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School Accountability Report Card
About This School
Contact Information (School Year 2018—19)
Last updated: 1/3/2019
School Description and Mission Statement (School Year 2018—19)
The teachers, administrators, and staff of Parsons Junior High believe that all students will be successful. Our collective efforts will make that expectation a reality. We pledge to be responsible for ALL students, to learn from our experiences, and challenge ourselves to grow. We will be positive, and at all times show respect to ourselves, each other, and our community.
“Preparing today for tomorrow’s success… No exceptions… No excuses!”
Parsons Junior High School, located in Redding, California, houses 6th-8th-grade students. Our student population reflects the ethnic diversity of our east Redding community.
Parsons provides Honors courses in every content area designed to prepare students for the rigor of high school AP courses, College Prep classes to best meet diverse needs, as well as Foundational Level classes to help students grow and succeed that are 1 or 2 grade levels below. It is our mission to accelerate the learning of our struggling students and also to challenge students at grade level and above. We are a No Excuses University School, and it is our declaration to all that we are absolutely committed to student achievement and ensuring choice for our students in the future. To foster this commitment, our Site Literacy Teacher and Title I aide team provide support to teachers and students in the content area classrooms in pre-reading strategies, academic vocabulary acquisition, and comprehension. The addition of a Wellness Center was instituted in the 17-18 school year and continues to expand with support structures and personnel such as a full-time counselor, refocus/calm down room, behavior tech aides, access to the health center, and quick assessment of needs by school administration. Special Day and Resource classes for our 6th-8th-grade students ensure all special education students are integrated into the regular program as appropriate. Our lab-based science building, our newly build STEAM lab, our music buildings, our beautiful library, our gym and all the classrooms, as well as our beautifully manicured grounds, provide a safe and comfortable environment in which to learn.
Each classroom has adopted a college or university, with bulletin boards advertising the respective colleges displayed in each. College signs adorn the outside of every classroom, further instilling a belief and desire in our students the pursue higher education after high school. Grade levels participate in college visits during the school year. We have visited Shasta College, UC Davis, and Simpson University. This exposure to college life and the requirements has made the goal tangible for our students and they work hard so that college becomes an option right after high school.
Our music department includes five vocal groups and five bands, ranging from Beginning to Advanced levels, with one-fourth of our students participating in our award-winning music program. Our library is equipped with an online card catalog as well as eight research stations. Our science wing is constructed to provide lab-based science instruction with six lab stations in each room, giving our students real-world science that is hands-on and rigorous. Our STEAM program offers project-based learning in conjunction with the new NGSS content standards and the over-arching math Common Core standards.
All math and language arts classes have a 1:1 ratio of Chromebooks used for the online math and language arts intervention or enrichment program through iReady, as well as focusing on critical thinking and spatial awareness, web-based intervention programs, research, writing and editing of reports, and interactive web-based standards activities. Students can expand their computer and technological skills (part of the STEAM program) with our Google applications and other platforms learning 3-D imaging, video editing, creation of school training videos (part of the Digital Marketing Club), and yearbook (as a class or club).
Parsons Junior High staff uses "What is best for students? What will prepare our students for their future?" as the lens for all decisions. We are individually and collectively committed to doing whatever it takes to help our students succeed. Staff members communicate effectively with families about their child’s growth and needs with class websites, positive phone calls, newsletters, notes home, and emails. Progress toward our site goals is attributed to regular collaboration among teachers, stringent focus on state standards, and dedicated attention to individual needs and concept development for each student. To accomplish this, we have leveled classes, so all students are challenged or have their learning accelerated to fill learning gaps. Our student leadership team and eighth grade WEB group (Where Everyone Belongs) has led the way in creating a community of engaged learners. They have successfully created an atmosphere of respect and trust. WEB leaders have adopted new students for the year, to help them acclimate to our school and become connected. They also teach sixth grade students about anti-bullying, character education, and other pertinent issues. This atmosphere then fosters a positive learning environment where students are free to explore and enjoy the rigor of the classroom instruction. Common procedures, common Instructional Norms, and a common discipline plan are observed and adhered to throughout the school, creating a warm, safe, orderly campus. This is done through a fully adopted and implemented program known as Capturing Kids’ Hearts.
Last updated: 1/3/2019
Student Enrollment by Grade Level (School Year 2017—18)
|Grade Level||Number of Students|
Last updated: 1/3/2019
Student Enrollment by Student Group (School Year 2017—18)
|Student Group||Percent of Total Enrollment|
|Black or African American||0.7 %|
|American Indian or Alaska Native||3.0 %|
|Hispanic or Latino||23.3 %|
|Native Hawaiian or Pacific Islander||%|
|Two or More Races||10.0 %|
|Student Group (Other)||Percent of Total Enrollment|
|Socioeconomically Disadvantaged||83.5 %|
|English Learners||12.5 %|
|Students with Disabilities||16.3 %|
|Foster Youth||1.4 %|