Maxwell Middle School in Maxwell, CA
(06-08 • Public • Regular School)
- Address
- 146 N. St.
Maxwell, CA 95955
- Telephone
- (530) 438-2401
(make sure to verify first before calling)
- Website
- http://maxwell.k12.ca.us
- Classroom Teachers (FTE)
- 1.3
- National School Lunch
Program (NSLP) Status - No
- School district
- Maxwell Unified
- Charter school
- No
- Title I status
- Title I targeted assistance eligible school-No program
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Students & Teachers
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 1.3
Number of FTE teachers in their first year of teaching: 1.5
Number of FTE teachers in their first year of teaching: 1.5
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $175,572
- Full-time Equivalency Count of Teachers: 3 (Salary Expenditures: $175,572)
- Full-time Equivalency Count of Support Services Staff: 0.2 (Salary Expenditures: $6,523)
- Full-time Equivalency Count of School Administration Staff: 0.2 (Salary Expenditures: $8,064)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $190,160
- Salary Expenditures for Teachers: $175,572
- Full-time Equivalency Count of Support Services Staff: 0.2 (Salary Expenditures: $6,523)
- Full-time Equivalency Count of School Administration Staff: 0.2 (Salary Expenditures: $8,064)
Limited English Proficiency:
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Students Enrolled in LEP Programs: 22 (male: 14, female: 8)
- Hispanic: 22 (male: 14, female: 8)
- Individuals With Disabilities Education Act (IDEA): 7 (male: 5, female: 2)
Students with disabilities:
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Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.
Students with disabilities served under IDEA: 8 (all male)
- Hispanic: 4
- White: 4
- Limited English Proficiency (LEP): 4
Gifted and Talented:
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This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 14 (male: 4, female: 10)
- Hispanic: 7 (male: 2, female: 5)
- White: 7 (male: 2, female: 5)
- Limited English Proficiency (LEP): 2 (all female)
Statewide Student Assessments
Smarter Balanced Summative Assessments:
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(State average from 10,463 schools)
Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.
The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.
The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.
The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.
The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.
- All30%
- Males18%
- Females45%
- Hispanic23%
- White41%
ELA Standard Met and Above
ELA students with scores: 69
| Percentage Standard Met and Above: | 30% |
| California: | 49% |
Standard Not Met: 39.1%
Standard Nearly Met: 30.4%
Standard Met: 23.2%
Standard Exceeded: 7.3%
All Grades:
6th Grade: (Mean Scale Score: 2533.8, Students tested: 20, Standard Not Met: 25.0%, Nearly Met: 25.0%, Met: 35.0%, Exceeded: 15.0%)
7th Grade: (Mean Scale Score: 2473.3, Students tested: 27, Standard Not Met: 51.9%, Nearly Met: 33.3%, Met: 14.8%, Exceeded: 0.0%)
8th Grade: (Mean Scale Score: 2516.3, Students tested: 22, Standard Not Met: 36.4%, Nearly Met: 31.8%, Met: 22.7%, Exceeded: 9.1%)
Maxwell Middle School - ELA Area Achievement Levels (all grades)
- All32%
- Males22%
- Females45%
- Hispanic33%
- White32%
Math Standard Met and Above
Math students with scores: 68
| Percentage Standard Met and Above: | 32% |
| State: | 38% |
Standard Not Met: 38.2%
Standard Nearly Met: 29.4%
Standard Met: 22.1%
Standard Exceeded: 10.3%
All Grades:
6th Grade: (Mean Scale Score: 2524.1, Students tested: 20, Standard Not Met: 35.0%, Nearly Met: 20.0%, Met: 25.0%, Exceeded: 20.0%)
7th Grade: (Mean Scale Score: 2491.4, Students tested: 27, Standard Not Met: 42.3%, Nearly Met: 38.5%, Met: 15.4%, Exceeded: 3.9%)
8th Grade: (Mean Scale Score: 2541.5, Students tested: 22, Standard Not Met: 36.4%, Nearly Met: 27.3%, Met: 27.3%, Exceeded: 9.1%)
Maxwell Middle School - Math Area Achievement Levels (all grades)
Paper-based CAASPP:
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(State average from 9,784 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:
California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.
California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.
CST Science students tested: 25
CST Science students with scores: 24
Percentage Far Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 42.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 25.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 13.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 336.3, Students tested: 25, Far Below Basic: 7.0%, Below Basic: 13.0%, Basic: 42.0%, Proficient: 25.0%, Advanced: 13.0%)
CST Science students with scores: 24
| Percentage At Or Above Proficient: | 38% |
| State: | 54% |
Percentage Far Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 13.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 42.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 25.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 13.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 336.3, Students tested: 25, Far Below Basic: 7.0%, Below Basic: 13.0%, Basic: 42.0%, Proficient: 25.0%, Advanced: 13.0%)
The Physical Fitness Test:
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The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
7th grade: (Students tested: 27, Needs Improvement - High Risk: 70.4%, Needs Improvement: 11.1%, Healthy Fitness Zone: 18.5%)
Body Composition:
7th grade: (Students tested: 27, Needs Improvement - High Risk: 66.7%, Needs Improvement: 14.8%, Healthy Fitness Zone: 18.5%)
Abdominal Strength:
7th grade: (Students tested: 27, Needs Improvement - High Risk: 96.3%, Needs Improvement: 3.7%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
7th grade: (Students tested: 27, Needs Improvement - High Risk: 92.6%, Needs Improvement: 7.4%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
7th grade: (Students tested: 27, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
Flexibility:
7th grade: (Students tested: 27, Needs Improvement - High Risk: 77.8%, Needs Improvement: 22.2%, Healthy Fitness Zone: 0.0%)
7th grade: (Students tested: 27, Needs Improvement - High Risk: 70.4%, Needs Improvement: 11.1%, Healthy Fitness Zone: 18.5%)
Body Composition:
7th grade: (Students tested: 27, Needs Improvement - High Risk: 66.7%, Needs Improvement: 14.8%, Healthy Fitness Zone: 18.5%)
Abdominal Strength:
7th grade: (Students tested: 27, Needs Improvement - High Risk: 96.3%, Needs Improvement: 3.7%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
7th grade: (Students tested: 27, Needs Improvement - High Risk: 92.6%, Needs Improvement: 7.4%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
7th grade: (Students tested: 27, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
Flexibility:
7th grade: (Students tested: 27, Needs Improvement - High Risk: 77.8%, Needs Improvement: 22.2%, Healthy Fitness Zone: 0.0%)
Accountability
Adequate Yearly Progress:
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(State average from 9,753 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).
ELA Participation Rate
| Maxwell Middle School: | 99.0% |
| State: | 96.3% |
- Hispanic98
- American Indian100
- White100
- SED98
- LEP97
- With Disabilities92
ELA Participation Rate
- Hispanic: 98% (tested 36 out of 37 enrolled)
- American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
- White: 100% (tested 29 out of 29 enrolled)
- Socioeconomic Disadvantaged: 98% (tested 48 out of 49 enrolled)
- English Learners: 97% (tested 26 out of 27 enrolled)
- Students with Disabilities: 92% (tested 11 out of 12 enrolled)
Math Participation Rate
| Maxwell Middle School: | 99.0% |
| State: | 96.1% |
- Hispanic98
- American Indian100
- White100
- SED98
- LEP97
- With Disabilities92
Math Participation Rate
- Hispanic: 98% (tested 37 out of 38 enrolled)
- American Indian / Alaska Native: 100% (tested 1 out of 1 enrolled)
- White: 100% (tested 29 out of 29 enrolled)
- Socioeconomic Disadvantaged: 98% (tested 49 out of 50 enrolled)
- English Learners: 97% (tested 27 out of 28 enrolled)
- Students with Disabilities: 92% (tested 11 out of 12 enrolled)
Health & Safety
Offenses:
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident
A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.
Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.
Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.
A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of threats of physical attack without a weapon: 1
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of threats of physical attack without a weapon: 1
Chronic Student Absenteeismt:
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A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
Chronic Student Absenteeism: 6 (male: 2, female: 4)
- American Indian / Alaska Native: 2 (all female)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
Suspensions:
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Out-of-school suspension
- For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
- For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
School days missed due to out-of-school suspension: 13 (all male)
Students without disabilities receiving one or more in-school suspension: 2 (all male)
Instances of out-of-school suspension (Students with disabilities): 4
Students with disabilities receiving one or more in-school suspension: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
- White: 13
- Individuals With Disabilities Education Act (IDEA): 13
Students without disabilities receiving one or more in-school suspension: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Instances of out-of-school suspension (Students with disabilities): 4
Students with disabilities receiving one or more in-school suspension: 2 (all male)
- White: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
- White: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
- White: 2
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