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Pioneer Middle School

School Information

School Name: Pioneer Middle School
District Name: Tustin Unified School District
School Address:  2700 Pioneer Road, Tustin, CA 92782
School Phone:  714.730.7534
School Fax: 714.730.5405
Principal:  Mike Mattos
Principal E-Mail:  mmattos@tustin.k12.ca.us
Web Address: http://www.pioneerwildcats.org/

Demographics

Number of Students: 1385
Number eligible for Free and Reduced Lunch:   5%
Percent of Limited English Proficient:  9%
Percent of Special Education:  4%
Racial/Ethnic Percentages:

  • White: 39.0%
  • Black:  2.0%
  • Hispanic: 12.1%
  • Asian:  39.6%
  • Other: 7.3%

Student Achievement Data

Pioneer's State Academic Performance Index (API)

 
2004
2005
2006
2007
2008
2009
2010
Over-All
866
883
915
923
934
930
939
Asian
911
921
950
953
968
White
860
855
909
918
929
 
6th
931
7th
939
8th
936

 

Average Yearly Progress (AYP)
Percentage of Students Proficient and Advanced  

English Language Arts
2002
2003
2004
2005
2006
2007
2008
2009
2010
All Students
66
68.1
69.3
76.4
79.9
81.9
83
84.7
85.3
Asian
74
74.8
76.4
81.8
86.7
85.8
89.2
Hispanic or Latino
37.3
46.4
50.6
52.7
56
57
59
White (not Hispanic)
68.3
69.3
68.7
76.9
79.3
83.5
84
English Learners
16.1
22.3
41.1
48
58.9
58.1
40

Mathematics
2002
2003
2004
2005
2006
2007
2008
2009
2010
All Students
62.2
62.9
68.2
70.7
81.7
82.8
83.1
79.1
80.0
Asian
78.2
76.5
83.9
81.6
91.9
93.3
94
Hispanic or Latino
35.5
36.9
43.2
47.3
59
60.7
44
White (not Hispanic)
60.7
61.8
63.7
69.1
78.5
78.6
81
English Learners
33.3
39.1
56.8
58
73.3
74.2
59

 

California Standards Test (CST)

Math 6
2007
2008
2009
2010
Advanced
44
47
44
49
Proficient
43
30
34
29
Basic
10
19
17
14
Below Basic
3
4
4
6
Far Below Basic
1
0
1
1

PreAlgebra
2005
2006
2007
2008
2009
2010
Advanced
36
47
29
42
27
39
Proficient
34
37
46
38
37
38
Basic
24
13
19
15
26
16
Below Basic
6
3
7
4
9
5
Far Below Basic
1
1
0
2
2
1

Algebra
(grade 7)
2005
2006
2007
2008
2009
2010
Advanced
9
23
46
78
76
86
Proficient
63
60
53
22
23
14
Basic
26
15
1
0
1
0
Below Basic
2
2
0
0
0
0
Far Below Basic
0
0
0
0
0
0

General Math
(grade 8)
2007
2008
2009
2010
Advanced
2
9
6
4
Proficient
21
26
16
24
Basic
53
30
35
45
Below Basic
23
28
39
21
Far Below Basic
2
9
4
6

Algebra
(grade 8)
2007
2008
2009
2010
Advanced
13
39
41
36
Proficient
60
52
48
44
Basic
25
8
11
16
Below Basic
2
1
0
3
Far Below Basic
0
0
0
1

Geometry
(grade 8)
2006
2007
2008
2009
2010
Advanced
47
72
81
75
76
Proficient
50
28
19
24
22
Basic
4
0
1
1
1
Below Basic
0
0
0
0
0
Far Below Basic
0
0
0
0
0

Language Arts
(grade 6)		 2004
2005
2006
2007
2008
2009
2010
Advanced
33
44
45
47
51
55
57
Proficient
31
31
31
34
31
30
27
Basic
24
19
18
14
14
11
12
Below Basic
6
3
4
5
3
3
4
Far Below Basic
1
3
1
1
1
1
1

Language Arts
(grade 7)		 2004
2005
2006
2007
2008
2009
2010
Advanced
37
39
48
42
58
53
58
Proficient
33
37
32
38
27
31
30
Basic
21
19
15
14
10
13
9
Below Basic
5
3
3
2
4
1
2
Far Below Basic
4
2
2
1
2
1
2

Language Arts
(grade 8)		 2004
2005
2006
2007
2008
2009
2010
Advanced
33
38
46
48
47
59
63
Proficient
33
32
31
30
34
26
22
Basic
26
20
18
18
14
11
13
Below Basic
5
7
4
2
2
3
2
Far Below Basic
2
3
1
2
2
1
1

Science
(grade 8)
2006
2007
2008
2009
2010
Advanced
54
58
69
73
73
Proficient
28
26
21
18
16
Basic
12
10
7
5
8
Below Basic
5
4
2
2
2
Far Below Basic
1
1
2
2
1

History
(grade 8)
2006
2007
2008
2009
2010
Advanced
32
36
47
47
62
Proficient
32
38
31
30
20
Basic
28
21
17
18
14
Below Basic
6
3
3
3
2
Far Below Basic
3
1
2
2
1

 

Students in Advanced Math
2004
2005
2006
2007
2008
Algebra (7th)
79
124
199
227
253
Geometry (8th)
64
82
107
119
125

 

English Language Learner Re-designations
2003-2004
2004-2005
2005-2006
Number of students re-designated
7
11
20 of 84
Percentage of EL population re-designated
11.9%
13.3%
24%

 

Please feel free to comment on any aspect of the data that you feel is particularly significant.

Over the past three years, our school-wide SMART goals have focused on improving student achievement in the areas of pre-algebra and algebra, as well the overall achievement of our English language learning students. As demonstrated by the charts listed above, we have seen significant improvement in these targeted areas. Over the past three years, the number of EL students scoring proficient or advanced on the California Standards Test (CST) in language arts test has increased by 43%, while over the past four years our EL students have an 87% increase on the CST in mathematics. In addition, last year 24% of our EL students were redesignated English proficient--these results far surpass district and state averages.

Please present any additional information that indicates your efforts to build a professional learning community have had a positive impact upon students and/or teachers.

In his book Good to Great, Jim Collins asks, “ Why try for greatness? If you're doing something you care that much about, and you believe in its purpose deeply enough, then it is impossible to imagine not trying to make it great. It's just a given…Greatness is not a function of circumstance….it is largely a matter of conscious choice, and discipline.” Two years ago, the staff of Pioneer Middle School faced this very choice--would we settle for being a good school for most students, or would we have the discipline to become a great school for all students? With an unquestionable passion for our students and learning, our staff’s decision was “a given”. Collectively, we worked with the entire Pioneer community to create our current mission: To maximize every student’s academic potential and personal responsibility. This singular purpose is firmly grounded in our fundamental belief that all students can learn at high levels. We believe it is not merely our job to teach; instead, it is our steadfast responsibility to ensure that all students learn. While our mission is quite simple in concept, its creation and implementation has proven to be powerful and dynamic.

To ensure high levels of learning for all students, we work collaboratively on our “Late-Start Wednesdays” to identify essential standards, share best instructional practices, create common assessments, and analyze student assessment data. Failure is not an option, so we have developed a “Pyramid of Interventions” to provide additional time and support for all students. Teachers refer students into the program every 3-4 weeks, and we meet weekly with at-risk students to monitor progress and to provide additional help if needed. We have expanded our course offers to assure that every student receives targeted instruction and additional learning time during the school day. For example, our math department created three new courses: Algebra AB, Intro to Algebra, and Pre-Algebra AB. Algebra AB and Pre-Algebra AB provide at-risk students a rigorous two-period math block. These courses use the same textbook, same assessments, and same curriculum as the one-period classes, but give students more time and differentiated instructional practices to master the concepts. This preventive intervention has been highly successful, as last year our proficiency rate on the CST in Algebra improved by 11% and Pre-Algebra improved by 14%.

Because our mission is to maximize every student’s academic potential, our focus extends beyond assuring grade-level proficiency, and challenges students to master more rigorous curriculum. Over half of our students take accelerated level coursework, including honors language arts, geometry, foreign language, and science. At Pioneer, it is “cool” to be smart, to help others, and to take pride in your school. Last semester, almost half our students received Principal’s Honor Roll (3.5 GPA or higher) and over 900 students were recognized for their school achievement.

While academic success is important, we also believe that middle school should be a place for all students to explore new disciplines, to experience new opportunities, and to have fun learning. To this end, all students set quarterly, “REAL Wildcat” goals for academic achievement, extra-curricular involvement, exploration, leadership, and service. Currently over 100 students participate in student government, over 700 students in our fine arts programs (band, orchestra, chorus, art), over 800 students in our sports programs, and over 1000 students in academic competitions. Grade-level programs transition our students from the nurturing attributes of elementary school to the flexible and age-appropriate expectations of future high school students. Eighth grade mentors meet weekly with our sixth grade students to teach them the “ Wildcat Way”, helping to prepare them for success at Pioneer, in high school, and beyond.

Steadily, we are making our mission a reality. Over the past two years, Pioneer’s state Academic Performance Index (API) score has improved 49 points to 915, ranking us within the top three middle schools in Orange County and top 5% in the state.

List any Awards and Recognition Garnered by Your School

- Named Best Public Middle School in Orange County, 2009
- Featured in the resources: Revisiting Professional Learning Communities at Work™, Pyramid Response to Intervention, and The Power of Professional Learning Communities: Bringing the Big Ideas to Life video series
- Pioneer’s Concert Band, Unanimous Superior Rating, 2003–2008
- Pioneer’s Chamber Orchestra, Unanimous Superior Rating, 2003–2008
- Featured in Orange County Register in article called "Pioneer Middle School sets the bar high," 2008
- NCLB National Blue Ribbon Award, 2008
- API Growth, 2004–2008: 70 Points
- Pioneer Advanced Chorus, Best of Festival, 2008
- California Distinguished School (Perfect Application Score), 2007
- Highest API of all Orange County Middle Schools (Current API: 938), 2007
- Pioneer Yearbook, Columbia Press Scholastic Award, 2007
- Selected by Dr. Richard DuFour to participate in a video series that focuses on how to be a professional learning community. Nationally, only eight schools received this recognition, 2006
- Nominated California Distinguished School, 2006
- Pioneer Yearbook, National Pacesetting Award, 2006
- Selected as a pilot school for Achieve Data Solutions common assessment program, 2005
- Rotary Club “Good Ideas” Recipient, 2005
- “Fit-4-Life” Grant Recipient, 2004
- Named as a California Distinguished School, 2003
- Finalist, California “Schools-to-Watch” Program, 2003