Sherman Thomas STEM Academy

School Accountability Report Card
Reported Using Data from the 2017–18 School Year

California Department of Education

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

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-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.


Sherman Thomas STEM Academy logo

Jamie Brock, Principal

Principal, Sherman Thomas STEM Academy

About Our School

Sherman Thomas Science, Technology, Engineering, and Mathematics (STEM) Academy is a high-achieving middle school (serving grades 6–8) that is dedicated to academic excellence. Our goal is to develop both academically and socially successful students in preparation for high school and postsecondary education, to be competitive, contributing, and productive members of the 21st century global economy.

Contact

Sherman Thomas STEM Academy
51 East Adell St.
Madera, CA 93638
Phone: 559-871-5490
E-mail: jabrock@stcsca.org

About This School

Contact Information (School Year 2018–19)

District Contact Information (School Year 2018–19)

School Contact Information (School Year 2018–19)

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School Description and Mission Statement (School Year 2018–19)

We are a 6th–8th grade Science, Technology, Engineering, and Mathematics (STEM) middle school, with a college and career emphasis, located in the heart of California. Our opening day of school was August 21, 2017. There is one class per grade level, with approximately 25 students in each grade. We do not desire to grow, as a key to our program is remaining small and individualized.

The mission of Sherman Thomas STEM Academy is to prepare students, through rigorous and relevant content, to be productive and successful citizens by developing strong work ethic and the higher-level critical thinking skills needed to solve problems in the 21st century world.

One way that we work towards achieving our mission is through our field trip program. All students attend all field trips together—a minimum of 3 businesses, 3 colleges, and 1 enrichment (this is another reason we wish to remain at approximately 75 students—to not overwhelm businesses with our size). A student that goes through our program will end up visiting 9 college campuses before they start high school, allowing them the opportunity to start to visualize themselves there and take away a bit of the mystery of college.

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Student Enrollment by Grade Level (School Year 2017–18)

Grade Level Number of Students
Grade 6 28
Grade 7 27
Grade 8 19
Total Enrollment 74
Bar graph of enrollment by grade Last updated:

Student Enrollment by Student Group (School Year 2017–18)

Student Group Percent of Total Enrollment
Black or African American 4.1 %
American Indian or Alaska Native %
Asian 1.4 %
Filipino 1.4 %
Hispanic or Latino 62.2 %
Native Hawaiian or Pacific Islander %
White 31.1 %
Two or More Races %
Other −0.2 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 50.0 %
English Learners 2.7 %
Students with Disabilities 10.8 %
Foster Youth %

A. Conditions of Learning

State Priority: Basic

The SARC provides the following information relevant to the State priority: Basic (Priority 1):

Teacher Credentials

Teachers School 2016–17 School 2017–18 School 2018–19 District 2018–19
With Full Credential 0 3 3  
Without Full Credential 0 0 0  
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0  
Line graph of teacher credential data. Teachers with full credential grows from 0 to 3 and remain there; teachers without full credential and teachers teaching outside subject area of competence remain at zero. Last updated:

Teacher Misassignments and Vacant Teacher Positions

Indicator 2016–17 2017–18 2018–19
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments 0 0 0
Vacant Teacher Positions 0 0 0
Line graph of teacher misassignment and vacant teacher position data. All values are zero.

Note: "Misassignments" refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

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Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2018–19)

Year and month in which the data were collected:

Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy
Reading/Langauge Arts Instructional materials are aligned to California Common Core Standards.   0.0 %
Mathematics Textbooks and instructional materials are aligned to California Common Core Standards.   0.0 %
Science Instructional materials are aligned to national Next Generation Science Standards (as well as CA-NGSS).   0.0 %
History-Social Science Textbooks and instructional materials are aligned to California State Standards.   0.0 %
Foreign Language     0.0 %
Health Instructional materials are aligned to California State Standards.   0.0 %
Visual and Performing Arts     0.0 %
Science Lab Eqpmt (Grades 9–12) N/A N/A 0.0 %
Note: Cells with N/A values do not require data.
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School Facility Conditions and Planned Improvements

Our school opened in August 2017. When we started school, our building and grounds were still being completed. Our building was completed in November 2017 and the grounds in December 2017. Therefore, everything is relatively new (just over a year of use), and as such, is in excellent working condition.

We are a single building school site. Our classroom space, main office, principal office, teach work room, and bathrooms are all located in one 5,500 square foot building.

We have an outdoor basketball court and synthetic grass for the students to play on. The property has been landscaped, including a planter box with a dry riverscape and several diverse plants. We also have a security fence that encloses the entire campus.

The principal regularly meets with maintenance and janitorial personnel to ensure that all work orders are being processed and completed in a timely manner.

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School Facility Good Repair Status

Year and month of the most recent FIT report: January 2019

System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Good  
Interior: Interior Surfaces Good  
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good  
Electrical: Electrical Good  
Restrooms/Fountains: Restrooms, Sinks/Fountains Good  
Safety: Fire Safety, Hazardous Materials Good  
Structural: Structural Damage, Roofs Good  
External: Playground/School Grounds, Windows/Doors/Gates/Fences Good

Overall Facility Rate

Overall Rating Exemplary
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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provided the following information relevant to the State priority: Pupil Achievement (Priority 4):

CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven
Percentage of Students Meeting or Exceeding the State Standard

Subject School 2016–17 School 2017–18 District 2016–17 District 2017–18 State 2016–17 State 2017–18
English Language Arts/Literacy (grades 3–8 and 11)   74.0 %   33.0 %   50.0 %
Mathematics (grades 3–8 and 11)   54.0 %   23.0 %   38.0 %
Note: Percentages are not calculated when the number of 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.
Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
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CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2017–18)

CAASPP Assessment Results – English Language Arts (ELA)

Disaggregated by Student Groups, Grades Three Through Eight and Grade Eleven

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 72 72 100.00 % 73.61 %
Male 47 47 100.00 % 70.21 %
Female 25 25 100.00 % 80.00 %
Black or African American -- -- --  
American Indian or Alaska Native        
Asian -- -- --  
Filipino -- -- --  
Hispanic or Latino 45 45 100.00 % 68.89 %
Native Hawaiian or Pacific Islander        
White 22 22 100.00 % 86.36 %
Two or More Races -- -- --  
Socioeconomically Disadvantaged 37 37 100.00 % 75.68 %
English Learners -- -- --  
Students with Disabilities -- -- --  
Students Receiving Migrant Education Services        
Foster Youth      
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes all students who 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 achievement level percentages. The achievement level percentages are calculated using only students who received scores.
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CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2017–18)

CAASPP Test Results in Mathematics

Disaggregated by Student Group, Grades Three Through Eight and Grade Eleven

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded
All Students 72 72 100.00 % 54.17 %
Male 47 47 100.00 % 48.94 %
Female 25 25 100.00 % 64.00 %
Black or African American -- -- --  
American Indian or Alaska Native        
Asian -- -- --  
Filipino -- -- --  
Hispanic or Latino 45 45 100.00 % 48.89 %
Native Hawaiian or Pacific Islander        
White 22 22 100.00 % 68.18 %
Two or More Races -- -- --  
Socioeconomically Disadvantaged 37 37 100.00 % 48.65 %
English Learners -- -- --  
Students with Disabilities -- -- --  
Students Receiving Migrant Education Services        
Foster Youth      
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: The number of students tested includes all students who 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 achievement level percentages. The achievement level percentages are calculated using only students who received scores.
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CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard

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Subject School 2016–17 School 2017–18 District 2016–17 District 2017–18 State 2016–17 State 2017–18
Science (grades 5, 8, and high schoool) N/A N/A N/A N/A N/A N/A
Note: Cells with N/A values do not require data.
Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018–19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and 2017–18) and the CAA for Science will be fieldtested in 2018–19.
Note: Science test results include the CAST and the CAA for Science. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAA for Science divided by the total number of students who participated on both assessments.
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State Priority: Other Pupil Outcomes

The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):

California Physical Fitness Test Results (School Year 2017–18)

Grade Level Percentage of Students Meeting Four of Six Fitness Standards Percentage of Students Meeting Five of Six Fitness Standards Percentage of Students Meeting Six of Six Fitness Standards
7 23.1 % 30.8 % 46.2 %
Note: Percentages are not calculated when the number of 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.
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C. Engagement

State Priority: Parental Involvement

The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):

Opportunities for Parental Involvement (School Year 2018–19)

One of our core values at Sherman Thomas STEM Academy (STA) states that, "Parents are the first and primary teachers. They are responsible for the children's basic needs and values." It is our goal to partner alongside parents and work together to help our children grow, educationally and socially. Parents are the most important VOICE in their child's education. VOICE is an acronym we use at STA to share the many ways that parents can partner with the school:

Volunteer – Parents are welcome 5 days a week on campus to volunteer in the classroom. We also need parent chaperones on all field trips.

Outings – We have family nights once a quarter and students are encouraged to bring their whole family out.

Inform – We have monthly STAff chats, where parents can hear updates on school activities as well as get a hand out with all upcoming information for the next month. We also provide time for parent input regarding areas to consider and/or improve.

Challenge Days – Many Friday mornings are dedicated to challenge day activities, where students work together to solve complex problems through the design process. We need all hands on deck for these exciting but crazy days.

Engage – We encourage families to talk about what their children are learning at school and engage with them. Thanks to our staff communication, parents are able to be informed of what is happening at school on a weekly and even daily basis, so they can ask pointed questions.

Parents and school staff are all on the same team, working together for the best of the student. The principal sends home an email at the end of every week, recapping the weeks activities and sharing photos, both for the enjoyment of parents and also to provide a discussion starting point in the home regarding what their child is learning. The principal also emails all parents at the beginning of each week with any important school announcements, including practices and meetings. All teachers send home daily and/or weekly assignment lists so parents know what is due each day. We also do announcements on the app "Remind" which enables parents to receive text message alerts (if they have a smart phone). On the first day of every week, all students go home with a current grade check as well as all work from the previous week stapled in a packet, with teacher feedback.

We communicate in as many ways as we possibly can with parents, and enourage them to communicate back with us.

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State Priority: Pupil Engagement

The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator School 2014–15 School 2015–16 School 2016–17 District 2014–15 District 2015–16 District 2016–17 State 2014–15 State 2015–16 State 2016–17
Dropout Rate -- -- -- 7.9 % 6.7 % 5.4 % 10.7 % 9.7 % 9.1 %
Graduation Rate -- -- -- 89.7 % 90.5 % 87.1 % 82.3 % 83.8 % 82.7 %
For the formula to calculate the 2016–17 adjusted cohort graduation rate, see the 2017–18 Data Element Definitions document located on the SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
Bar graph of Sherman Thomas STEM Academy dropout rate and graduation rate. All values are zero. Last updated:

State Priority: School Climate

The SARC provides the following information relevant to the State priority: School Climate (Priority 6):

Suspensions and Expulsions

Rate School 2015–16 School 2016–17 School 2017–18 District 2015–16 District 2016–17 District 2017–18 State 2015–16 State 2016–17 State 2017–18
Suspensions -- -- -- -- -- -- 3.7 % 3.7 % 3.5 %
Expulsions -- -- -- -- -- -- 0.1 % 0.1 % 0.1 %
Bar graph comparing school, district, and state suspension rates for the 2015-16, 2016-17, and 2017-18 school years. School and district values are all zero. State suspensions are 3.7 percent, 3.7 percent, and 3.5 percent. Bar graph comparing school, district, and state expulsion rates for the 2015-16, 2016-17, and 2017-18 school years. School and district values are all zero. State expulsions are 0.1 percent for all three years. Last updated:

School Safety Plan (School Year 2018–19)

Sherman Thomas STEM Academy has a safety plan that is reviewed periodically, updated annually, and kept in the office. It is presented to our local governing board at a regularly scheduled board meeting, reviewed, voted on, and sent to the Madera Unified School District (our authorizer). The Safety Plan is reviewed with all staff during in-service days, before the start of school. Regular drills are conducted with all students and staff. Staff review procedures during our staff meetings.

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D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Average Class Size and Class Distribution (Elementary) School Year (2015–16)

Grade Level Average Class Size Number of Classes* 1–20 Number of Classes* 21–32 Number of Classes* 33+
K        
1        
2        
3        
4        
5        
6        
Other**      
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

Average Class Size and Class Distribution (Elementary) School Year (2016–17)

Grade Level Average Class Size Number of Classes* 1–20 Number of Classes* 21–32 Number of Classes* 33+
K        
1        
2        
3        
4        
5        
6        
Other**      
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

Average Class Size and Class Distribution (Elementary) School Year (2017–18)

Grade Level Average Class Size Number of Classes* 1–20 Number of Classes* 21–32 Number of Classes* 33+
K        
1        
2        
3        
4        
5        
6 28.0   1  
Other**      
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.
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Teacher and Administrative Salaries (Fiscal Year 2016–17)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $43,742 $49,512
Mid-Range Teacher Salary $69,711 $77,880
Highest Teacher Salary $89,647 $96,387
Average Principal Salary (Elementary) $117,540 $123,139
Average Principal Salary (Middle) $118,429 $129,919
Average Principal Salary (High) $126,032 $140,111
Superintendent Salary $204,000 $238,324
Percent of Budget for Teacher Salaries 30.0 % 36.0 %
Percent of Budget for Administrative Salaries 5.0 % 5.0 %
For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/.
Bar graph comparing beginning, mid-range, and highest teacher salaries. Beginning teacher salary is $43,742; mid-range teacher salary is $69,711; highest teacher salary is $89,647. Bar graph comparing average principal salaries at the elementary, middle, and high school levels. Elementary salary is $117,540; middle school salary is $118,429; high school salary is $126,032. Last updated:

Professional Development

All teaching staff have 10 in-service days, spread out before, during, and after the school year. These days are primarily used for collaboration. Times have been set aside for general school information as well as profssional development. The focus of these professional development sessions has been on classroom management and instructional strategies. In addition, every Friday is a half day and staff meet together for collaboration and planning.

The entire teaching staff has attended three conferences since March 2017, as a team—the National Science Teacher Association, Charter School Development Center Leadership Institute, and the International Literacy Association conferences. Each of these provided staff with a variety of instructional strategies, as well as updates regarding charter and education law.

In addition, all teachers are allowed one sub day per semester to observe a local teacher, and then report back on things they observed.

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