Stephen R. Fitz Intermediate School in Santa Ana, CA
(07-08 • Public • Regular School)
- Address
- 4600 W. McFadden Ave.
Santa Ana, CA 92704
- Telephone
- (714) 663-6351
(make sure to verify first before calling)
- Website
- http://www.ggusd.us/fitz
- City-data.com school rating
- 33
- Students
- 685
- Classroom Teachers (FTE)
- 24.7
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 514
- Reduced-price lunch
eligible students - 70
- School district
- Garden Grove Unified
- Charter school
- No
- Title I status
- Title I schoolwide school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Ratings
La Quinta High (1.0 miles): | 91 |
Thomas Paine Elementary (0.9 miles): | 79 |
R. F. Hazard Elementary (1.0 miles): | 57 |
Rosita Elementary (1.0 miles): | 52 |
Los Amigos High (1.1 miles): | 51 |
Newhope Elementary (0.3 miles): | 35 |
Stephen R. Fitz Intermediate School: | 33 |
Heritage Elementary (0.2 miles): | 19 |
Edward Russell Elementary (0.9 miles): | 10 |
California: | 46 |
Orange County: | 61 |
Santa Ana: | 33 |
Stephen R. Fitz Intermediate: | 33 |
Students & Teachers
Total enrollment:
Enrollment in 2015: 675
Enrollment in 2014: 742
Enrollment in 2013: 787
Enrollment in 2012: 749
Enrollment in 2011: 758
Enrollment in 2010: 847
Enrollment in 2009: 884
Enrollment in 2008: 940
Enrollment in 2007: 1,004
Enrollment in 2006: 948
Enrollment in 2005: 928
Enrollment in 2004: 1,009
Enrollment in 2003: 936
Enrollment in 2002: 903
Enrollment in 2001: 876
Enrollment in 2000: 875
Enrollment in 1999: 838
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
Grade | G07 | G08 | Total |
---|---|---|---|
All students | 327 | 358 | 685 |
Female students | 158 | 187 | 345 |
Male students | 169 | 171 | 340 |
American Indian/Alaska Native students | - | 1 | 1 |
Asian students | 46 | 49 | 95 |
Hispanic students | 271 | 293 | 564 |
Black students | - | 4 | 4 |
White students | 8 | 11 | 19 |
Hawaiian Native/Pacific Islander students | 2 | - | 2 |
Enrollment by grade:
8th grade enrollment: 358
Stephen R. Fitz Intermediate School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Here: | 50.4% |
State: | 49.4% |
Here: | 49.6% |
California: | 49.6% |
Stephen R. Fitz Intermediate School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Stephen R. Fitz Intermediate School: | 0.1% |
California: | 1.0% |
School: | 13.9% |
California: | 9.4% |
School: | 82.3% |
California: | 46.0% |
Here: | 0.6% |
California: | 6.1% |
Stephen R. Fitz Intermediate School: | 2.8% |
State: | 28.3% |
Stephen R. Fitz Intermediate School: | 0.3% |
State: | 0.6% |
Stephen R. Fitz Intermediate School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Stephen R. Fitz Intermediate School: | 85.3% |
California: | 61.2% |
Here: | 75.0% |
State: | 52.8% |
School: | 10.2% |
State: | 8.6% |
Stephen R. Fitz Intermediate School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 4
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 13
Student/Teacher Ratio
Here: | 27.8 |
California: | 22.8 |
Stephen R. Fitz Intermediate School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
- Full-time Equivalency Count of Teachers: 27 (Salary Expenditures: $2,321,694)
- Full-time Equivalency Count of Instructional Aides: 8.9 (Salary Expenditures: $30,199)
- Full-time Equivalency Count of Support Services Staff: 3.1 (Salary Expenditures: $415,614)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $366,380)
- Salary Expenditures for Teachers: $2,755,205
- Full-time Equivalency Count of Instructional Aides: 12.6 (Salary Expenditures: $173,914)
- Full-time Equivalency Count of Support Services Staff: 10.5 (Salary Expenditures: $573,159)
- Full-time Equivalency Count of School Administration Staff: 4 (Salary Expenditures: $369,356)
Limited English Proficiency:
- Hispanic277
- Asian31
- White4
- IDEA52
Students Enrolled in LEP Programs
- Hispanic: 277 (male: 155, female: 122)
- Asian: 31 (male: 17, female: 14)
- White: 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 52 (male: 29, female: 23)
Students with disabilities:
Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
- Hispanic: 62 (male: 34, female: 28)
- Asian: 7 (all male)
- Limited English Proficiency (LEP): 50 (male: 28, female: 22)
Students with disabilities served under Section 504: 4 (all male)
- Hispanic: 2
- White: 2
- Limited English Proficiency (LEP): 2
Retention:
(State average from 212 schools)
- Hispanic2
- American Indian2
- Asian2
- LEP2
- IDEA2
Total number of students retained in 8th grade
- Hispanic: 2
- American Indian / Alaska Native: 2
- Asian: 2
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Percent of 8th grade students retained
Here: | 1.7% |
California: | 4.0% |
Gifted and Talented:
(State average from 5,551 schools)
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.
- Hispanic: 7 (male: 2, female: 5)
- Asian: 10 (male: 2, female: 8)
- White: 4 (male: 2, female: 2)
Gifted and Talented Student Enrollment per 1,000 students
Stephen R. Fitz Intermediate School: | 30.7 |
California: | 84.3 |
Statewide Student Assessments
Smarter Balanced Summative Assessments:
(State average from 10,463 schools)
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.
- All38%
- Males37%
- Females39%
- Asian70%
- Hispanic32%
ELA Standard Met and Above
ELA students with scores: 633
Percentage Standard Met and Above: | 38% |
California: | 49% |
Standard Not Met: 31.1%
Standard Nearly Met: 30.6%
Standard Met: 27.8%
Standard Exceeded: 10.4%
All Grades:
Stephen R. Fitz Intermediate School - ELA Area Achievement Levels (all grades)
- All25%
- Males28%
- Females22%
- Asian72%
- Hispanic17%
Math Standard Met and Above
Math students with scores: 647
Percentage Standard Met and Above: | 25% |
State: | 38% |
Standard Not Met: 46.8%
Standard Nearly Met: 28.4%
Standard Met: 14.1%
Standard Exceeded: 10.7%
All Grades:
Stephen R. Fitz Intermediate School - Math Area Achievement Levels (all grades)
Paper-based CAASPP:
(State average from 9,784 schools)
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 Modified Assessment (CMA) - The CMA for science was administered to eligible students in grades five, eight, and ten. The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria adopted by the State Board of Education. The Elementary and Secondary Education Act called for a range of assessments appropriate to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to demonstrate their knowledge of skills in the California academic content standards for science.
CST Science students with scores: 320
Percentage At Or Above Proficient: | 68% |
California: | 54% |
Percentage Far Below Basic: 5.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 8.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 19.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 28.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 40.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 392.2, Students tested: 320, Far Below Basic: 5.0%, Below Basic: 8.0%, Basic: 19.0%, Proficient: 28.0%, Advanced: 40.0%)
CMA Science students tested: 29
CMA Science students with scores: 28
Percentage At Or Above Proficient: | 68% |
State: | 38% |
Percentage Far Below Basic: 11.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 7.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 14.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 39.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 29.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 364.9, Students tested: 29, Far Below Basic: 11.0%, Below Basic: 7.0%, Basic: 14.0%, Proficient: 39.0%, Advanced: 29.0%)
The Physical Fitness Test:
7th grade: (Students tested: 329, Needs Improvement - High Risk: 59.3%, Needs Improvement: 24.0%, Healthy Fitness Zone: 16.7%)
Body Composition:
7th grade: (Students tested: 329, Needs Improvement - High Risk: 49.8%, Needs Improvement: 25.8%, Healthy Fitness Zone: 24.4%)
Abdominal Strength:
7th grade: (Students tested: 329, Needs Improvement - High Risk: 52.0%, Needs Improvement: 48.0%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
7th grade: (Students tested: 329, Needs Improvement - High Risk: 92.1%, Needs Improvement: 7.9%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
7th grade: (Students tested: 329, Needs Improvement - High Risk: 53.8%, Needs Improvement: 46.2%, Healthy Fitness Zone: 0.0%)
Flexibility:
7th grade: (Students tested: 329, Needs Improvement - High Risk: 56.2%, Needs Improvement: 43.8%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
(State average from 9,932 schools)
Stephen R. Fitz Intermediate School - students who met CELDT criterion (all grades)
Student Count: 343
Number of students who met CELDT criterion: 203
Students who met CELDT criterion: | 59.0% |
California: | 34.0% |
Grade 7:
Student Count: 175
Number of students who met CELDT criterion: 94
Students who met CELDT criterion: | 54.0% |
State: | 48.0% |
Listening Mean Scale Score: | 552.0 |
California: | 547.6 |
Reading Mean Scale Score: | 548.3 |
State: | 534.4 |
Speaking Mean Scale Score: | 542.5 |
State: | 529.9 |
Writing Mean Scale Score: | 529.3 |
State: | 530.2 |
Grade 8:
Student Count: 167
Number of students who met CELDT criterion: 109
Students who met CELDT criterion: | 65.0% |
State: | 47.0% |
Listening Mean Scale Score: | 581.4 |
State: | 556.2 |
Reading Mean Scale Score: | 579.3 |
State: | 547.2 |
Speaking Mean Scale Score: | 563.7 |
California: | 536.1 |
Writing Mean Scale Score: | 557.8 |
State: | 537.0 |
Accountability
Adequate Yearly Progress:
(State average from 9,846 schools)
Stephen R. Fitz Intermediate School - Adequate Yearly Progress status
ELA Participation Rate
School: | 100.0% |
California: | 96.3% |
- Hispanic100
- Asian99
- Filipino100
- Native Hawaiian100
- Black100
- White100
- SED99
- LEP100
- With Disabilities100
ELA Participation Rate
- Hispanic: 100% (tested 542 out of 544 enrolled)
- Asian: 99% (tested 86 out of 87 enrolled)
- Filipino: 100% (tested 5 out of 5 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
- Black: 100% (tested 4 out of 4 enrolled)
- White: 100% (tested 17 out of 17 enrolled)
- Socioeconomic Disadvantaged: 99% (tested 557 out of 560 enrolled)
- English Learners: 100% (tested 458 out of 458 enrolled)
- Students with Disabilities: 100% (tested 76 out of 76 enrolled)
Math Participation Rate
Here: | 100.0% |
State: | 96.1% |
- Hispanic100
- Asian100
- Filipino100
- Native Hawaiian100
- Black100
- White100
- Multirace100
- SED100
- LEP100
- With Disabilities100
Math Participation Rate
- Hispanic: 100% (tested 546 out of 547 enrolled)
- Asian: 100% (tested 94 out of 94 enrolled)
- Filipino: 100% (tested 5 out of 5 enrolled)
- Native Hawaiian / Pacific Islander: 100% (tested 2 out of 2 enrolled)
- Black: 100% (tested 4 out of 4 enrolled)
- White: 100% (tested 17 out of 17 enrolled)
- Two or More Races: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 100% (tested 565 out of 566 enrolled)
- English Learners: 100% (tested 468 out of 468 enrolled)
- Students with Disabilities: 100% (tested 77 out of 77 enrolled)
Health & Safety
Offenses:
(State average from 5,445 schools)
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.
Firearm or explosive device refers to any weapon that is designed to (or may readily be converted to) expel a projectile by the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capable of causing bodily harm or property damage
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.
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No
Incidents of physical attack or fight without a weapon: 1
Incidents of threats of physical attack without a weapon: 216
Incidents of possession of a firearm or explosive device: 3
Total incidents per 1,000 students
Here: | 321.2 |
State: | 60.8 |
Referrals and Arrests:
(State average from 2,295 schools)
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
- Hispanic: 2
Students without disabilities who were referred to a law enforcement agency or official per 1,000 students
Stephen R. Fitz Intermediate School: | 2.9 |
California: | 21.3 |
Harassment & Bullying:
(State average from 2,337 schools)
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of religion refers to intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of religion constitutes religious harassment.
School: | 5.8 |
State: | 6.8 |
- Hispanic: 5
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of sex: 5 (all male)
- Hispanic: 5
- Limited English Proficiency (LEP): 2
- Individuals With Disabilities Education Act (IDEA): 2
Allegations of harassment or bullying on the basis of sexual orientation: 1
School: | 1.5 |
State: | 1.5 |
Chronic Student Absenteeismt:
(State average from 8,737 schools)
- Hispanic31
- American Indian2
- Asian2
- Black2
- White2
- LEP16
- IDEA10
Chronic Student Absenteeism
- Hispanic: 31 (male: 14, female: 17)
- American Indian / Alaska Native: 2 (all male)
- Asian: 2 (all male)
- Black: 2 (all male)
- White: 2 (all female)
- Limited English Proficiency (LEP): 16 (male: 8, female: 8)
- Individuals With Disabilities Education Act (IDEA): 10 (male: 8, female: 2)
School: | 56.9 |
State: | 172.7 |
Suspensions:
(State average from 1,406 schools)
- 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).
- Hispanic169
- Asian8
- Black5
- White18
- LEP106
- IDEA50
- 5042
School days missed due to out-of-school suspension
- Hispanic: 169 (male: 130, female: 39)
- Asian: 8 (male: 5, female: 3)
- Black: 5 (male: 1, female: 4)
- White: 18 (male: 2, female: 16)
- Limited English Proficiency (LEP): 106 (male: 84, female: 22)
- Individuals With Disabilities Education Act (IDEA): 50 (male: 42, female: 8)
- Section 504: 2 (all male)
Instances of out-of-school suspension (Students without disabilities): 115
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
Here: | 167.9 |
State: | 84.8 |
- Hispanic: 2
- White: 2
- Hispanic31
- Asian4
- Black2
- White4
- LEP19
Students without disabilities receiving only one out-of-school suspension
- Hispanic: 31 (male: 17, female: 14)
- Asian: 4 (male: 2, female: 2)
- Black: 2 (all male)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 19 (male: 11, female: 8)
- Hispanic13
- Black2
- White2
- LEP7
Students without disabilities receiving more than one out-of-school suspension
- Hispanic: 13 (male: 11, female: 2)
- Black: 2 (all female)
- White: 2 (all female)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 34
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School: | 49.6 |
State: | 28.1 |
Instances of out-of-school suspension per 1,000 students (Section 504 only)
Stephen R. Fitz Intermediate School: | 1.5 |
California: | 3.4 |
- Hispanic: 2
- Limited English Proficiency (LEP): 2
- Hispanic4
- Asian2
- LEP4
- 5042
Students with disabilities receiving only one out-of-school suspension
- Hispanic: 4 (male: 2, female: 2)
- Asian: 2 (all male)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Section 504: 2 (all male)
Students with disabilities receiving more than one out-of-school suspension: 7 (male: 5, female: 2)
- Hispanic: 7 (male: 5, female: 2)
- Limited English Proficiency (LEP): 5 (all male)
Expulsions:
(State average from 1,805 schools)
Expulsion under zero tolerance policies refers to an action taken by the local educational agency of removing a child from his/her regular school for the remainder of the school year or longer because of zero-tolerance policies. A zero tolerance policy is a policy that results in mandatory expulsion of any student who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered "zero tolerance" even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify the expulsion on a case-by-case basis
- Hispanic: 2
Students without Disabilities who received an expulsion with educational services per 1,000 students
Stephen R. Fitz Intermediate School: | 2.9 |
California: | 10.5 |
Students without Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
- Hispanic: 2
- Limited English Proficiency (LEP): 2
Students without Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Stephen R. Fitz Intermediate School: | 2.9 |
State: | 2.6 |
Students with Disabilities who received an expulsion with educational services: 2 (all male)
- Hispanic: 2
Students with Disabilities who received an expulsion with educational services per 1,000 students
Here: | 2.9 |
California: | 4.5 |
Students with Disabilities who received an expulsion under zero tolerance policies: 2 (all male)
- Hispanic: 2
Students with Disabilities who received an expulsion under zero tolerance policies per 1,000 students
Here: | 2.9 |
California: | 0.6 |
Classes & Courses
Algebra I:
(State average from 1,382 schools)
7th grade studenst who passed Algebra I: 16
School: | 94.1% |
State: | 107.7% |
8th grade student enrollment in Algebra I: 13 (male: 4, female: 9)
- Hispanic: 7 (male: 2, female: 5)
- Asian: 4 (male: 2, female: 2)
- White: 2 (all female)
- Hispanic: 4
Stephen R. Fitz Intermediate School: | 30.8% |
California: | 85.6% |
Geometry:
Comments
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