)all local educational agencies (LEAs) are required to prepare a Local Controland Accountability Plan (LCAP), which describes how they intend to meetannual school-specific goals for all pupils, with specific activities to addressstate and local priorities. Additionally, data reported in an LCAP is to beconsistent with data reported in the SARC. For more information about SARC requirements, see the CaliforniaDepartment of Education (CDE) SARC Web page athttp://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFFWeb page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians andcommunity members should contact the school principal or thedistrict office.2015-16 Student Enrollment by Grade LevelGrade LevelNumber of StudentsGrade 7268Grade 8265Total Enrollment5332015-16 Student Enrollment by GroupGroupPercent of Total EnrollmentState Priority: BasicThe SARC provides the following information relevant to the Basic StatePriority (Priority 1): Degree to which teachers are appropriately assigned and fullycredentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair.Teacher CredentialsSam Brannan Middle School14-15 15-16 16-17With Full Credential232419Without Full Credential011Teaching Outside Subject Area of Competence000Sacramento City Unified School District14-15 15-16 16-17With Full Credential 1574Without Full Credential 83Teaching Outside Subject Area of Competence 20Teacher Misassignments and Vacant Teacher Positions at this SchoolSam Brannan Middle School14-1515-1616-17Teachers of English Learners000Total Teacher Misassignments000Vacant Teacher Positions012Black or African American22.3American Indian or Alaska Native0.4Asian17.3Filipino2.3Hispanic or Latino39.4Core Academic Classes Taught by Highly Qualified TeachersNative Hawaiian or Pacific Islander2.4White10.52015-16 Percent of Classes In Core Academic SubjectsCore Academic Classes Taught by Highly Qualified TeachersTwo or More Races5.4Socioeconomically Disadvantaged77.7English Learners15.8Students with Disabilities18.9Foster Youth0.2*Location of ClassesThis SchoolTaught by HighlyQualified TeachersNot Taught by HighlyQualified Teachers65.334.7DistrictwideAll Schools83.916.1High-Poverty Schools83.116.9Low-Poverty Schools97.03.1*2015-16 School Accountability Report Card for Sam Brannan Middle School“Misassignments” refers to the number of positions filled by teachers wholack legal authorization to teach that grade level, subject area, student group,etc. Total Teacher Misassignments includes the number of Misassignmentsof Teachers of English Learners.High-poverty schools are defined as those schools with student eligibility ofapproximately 40 percent or more in the free and reduced price mealsprogram. Low-poverty schools are those with student eligibility ofapproximately 39 percent or less in the free and reduced price mealsprogram.Page 2 of 10
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Textbooks and instructional materials are reviewed and then piloted across the district. Subsequent adoption by the Board of Education is consistentwith the cycle of textbook approval by the State, California School Board. Textbooks are chosen for their alignment with California Content Standards,California Frameworks, and appropriateness for Sacramento City Unified School District students. Textbook sufficiency data is collected annually.Textbooks and Instructional MaterialsYear and month in which data were collected: December 2016Core Curriculum AreaReading/Language ArtsTextbooks and Instructional Materials/Year of AdoptionHolt Literature and Language Arts, Course 1 Holt, Rinehart, Winston Language Arts 2003Holt Literature and Language Arts, Course 2 Holt, Rinehart, Winston Language Arts 2003Percent of students lacking their own assigned textbook: 0%MathematicsLarson BIG IDEAS California Course 2, 2015-Houghton Mifflin Mathematics 2014Larson BIG IDEAS California Course 3, 2015-Houghton Mifflin Mathematics 2014Geometry, McDougal Littell Mathematics 2004Percent of students lacking their own assigned textbook: 0%ScienceLife Science, Holt, Rinehart and Winston Science 2007Focus on Physical Science, Glencoe/McGraw-Hill Science 2007Percent of students lacking their own assigned textbook: 0%History-Social ScienceHistory Alive! Medieval World and Beyond, Teachers’ Curriculum Institute (TCI) History 2005History Alive! The United States Through Industrialism, Teachers’ Curriculum Institute (TCI) History 2005Percent of students lacking their own assigned textbook: 0%Foreign LanguageHigh Point, Hampton Brown English Language Development 2001Percent of students lacking their own assigned textbook: 0%School Facility Conditions and Planned Improvements (Most Recent Year)The main campus was built in 1961. This school has 41 permanent classrooms which include a multipurpose room, a library, and an administrativebuilding. The school also has 2 portables. During the 2006-07 modernization, renovations and upgrades were made in the following areas: health andsafety, site exterior and miscellaneous upgrades.The district takes great efforts to ensure that all schools are clean, safe, and functional. District maintenance staff ensures that the repairs necessary tokeep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and thatemergency repairs are given the highest priority. The district governing board has adopted cleaning standards for all the schools in the district. A summaryof these standards is available at the school office, or at the district operations office. The principal works directly with the custodial staff to developcleaning schedules to ensure a clean and safe school.The State Legislature established the Deferred Maintenance Fund (DMF) in 1980 to assist districts in maintaining facilities and sites. The District hasparticipated in the Deferred Maintenance Program since its inception. The program requires both the local district and the State of California to shareequally in the cost of major deferred maintenance projects, with the maximum contribution from the State limited to approximately one-half of onepercent of the District’s General Fund and Adult Education Fund operating budgets. For fiscal years 2008-09 through 2012-13, the Deferred MaintenanceProgram has been included in the State’s Tier III Flexibility Program. Therefore, DMF funds received by the District are deposited in the General Fund,and are unrestricted. Due to state budget cuts for 2010-11 these unrestricted funds have not been designated to deferred maintenance purposes. Thefunds were used as part of the Tier III recommendations approved by the Board on the May 6, 2010 Board Meeting.2015-16 School Accountability Report Card for Sam Brannan Middle SchoolPage 3 of 10
System InspectedSchool Facility Good Repair Status (Most Recent Year)Year and month in which data were collected: 8/30/16Repair StatusGoodSystems:Gas Leaks, Mechanical/HVAC, SewerXInterior:Interior SurfacesXCleanliness:Overall Cleanliness, Pest/ Vermin ins:Restrooms, Sinks/ FountainsXSafety:Fire Safety, Hazardous MaterialsXStructural:Structural Damage, RoofsXExternal:Playground/School Grounds, Windows/ Doors/Gates/FencesXOverall RatingExemplary----------2015-16 School Accountability Report Card for Sam Brannan Middle SchoolXFairPoorRepair Needed andAction Taken or PlannedBoys Locker Room by Gym: W/O#60259water damage along west wallW/O#60260 multiple wall cracks alongeast wall W/O#60621wall(cinderblock)cracked under iron beam in boyslocker roomClassroom 10: W/O#60247waterdamaged ceiling tilesClassroom 19: W/O#60Classroom 20: 2 LIGHTS OUTClassroom 22: 8 LIGHTS OUTClassroom 24A: 4 LIGHTS OUTClassroom 25A: W/O#60251 brokenwindow north sideClassroom 25B: W/O#60252 brokenwindow south wallClassroom 9: W/O#60246window crackedtop corner of sliding windowGoodFairPoorAll repairs noted on the inspection havehad work orders submitted for repair.Page 4 of 10
B. Pupil OutcomesState Priority: Pupil AchievementThe SARC provides the following information relevant to the Statepriority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of StudentPerformance and Progress [CAASPP] System, which includes theSmarter Balanced Summative Assessments for students in the generaleducation population and the California Alternate Assessments[CAAs] for English language arts/literacy [ELA] and mathematics givenin grades three through eight and grade eleven. The CAAs havereplaced the California Alternate Performance Assessment [CAPA] forELA and mathematics, which were eliminated in 2015. Only eligiblestudents may participate in the administration of the CAAs. CAA itemsare aligned with alternate achievement standards, which are linkedwith the Common Core State Standards [CCSS] for students withsignificant cognitive disabilities); and CAASPP Results for All Students - Three-Year ComparisonPercent of Students Scoring at Proficient or Advanced(meeting or exceeding the state rictState695646534747605654Science test results include California Standards Tests (CSTs), CaliforniaModified Assessment (CMA), and California Alternate PerformanceAssessment (CAPA) in grades five, eight, and ten. Scores are not shownwhen the number of students tested is ten or less, either because thenumber of students in this category is too small for statistical accuracy or toprotect student privacy.GradeLevel2015-16 Percent of Students Meeting Fitness Standards---7--*Percent of Students Meeting or Exceeding the State Standards(grades 3-8 and 11)District13-14 14-15 15-16 13-14 14-15 15-16 13-14 14-15 15-16The percentage of students who have successfully completed coursesthat satisfy the requirements for entrance to the University ofCalifornia and the California State University, or career technicaleducation sequences or programs of study2015-16 CAASPP Results for All StudentsSchool4 of 65 of 66 of 617.727.118.8Percentages are not calculated when the number of students tested is ten orless, either because the number of students in this category is too small forstatistical accuracy or to protect student 94448352528303436Percentages are not calculated when the number of students tested is ten orless, either because the number of students in this category is too small forstatistical accuracy or to protect student privacy.2015-16 CAASPP Results by Student GroupScience (grades 5, 8, and 10)GroupNumber of StudentsPercent of StudentsEnrolledwith Valid Scoresw/ Valid ScoresProficient or AdvancedAll 3096.345.4Black or African American656498.525.0Asian515098.066.0Hispanic or Latino928794.642.5White221986.473.7Two or More Races171694.150.0Socioeconomically Disadvantaged20219496.042.3English Learners383489.532.4Students with Disabilities514894.133.3*Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the numberof students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.2015-16 School Accountability Report Card for Sam Brannan Middle SchoolPage 5 of 10
School Year 2015-16 CAASPP Assessment Results - English Language Arts (ELA)Disaggregated by Student Groups, Grades Three through Eight and ElevenNumber of StudentsStudent GroupAll StudentsMaleFemaleBlack or African AmericanAsianHispanic or LatinoWhiteTwo or More RacesSocioeconomically DisadvantagedEnglish LearnersStudents with DisabilitiesGradePercent of StudentsEnrolledTestedTestedStandard Met .68515098.02.0ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of studentswho met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by thetotal number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because thenumber of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all students who participatedin the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages.The achievement level percentages are calculated using only students who received scores.School Year 2015-16 CAASPP Assessment Results - MathematicsDisaggregated by Student Groups, Grades Three through Eight and ElevenNumber of StudentsStudent GroupAll StudentsMaleGradePercent of StudentsEnrolledTestedTestedStandard Met 130.7814413795.130.72015-16 School Accountability Report Card for Sam Brannan Middle SchoolPage 6 of 10
School Year 2015-16 CAASPP Assessment Results - MathematicsDisaggregated by Student Groups, Grades Three through Eight and ElevenNumber of StudentsStudent GroupFemaleBlack or African AmericanAsianHispanic or LatinoWhiteTwo or More RacesSocioeconomically DisadvantagedEnglish LearnersStudents with DisabilitiesGradePercent of StudentsEnrolledTestedTestedStandard Met 1.45.7Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, eitherbecause the number of students in this category is too small for statistical accuracy or to protect student privacy. The number of students tested includes all studentswho participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievementlevel percentages. The achievement level percentages are calculated using only students who received scores.C. EngagementState Priority: Parental InvolvementThe SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.Opportunities for Parental Involvement (School Year 2016-17)Sam Brannan has parent representation on the School SIte Council and a budding ELAC. Sam Brannan also has a program called Parent ConferenceWednesdays where parents meet with teams of teachers to discuss student progress and together develop intervention plans to improve studentperformance.State Priority: School ClimateThe SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety.School Safety PlanSacramento City Unified School DistrictComprehensive Safe School Plan 2016-2017Section 1 Crisis Communication Flow2015-16 School Accountability Report Card for Sam Brannan Middle SchoolPage 7 of 10
Section 2 .Emergency Plan: Site Level Drill and Emergency Procedures(a) Lockdown Response(b) Fire(c) Bomb Threat, ATF Bomb Threat Checklist(d) Active Shooter(e) ChemicalSection 3 Emergency Plan: Earthquake Emergency ProceduresSection 4 . Emergency Plan: Site Level Use of Schools as a Community Shelter **Section 5 District Policies Related to Safety:(a) Board Policy 5021: Custodial & Parent Rights(b) Mandated Child Abuse Reporting(c) Missing Student Protocol(d) Suicide Risk AssessmentSection 6 Bullying Policies and ProceduresSection 7 Dangerous Student NotificationSection 8 Wellness PlanSection 9 District HandbookSection 10 Component I: Social ClimateComponent II: Physical Climate/CampusSection 11 . Emergency
History-Social Science History Alive! Medieval World and eyond, Teachers’ urriculum Institute (TI) History 2005 History Alive! The United States Through Industrialism, Teachers’ urriculum Institute (TI) History 2005 Percent of students lacking their own assigned textbook: 0%
Brannan MSDS: 003.0 Issue Date: July2012 Revision: 0 Page: 2of11 Brannan Thermometers & Instrumentation Leconfield Industrial Estate Cleator Moor Cumbria CA25 5QE UK tel: 44 (0)1946 816600 fax: 44 (0)1946 816625 email: sales@brannan.co.uk web: www.brannan.co.uk 0582 Material Safety Data Sheet Most important adverse .
1806 of yellow fever. 2. Thomas2 Brannan Jr. was born 1 August 1790 and died 30 November 1799. It is thought he drowned in the Saco River. 3. Nancy2 Brannan was born 16 March 1794, survived to adulthood. She was still single in 1837 aged 43 according to FHL 12727, Deeds of York County, Maine 1837, Book 159, page 60.
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SCUSD Curriculum Map High School Mathematics 1 5 Understand solving equations as a process of reasoning and explain the reasoning. 1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution.
3. ONE-TWO READING PLAN (OT once and NT twice) Date 2. SOLID LIFE READING PLAN (whole Bible) 1. NEW TESTAMENT (all three columns) READING PLAN (two columns) 26 May TMatt 3 T1 Sam 1–3 27 May TMatt 4 T1 Sam 4–7 28 May TMatt 5 T1 Sam 8–9 29 May TMatt 6 T1 Sam 10–12 30 May TMatt 7 T1 Sam 13–14 31 May TMatt 8 T1 Sam 15–16 -XQTMatt 9 T1 .
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The following workshop participants contributed to the creation of the 2018-2019 Middle School Athletics Handbook: Mr. Ryan Bingaman, Silver Creek Middle School Mr. Jeffrey Brink, Julius West Middle School Ms. Melanie Brouillard, Rocky Hill Middle School Mr. Michael Endler, Sligo Middle School Mr. Alex Evangelista, Briggs Chaney Middle School
a paper animal. She tried over and over until she could finally fold a paper dog and wished that she could see Son just once more even though she knew that it was not possible. Looking at the paper dog she had made, she felt so weird that the paper dog seemed smiling at her. She felt that she would make more, many more animals out of paper. She collected all the papers in the house and started .
