BLYTHE MIDDLE SCHOOL

2008-09 School Accountability Report Card | Published During the 2009-10 School Year

GRADES 7-8 Dr. Yul D. Whitney

825 North Lovekin Blythe, CA 92225 Superintendent
Phone: (760) 922-1300 Fax: (760) 922-3748 Lois Shaffer
Website: blythems.sharpschool.com Principal

Principal’s Message
I’d like to welcome you to Blythe Middle School’s Annual School Accountability Report Card
and thank you for taking the time to explore it. It is the belief of Blythe Middle School that
students can and will excel in an environment that is tailored to their evolving needs. Our
Academic Performance Index (API) and Adequate Yearly Progress (AYP) growth during the
past years reflects the great strides we have made during that time. Although we recognize
our areas of needs and concern, we are proud that we continue to meet nearly all academic
goals from the State, District and Federal government.
The hard working staff is both skilled and dedicated to the success of all students. We are
fortunate to have many experienced and knowledgeable teachers eager to make a difference
for our students.
Our goal in presenting you with this information is to keep our community, and the public in
general, well informed. In reflection of that goal, we desire to keep the lines of communica-
tion open and welcome any suggestions, comments, or questions you may have. We believe
that a well-informed public is vital in continuing to advance in an ever-evolving world. Thank
you for helping Blythe Middle School change with the times and work toward meeting the
needs of all our students.

Palo Verde Unified

School District
School Safety
A comprehensive School Site Safety Plan was initially developed for Blythe Middle School in
collaboration with local law enforcement and fire protection agencies and District admini- 295 N. 1st. St.
stration to fulfill Senate Bill 187 requirements. Components of this plan include child abuse Blythe, CA 92225
reporting procedures, teacher notification of dangerous pupil procedures, disaster response Phone: (760) 922-4164
procedures, procedures for safe arrival and departure from school, sexual harassment policy, Fax: (760) 922-5942
and dress code policy. Blythe Middle School’s most recent School Site Safety Plan was re- www.pvusd-bly.k12.ca.us
viewed and updated by the Safety Committee in August 2009. The principal subsequently
meets with staff members who are assigned to key responsibilities to share updates and ac-
tion plans in the event of an emergency. An updated copy of the School Site Safety Plan is
available to the public at the Palo Verde Unified School District office and the school office.

Public Internet Access

Internet access is available at public libraries and other locations that are publicly accessible
(i.e., the California State Library). Access to the Internet at libraries and public locations is
generally provided on a first-come, first-served basis. Other use restrictions include the
hours of operation, the length of time that a workstation may be used (depending on avail-
ability), the types of software programs available at a workstation, and the ability to print
documents.

“Our mission is to enrich, empower, and enhance

students' lives through education.”
 2008-09 School Accountability Report Card
2 Blythe Middle School

“We are
fortunate to have
many experienced
and knowledgeable
teachers eager to
make a difference
for our students.”
Parental Involvement
By volunteering in the classroom, in the library, in the school office, or serving on a decision-
making group, parents may become a member of Blythe Middle School’s learning community
dedicated to developing independent lifelong learners. An open invitation is extended to
parents to participate in parent conferences and school events such as Red Ribbon Week, the
book fair, and Back to School Night. For parents who wish to help their student succeed in
school, community-sponsored parenting classes are offered to teach parents effective strate-
gies on how to help and support their student’s education at home.
Parents are encouraged to serve on the School Site Council (SSC), Roadrunner Parent Teacher
Organization (RPTO), Advancement Via Individual Determination (AVID) Advisory Team, or
English Language Advisory Council (ELAC) to actively participate in the growth and improve-
ment process of their student and the school. At the beginning of each school year, all par-
ents are invited to attend the first RPTO meeting to participate in officer elections. Blythe
Middle School’s RPTO oversees and raises funds for student activities. The SSC approves the
school site plan and oversees the school budget; the ELAC members help students learning
English.
All school-to-home communication, provided in both English and Spanish, takes place at all
levels throughout the year to keep parents up to date on student progress and school issues.
Quarterly newsletters, flyers, the school marquee, the local cable TV station, local radio
station, and notices posted in the local newspaper help keep parents apprised of school
events, meeting dates, fundraisers, activities, and parent classes. Blythe Middle School sends
a special announcement at the beginning of the year to invite parents to the first RPTO
meeting of the year when officer elections take place. RPTO representatives communicate
directly with parents at regular meetings or with personal phone calls to share valuable in-
formation. Parent conferences are held in the evenings to give working parents a convenient
opportunity to discuss their child’s academic progress with teaching staff.
Blythe Middle School invites parents to get involved in their child’s educational experience.
Any parent who wishes to donate their time and talents or would like more information may
contact the school office or Lois Shaffer, Principal, at (760) 922-1300. To ensure the safety of
students, all visitors are required to obtain a fingerprint clearance before working on campus.

Suspensions and Expulsions

Suspensions and
Suspension and Expulsion Rates
Expulsions
This table shows the rate of suspen- Blythe MS Palo Verde USD
sions and expulsions (the total num-
06-07 07-08 08-09 06-07 07-08 08-09
ber of incidents divided by the
school’s total enrollment) for the Suspension Rate 35.6% 49.6% 22% 15.7% 21.0% 8.1%
most recent three-year period.
Expulsion Rate 1.9% 2.7% 0.9% 0.9% 1.9% 0.4%

Textbooks and Instructional Materials

All textbooks used in the core curriculum throughout Palo Verde Unified School District are
aligned to the California Content Standards and Frameworks. Instructional materials for
grades K-8 are selected from the state’s most recent list of standards-based materials and
adopted by the State Board of Education. The District follows the State Board of Education’s
seven-year adoption cycle for core content materials. District textbook review and adoption
activities occur the year following the state’s adoption.
On October 20, 2009, the Palo Verde Unified School District Board of Trustees held a public
hearing to certify the extent to which textbooks and instructional materials have been pro-
vided to students, including English Learners, in the district.
The Board of Trustees adopted a resolution which certifies, as required by Education Code
section 60119, that:
1. Each student in each school in the Palo Verde Unified School District has a standards-
aligned textbook or instructional materials, or both, to use in class and to take home,
Continued on page 3
 2008-09 School Accountability Report Card
Blythe Middle School 3

Textbooks and Instructional Materials

Continued from page 2 Professional
2. Sufficient textbooks and instructional materials were provided to each student, includ- Development
ing English learners, that are aligned to the academic content standards and are consis- As part of the growth process, sup-
tent with the cycles and content of the curriculum frameworks in mathematics, science, plemental training was provided by
history-social science, and English language arts, including the English language develop- Blythe Middle School based upon the
ment component of an adopted program, needs identified through teacher
3. Sufficient textbooks or instructional materials were provided to each pupil enrolled in surveys, academic program surveys,
foreign language or health classes, and and data analysis. Training and staff
collaboration were held on late start
4. Sufficient laboratory science equipment was provided for science laboratory classes
Wednesdays. During the 2008-09
offered in grades 9-12, inclusive. The California Department of Education requires the
school year, site-based training fo-
most recent information to be provided regarding instructional materials; data collected
cused primarily on the implementa-
and disclosed in this report regarding instructional materials was acquired in September
tion of Professional Learning Com-
2009 and October 2009.
munities (PLC) and the “Capturing
Kids Hearts” program.
Textbooks and Instructional Materials List
Blythe Middle School supports the
Subject Textbook Adopted training of its instructional aides and
non-teaching staff. Instructional
English-Language Arts McDougal Littell 2002-03 aides are invited to participate in
SB472 training, District staff devel-
English-Language Arts Houghton Mifflin 2002-03 opment workshops, professional
workshops, and Riverside County’s
paraprofessional training. Substi-
English-Language Arts Sopris West Language! 2005-06
tutes are invited to attend the Dis-
trict’s back-to-school orientations.
Mathematics UCLA Math 2007-08
Non-teaching staff receive job-
related training by vendors, profes-
Mathematics Prentice Hall 2001-02 sional consultants, or the Riverside
County Office of Education.
Mathematics MacMillan/McGraw-Hill 2001-02
New teachers receive intensive sup-
port and training through the Dis-
Science CPO Science 2007-08
trict’s New Teacher Induction Pro-
gram [formerly known as Beginning
History-Social Science McGraw-Hill 2007-08
Teacher Support and Assessment
(BTSA)]. For beginning teachers and
new teachers recruited from out of
Availability of Textbooks and Instructional Materials state, the New Teacher Induction
Program provides support and skill-
Availability of Textbooks and Instructional Materials building assistance through forma-
tive assessment and individualized
Percentage of Pupils Who Lack Their Own
Subject support.
Assigned Textbook and Instructional Materials
Palo Verde Unified School District’s
Reading/Language Arts 0% Pre-intern and Intern Program pro-
vides support and assistance to as-
Mathematics 0% piring teachers who seek classroom
experience while completing their
Science 0% coursework. Pre-interns and interns
must be concurrently enrolled in a
History-Social Science 0% District-approved college or univer-
sity and working with a college-
assigned mentor.
Visual and Performing Arts
Teachers who do not qualify for the
Induction Program or the Intern pro-
Foreign Language
gram may take advantage of the
District’s Buddy Program.
Health 0%
Continued on page 4
Note: This data was most recently collected and verified in September 2009.
Not applicable.
 2008-09 School Accountability Report Card
4 Blythe Middle School

Class Size
Professional The bar graph displays the three-year data for average class size.
Development
Continued from page 3 06-07 07-08 08-09
Teachers must hold a valid creden-
tial and are assigned to a veteran 28
27 27 27 27
teacher who provides individualized 25 25 24 25
mentoring and staff development. 22 23 22
Veteran teachers receive support
and training through the District’s
Peer Assistance and Review program
(PAR). The PAR program is easily
defined as teachers helping teach-
ers. Experienced and knowledgeable
veteran teachers, referred to as English-Language Arts Mathematics Science Histo ry-Social Science
consulting teachers, provide ongoing
assistance to teachers who need to
improve their instructional skills, Class Size Distribution — Number of Classrooms By Size
classroom management strategies,
subject knowledge, and/or related 06-07 07-08 08-09
aspects of their teaching perform-
ance. Subject 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
Staff members continue to learn new English-
teaching concepts and strategies by 10 16 5 11 20 3 13 19
Language Arts
attending trade conferences, semi-
nars, professional workshops, and Mathematics 13 41 8 4 26 1 5 22
District-sponsored training through-
out the year on their own time.
Teachers share what they have Science 3 23 5 12 15 3 11 25
learned and their experiences with
fellow staff members during leader- History-
4 11 5 7 19 2 15 24
ship meetings, staff meetings, and Social Science
department level meetings.
For the previous three school years,
we had three days each year dedi-
cated to staff and professional de-
Enrollment and Demographics
velopment.
The total enrollment at the school was 850 students for the 2008-09 school year.

Multiple or No
African
Response
American
1%
8%
White American Indian
30% or Alaska Native
Pacific < 1%
Islander
< 1%
Asian
< 1%

Filipino
< 1%
Hispanic or
Latino
59%
 2008-09 School Accountability Report Card
Blythe Middle School 5

School Facility Good Repair Status

The table below shows the results of the school’s most recent inspection using the Facility
Inspection Tool (FIT) or equivalent school form. This inspection determines the school facil-
ity's good repair status using ratings of good condition, fair condition, or poor condition.

School Facility Conditions and Improvements

Repair Status

Items Inspected Good Fair Poor

Systems: Gas Systems and Pipes, Mechanical Systems

3
(heating, ventilation, and air conditioning), Sewer

Interior: Interior Surfaces (floors, ceilings, walls, and

window casings) - Repair Needed and Action Taken or Planned: 3
Stained tiles. Locker room showers need to be cleaned. Work order
submitted for areas to be cleaned in January 2010.

Cleanliness: Pest/Vermin Control, Overall Cleanliness

3
(school grounds, buildings, rooms, and common areas)

Electrical: Electrical Systems (interior and exterior) 3

Restrooms/Fountains: Restrooms, Sinks/Drinking Fountains

3
(interior and exterior)

Safety: Fire Safety Equipment, Emergency Systems,

3
Hazardous Materials (interior and exterior)
“By volunteering
in the classroom,
Structural: Structural Condition, Roofs 3
in the library, in the
External: Windows/Doors/Gates/Fences, school office, or serving
3
Playgrounds/School Grounds on a decision-making
group, parents may
Overall Summary of Facility Conditions
become a member
Exemplary Good Fair Poor of Blythe Middle School’s
learning community
Overall Summary 3 dedicated to developing
independent lifelong
Note: The most recent school site inspection occurred on October 30, 2009, and the inspection form was
most recently completed on October 30, 2009. learners.”

School Facilities
Blythe Middle School provides a safe, clean environment for learning through proper facilities
maintenance and campus supervision. Blythe Middle School was built in 1958; over the years
ongoing modernization and remodeling projects have ensured school facilities are kept up to
date and provide adequate space for students and staff.
Blythe Middle School is located adjacent to the Palo Verde High School campus which enables
both schools to share security personnel and facilities resources. One full-time campus secu-
rity officer is on duty five days a week to patrol and secure student safety at all times.
Blythe Middle School has a day custodian on campus starting at 9:00 a.m. each day. A team
of two custodians cleans classrooms each evening, on a rotating basis.
Blythe Middle School has 19 permanent classrooms, 19 portable classrooms, one counseling
center, one library and media center, one Pupil Responsibility Center, one computer lab, and
a large physical education field area.
Relocatable classrooms have been installed in recent years to accommodate growth in enroll-
ment. During the 2008-09 school year, the following projects were completed:
• The middle school/high school swimming pool was completed during the summer of
2009. Students had swimming lesson during their P.E. classes during the fall.
 2008-09 School Accountability Report Card
6 Blythe Middle School

National Assessment of Educational Progress

“Our goal in
presenting you with
this information is to
keep our community,
and the public in
general, well informed.
In reflection of that goal,
we desire to keep the
lines of communication
open and welcome any
suggestions, comments,
or questions you
may have.”
The National Assessment of Educational Progress (NAEP) is a nationally representative assess-
ment of what America’s students know and can do in various subject areas. Assessments are
conducted periodically in mathematics, reading, science, writing, the arts, civics, econom-
ics, geography, and U.S. history. Student scores for reading and mathematics are reported as
performance levels (i.e., Basic, Proficient, and Advanced) and the participation of students
with disabilities and English language learners is reported based on three levels (Identified,
Excluded, and Assessed). Detailed information regarding the NAEP results for each grade
level, performance level, and participation rate can be found on the NAEP Web page at
http://nces.ed.gov/nationsreportcard/.
NAEP Reading and Mathematics Results: Grades 4 and 8
This table displays the scale scores and achievement levels on the NAEP for reading (2007)
and mathematics (2009) for grades four and eight.
NAEP Reading and Mathematics Results for Grades 4 and 8

Reading 2007 Mathematics 2009

Average Scale Score Grade 4 Grade 8 Grade 4 Grade 8

State 209 251 232 270

National 220 261 239 282

State Percent at Each Achievement Level Grade 4 Grade 8 Grade 4 Grade 8

Basic 30% 41% 41% 36%

Proficient 18% 20% 25% 18%

Advanced 5% 2% 5% 5%

NAEP Reading and Mathematics Results: Students with Disabilities

and/or English Language Learners by Grades 4 and 8
This table displays the state and national participation rates on the NAEP for reading (2007)
and mathematics (2009) for students with disabilities and/or English language learners for
NAEP Testing Note: Only a sample
grades four and eight.
group of California’s schools and dis-
tricts participate in the NAEP testing
cycle. Therefore, students in any par- NAEP Reading and Mathematics Results for Grades 4 and 8
ticular school or district may not be
included in these results. NAEP results
reflect state level student performance Reading 2007 Mathematics 2009
and is not reflective of either the dis-
trict or the individual school. Also, State Participation Rate Grade 4 Grade 8 Grade 4 Grade 8
comparisons of student performance on
the NAEP and student performance on
the STAR Program assessments cannot Students with Disabilities 74% 78% 79% 85%
be made because there are key differ-
ences between the two testing pro- English Language Learners 93% 92% 96% 96%
grams. For example, the two assess-
ments test students in different grade
levels and the tests are based on a
different set of standards. For more
information on the differences be- National Participation Rate Grade 4 Grade 8 Grade 4 Grade 8
tween the NAEP and STAR, please
visit CDE’s NAEP Web page at Students with Disabilities 65% 66% 84% 78%
www.cde.ca.gov/ta/tg/nr/.

English Language Learners 80% 77% 94% 92%

 2008-09 School Accountability Report Card
Blythe Middle School 7

STAR Results for All Students: Three-Year Comparison

The Standardized Testing and Reporting (STAR) results are reported as performance levels in Standardized Testing
order to compare student achievement to state standards. The five performance levels are: and Reporting Program
Advanced (exceeds state standards); Proficient (meets state standards); Basic; Below Basic;
The Standardized Testing and Re-
and Far Below Basic. Students scoring at the Proficient or Advanced level meet state stan-
porting (STAR) Program consists of
dards in that content area. The tables below show the percentage of students that scored at
several key tests, including the Cali-
Proficient or Advanced levels in English-language arts, mathematics, science, and history-
fornia Standards Test (CST), Califor-
social science.
nia Modified Assessment (CMA), and
California Alternate Performance
Percentage of Students Scoring At Proficient or Advanced Levels Assessment (CAPA). The CSTs are
multiple choice tests in English-
Blythe MS Palo Verde USD California language arts, mathematics, sci-
ence, and history-social science for
06-07 07-08 08-09 06-07 07-08 08-09 06-07 07-08 08-09
varying grade levels. Some grade
English- levels also participate in an essay
28% 32% 25% 28% 29% 29% 43% 46% 50%
Language Arts writing test.
The CSTs are used to determine stu-
Mathematics 23% 29% 26% 26% 29% 29% 40% 43% 46% dents’ achievement of the California
Academic Content Standards. These
Science 25% 37% 36% 28% 33% 35% 38% 46% 50% standards describe the knowledge
and skills that students are expected
History- to learn at each grade level and
20% 22% 19% 17% 17% 17% 33% 36% 41% subject.
Social Science
The CMA is a modified assessment
for students with disabilities who
STAR Results by Student Group: English-Language Arts, have an individualized education
Mathematics, Science, and History-Social Science program (IEP). It is designed to as-
sess those students whose disabili-
Percentage of Students Scoring At Proficient or Advanced Levels ties prevent them from achieving
grade-level proficiency on an assess-
Spring 2009 Results ment of the content standards with
or without accommodations.
English- History-
Group Language Mathematics Science Social The CAPA is an alternate assessment
Arts Science for students with significant cogni-
tive disabilities who are unable to
Male 22% 26% 36% 23% take the CST with accommodations
or modifications or the CMA with
Female 27% 25% 36% 16%
accommodations.
Economically Disadvantaged 19% 20% 31% 13% For a complete report on all tests,
participation, groups, and their
English Learners 0% 5% 0% 0% scores by grade level, please visit
http://star.cde.ca.gov/. To learn
Students with Disabilities 6% 6% 8% 4%
more about the STAR Program,
Students Receiving Migrant please visit the guide at
27% 43%
Education Services www.cde.ca.gov/ta/tg/sr/
documents/starpkt5intrpts.pdf.
African American 11% 7% 17% 13%

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino 19% 21% 30% 12%

Pacific Islander

White 40% 39% 51% 34%

Scores are not shown when the number of students tested is 10 or less, either because the number of
students tested in this category is too small for statistical accuracy or to protect student privacy.
 2008-09 School Accountability Report Card
8 Blythe Middle School

Adequate Yearly Progress

California Physical The No Child Left Behind (NCLB) Act requires that all schools and districts meet Adequate
Fitness Test Yearly Progress (AYP) requirements. To meet these standards, California public schools and
districts must meet or exceed criteria in four target areas:
Each spring, all students in grades 5,
7, and 9 are required to participate 1. Participation rate on statewide assessments in English-language arts and mathematics
in the California Physical Fitness 2. Percentage of students scoring proficient on statewide assessments in English-language
Test (PFT). The State Board of Edu- arts and mathematics
cation designated the Fitness- 3. API scores
gram® as the PFT for students in
4. Graduation rate for high schools
California public schools. The test
measures six key fitness areas: The table displays whether or not the school and district made AYP overall and met each of
the AYP criteria for 2008-09. For more information, please visit www.cde.ca.gov/ta/ac/ay/.
1. Aerobic Capacity
2. Body Composition
Adequate Yearly Progress Criteria
3. Flexibility
4. Abdominal Strength and
Blythe MS Palo Verde USD
Endurance
5. Upper Body Strength and
Met Overall AYP No No
Endurance
6. Trunk Extensor Strength and
Flexibility
English- English-
The goal of the Fitnessgram® is to AYP Criteria Mathematics Mathematics
Language Arts Language Arts
assist students in establishing lifetime
habits of regular physical activity. Participation Rate Yes Yes Yes Yes
The table shows the percentage of
students meeting the fitness stan- Percent Proficient No No No No
dards for the most recent testing
period. For more detailed informa-
tion on the California PFT, please
API No Yes
visit www.cde.ca.gov/ta/tg/pf/.

Percentage of Students Graduation Rate Yes

Meeting Fitness Standards
Grade 7
Four of Six Standards
Five of Six Standards
Six of Six Standards
Not applicable. The graduation rate for AYP criteria applies to high schools.
Federal Intervention Program
27.8%
Schools and districts that receive Title I funding can enter Program Improvement (PI) if they
fail to meet AYP over two consecutive years in the same content area (English-language arts
22.7% or mathematics) or on the same indicator (API or graduation rate). With each additional year
they don’t meet AYP, they advance to the next level of intervention. This table displays the
26.1% 2009-10 Program Improvement status for the school and district. For more information,
please visit www.cde.ca.gov/ta/ac/ay/.

Federal Intervention Program

Blythe MS Palo Verde USD

Program Improvement Status In PI In PI

First Year of Program Improvement 2004-2005 2007-2008

Year in Program Improvement Year 5 Year 3

Number of Schools Identified for Program Improvement 6

Percent of Schools Identified for Program Improvement 85.7%

 2008-09 School Accountability Report Card
Blythe Middle School 9

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance
and progress of schools in California. The API is a score on a scale of 200 to 1,000 that re-
flects a school’s, district’s or a student group’s performance level, based on the results of
statewide testing. An API score of 800 is set as the statewide target.
Each annual API reporting cycle includes a Base and a Growth API. The Base API starts the
reporting cycle and is released approximately a year after testing (i.e., The 2008 Base is
calculated from results of statewide testing in spring 2008 but is released in May 2009). The
Growth API is released after the Base API but is calculated from test results from the follow-
ing year (i.e., The Growth API is calculated from results of statewide testing in spring 2009
and released in August 2009). Therefore, for the 2008-09 API reporting cycle, the 2008 Base
indicator and 2009 Growth indicator are used. To learn more about API, please visit the API
information guide at www.cde.ca.gov/ta/ac/ap/documents/infoguide08.pdf and the API
overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview09.pdf.

Academic Performance
Academic Performance Index Ranks Index Ranks
Schools are ranked in ten categories
API Ranks — Three Year Comparison of equal size, called deciles, from 1
(lowest) to 10 (highest) based on
2006 2007 2008 their API Base reports. A school’s
“statewide rank” compares its API to
Statewide API Rank 1 2 2
the APIs of all other schools state-
Similar Schools API Rank 1 2 1 wide of the same type (elementary,
middle, or high school). A “similar
schools rank” reflects how a school
compares to 100 statistically
Academic Performance Index Growth
matched similar schools. This table
shows the school’s three-year data
API Growth by Student Group — Three Year Comparison
for statewide API rank and similar
schools API rank, for which informa-
Actual API Change 2009
Group Growth tion is available.
06-07 07-08 08-09 API Score

All Students at the School 42 32 -32 640

African American
Academic Performance
American Indian or Alaska Native Index Growth
This table displays, by student
Asian
group, the actual API change in
points added or lost for the past
Filipino
three years, and the 2009 API score.
Hispanic or Latino 36 33 -44 608

Pacific Islander

White 40 42 0 732

Socioeconomically Disadvantaged 36 43 -32 605

English Learners

Students with Disabilities

Data are reported only for numerically significant groups.

API Testing Note: Assessment data are reported only for numerically significant groups. To be considered
‘numerically significant’ for the API, the group must have either: (1) at least 50 students with valid test
scores who make up at least 15% of the total valid scores, or (2) at least 100 students with valid test scores.
 2008-09 School Accountability Report Card
10 Blythe Middle School

Teacher Qualifications
Teacher Qualifications
Teacher Credential Information
This table shows information about
teacher credentials and teacher Palo Verde USD Blythe MS
qualifications. More information can
be found by visiting http:// Teachers 08-09 06-07 07-08 08-09
data1.cde.ca.gov/dataquest/.
With Full Credential 164 35 35 45

Without Full Credential 11 0 1 1

Teaching Outside Subject Area of Competence 0 0 4

Teacher Misassignments and Vacant Teacher Positions

Academic Counselors
This table displays information about
academic counselors at the school.
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 desig-
nated teacher assigned to teach the entire course at the beginning of the school year or se-
mester). Please note: Total teacher misassignments includes the number of misassignments
of teachers of English Learners.
Teacher Misassignments and Vacant Teacher Positions

Blythe MS
Academic Counselors
07-08 08-09 09-10
Number of Academic
1.0
Counselors (FTE) Teacher Misassignments of English Learners 0 0 0
Ratio of Students Per
565:1 Total Teacher Misassignments 0 0 0
Academic Counselor

Vacant Teacher Positions 0 0 0

School Support Staff

The following is a list of the support
staff at the school and their full-
time equivalent (FTE):
School Support Staff
Library Media Teacher
0.00
(Librarian)
No Child Left Behind Compliant Teachers
NCLB requires that all teachers of core academic subject areas be “highly qualified.” In gen-
eral, for a teacher to be considered highly qualified, they must have a bachelor’s degree, an
appropriate California teaching credential, and have demonstrated competence for each
core subject he or she teaches. The table displays data regarding NCLB compliant teachers
from the 2008-09 school year. For more information on teacher qualifications related to
NCLB, please visit www.cde.ca.gov/nclb/sr/tq.

Library Media Services No Child Left Behind Compliant Teachers

1.00
Staff (paraprofessional)
Percent of Classes in Core Academic Subjects
Psychologist 0.33
Taught by NCLB Taught by Non-NCLB
Social Worker 0.00 Compliant Teachers Compliant Teachers

Blythe MS 100.0% 0.0%

Nurse 0.50
All Schools in District 100.0% 0.0%
Speech/Language/
0.33
Hearing Specialist High-Poverty Schools in District 100.0% 0.0%
Resource Specialist
0.00 Low-Poverty Schools in District ” ”
(non-teaching)
NCLB Note: High-poverty schools are defined as those schools with student participation of approximately
Other 1.00 75% or more in the free and reduced priced meals program. Low-poverty schools are those with student
participation of approximately 25% or less in the free and reduced priced meals program.
” Information not available.
 2008-09 School Accountability Report Card
Blythe Middle School 11

Types of Services Funded

Specialized Instruction: Palo Verde Unified School District and Blythe Middle School believe Types of Services Funded
in early identification and intervention of underperforming students prior to testing for Continued from left
learning disabilities—ensuring every student receives the instruction and skills necessary to
Instruction generally takes place
proficiently progress from one grade to the next. All students are mainstreamed in a general
in the student’s regular language
education classroom and receive instruction based upon their learning level, Individual Edu-
arts or math class.
cation Plan (IEP), or Student Study Team guidelines. Instructional programs are aligned with
State and District standards, and teachers use a variety of instructional techniques and sup- • Language!: This intervention
plemental instructional materials and programs to deliver classroom lessons. program, which meets core lan-
guage arts curriculum require-
Special Education: Blythe Middle School’s special education program is staffed by two spe-
ments, occurs during the school
cial day class teachers and two special day class aides who provide instruction in two full-day
day. Students are grouped based
special day classes. The special day class aides will sometimes provide in-class support for
on reading level and receive 110
special education students who are mainstreamed in the general education environment.
minutes of instruction every day.
Three resource specialist teachers and two resource specialist aides provide whole-class and
Participation is based upon
small group instruction in the general education classroom or in the resource room. Resource
teacher observation and assess-
specialists work closely with classroom teachers to provide instruction either on regularly
ment results. Students are re-
assigned classwork or focused instruction in designated areas.
evaluated periodically to identify
Individualized instruction for special education students is 1) based upon their IEP and 2) current reading level and instruc-
provided in the least restrictive environment. The student’s parents and school staff meet tion adjusted accordingly.
annually to evaluate student performance and adjust the child’s IEP to meet the student’s
• All sixth grade students receive a
academic needs. Palo Verde Unified School District is a member of the multi-district River-
double period of math daily (110
side County Special Education Local Plan Area (SELPA), which collaborates with 21 school
minutes). Intervention activities
districts and other public and private agencies to provide a full complement of special edu-
are embedded into regular class
cation services for Blythe Middle School’s students. Through the SELPA, students have access
lessons as needed.
to an extensive pool of resources and expertise in the field of special education.
Supplementary instructional materi-
English Learner Support: English Learners (EL) are identified through the California English
als are purchased as needed to sup-
Language Development Test (CELDT) and home language survey. Students are evaluated and
port intervention programs. Class-
placed in reading intervention groups based on language and reading fluency. Two bilingual
room teachers monitor student per-
aides utilize the Language! program, working with EL students to increase their fluency to
formance on chapter and end-of-unit
meet grade level proficiency standards. English learners may supplement their language arts
tests to determine progress toward
course with an English Language Development (ELD) class (as one of their electives) which
achieving proficiency levels, ongoing
focuses on vocabulary development and language skills acquisition. English learners are
progress, and instructional needs.
mainstreamed in the general education environment for math, science, and social science
classes to receive instruction from bilingual teachers who have been trained to teach second
language skills. Blythe Middle School uses the Houghton Mifflin series for ELD and reading
intervention instruction. English learners are assessed annually to measure English language
acquisition and adjust reading level and ELD needs accordingly.
High Achievers: Students who need a more challenging curriculum are placed in classrooms
to receive more intensive, accelerated instruction. Sixth grade students are assigned to a
team of teachers who provide differentiated instruction in each of the core subject areas.
Students in seventh and eighth grades are provided a more challenging language arts curricu-
lum. Seventh grade students are enrolled in an accelerated math program and all eighth
grade students are enrolled in algebra.
Intervention Programs: Using various tools including State assessment results, teachers, and
administrators can identify students who are struggling or at risk of falling behind. For those
students who need extra help in any subject area, Student Study Teams pull together school
and family resources to identify and develop strategies to help students improve academic
and/or behavioral performance. Intervention strategies during and beyond regular school
hours include:
• After-school Tutoring: Certificated teachers are available after school three days a
week to provide 90 minutes of individualized instruction in the student’s area of aca-
demic need. For math instruction, a qualified math teacher is available to help students
with homework or coursework.
• Math and Reading Intervention: Students performing at the Below Basic level in reading
and/or math are recommended for participation. Certificated teachers provide 110 min-
utes of intensive reading and math intervention. Instruction takes place individually or
in small groups to increase reading and math skills to meet grade level proficiency stan-
dards.
Continued on sidebar
 2008-09 School Accountability Report Card
12 Blythe Middle School

District Financial Data

District Financial Data
This table displays district teacher District Salary Data
and administrative salary information
Palo Similar
and compares the figures to the state Category
Verde USD Sized District
averages for districts of the same
type and size based on the salary Beginning Teacher Salary $38,895 $38,941
schedule. Note the district salary
data does not include benefits. Mid-Range Teacher Salary $60,906 $59,686

Highest Teacher Salary $78,552 $77,828

Average Principal Salary (Elementary School) $99,677 $94,258

Average Principal Salary (Middle School) $99,644 $98,271

Average Principal Salary (High School) $110,631 $104,869

Superintendent Salary $142,912 $142,247

Teacher Salaries — Percent of Budget 35.1% 38.2%

Administrative Salaries — Percent of Budget 6% 5.9%

School Financial Data

The following table displays the school’s average teacher salary and a breakdown of the
school’s expenditures per pupil from unrestricted and restricted sources.

School Financial Data

Blythe MS

Total Expenditures Per Pupil $3,660

Financial Data Note: The financial
data displayed in the SARC is from the Expenditures Per Pupil From Restricted Sources $122
2007-08 fiscal year because the most
current fiscal information available Expenditures Per Pupil From Unrestricted Sources $3,538
provided by the state is always two
years behind the current school year,
and one year behind most other data Average Teacher Salary $48,117
included in this report. For more de-
tailed financial information, please
visit www.cde.ca.gov/ds/fd/cs and
www.cde.ca.gov/ds/fd/ec. Financial Data Comparison
The following table displays the school’s per pupil expenditures from unrestricted sources
and the school’s average teacher salary and compares it to the district and state data.

SARC: Data provided by the California

Department of Education (CDE), school Financial Data Comparison
and the district office. For additional
information on facts about California Expenditures Average
schools and districts, please visit Data- Per Pupil From Teacher
Quest at http://data1.cde.ca.gov/
dataquest. DataQuest is an online re- Unrestricted Sources Salary
source that provides reports for account-
ability, test data, enrollment, graduates, Blythe MS $3,538 $48,117
dropouts, course enrollments, staffing
and data regarding English Learners.
Palo Verde USD $5,644 $59,152
All data accurate as of January 2010.
California $5,512 $60,994
PUBLISHED BY:

School and District — Percent Difference -59.5% -22.9%

www.sia-us.com x 800.487.9234

School and California — Percent Difference -55.8% -26.8%