Soledad Enrichment Action Charter High

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1 Soledad Enrichment Action Charter High California Department of Education School Accountability Report Card Reported Using Data from the School Year Published During 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 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. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents/guardians, and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district, the county, and the state. 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. Robert Sortino Principal, Soledad Enrichment Action Charter High About Our School About Our School Soledad Enrichment Action (S.E.A.) Charter High School, we are honored to represent a successful educational program that is excelling in meeting the needs of the most underserved population in Los Angeles County. S.E.A. Charter High School was established in 1997 to meet the needs of those students who were not successful at a comprehensive high school. Most students consider us "the last chance." Our model serves grades 9-12, totaling approximately 1300 students at 14 sites throughout Los Angeles County. Our authorizing LEA is Los Angeles County of Office Education (LACOE.) S.E.A. Charter School is their only conversion charter school. The students of S.E.A. Charter High School attend year round and benefit from credit recovery, differentiated instruction and character education. Students have the option to recover their credits and then return to their home district, or graduate from S.E.A. Charter High School with a WASC acredited diploma. Contact Soledad Enrichment Action Charter High 222 North Virgil Ave. Los Angeles, CA Phone:

2 About This School Contact Information - Most Recent Year Contact Information - Most Recent Year District Contact Information - Most Recent Year School Contact Information - Most Recent Year District Name Los Angeles County Office of Education School Name Soledad Enrichment Action Charter High Phone Number (562) Street 222 North Virgil Ave. Superintendent Arturo Delgado City, State, Zip Los Angeles, Ca, Address Phone Number Web Site Principal Robert Sortino Address Web Site County-District School (CDS) Code School Description and Mission Statement - Most Recent Year School Description and Mission Statement - Most Recent Year Soledad Enrichment Action (S.E.A.) Charter School provides a WASC accredited educational program to youth who are at high risk for academic failure, credit deficiency, dropping out, expulsion and/or delinquency. These high school students are provided with the opportunity to resume and ultimately complete their requirements for high school diploma. S.E.A. Charter School educational model is through a small educational setting coupled with social services and enrichment activities for students and their families. S.E.A. Charter School provides a set of social services to youth and families. Continually, youth and families look to S.E.A. Charter School as a last chance; the final option that provides a safe environment, Common Core State Standards based learning and character development. Starting with the enrollment process, S.E.A. Charter School students learn the importance of the academic, social and behavior skills which are needed to become College and Career Ready. S.E.A. Charter School, a County Community School, enables students to develop the educational and social foundations needed to lead a productive, responsible, and self-sufficient life. S.E.A. Charter School has 14 school sites in Los Angeles County with 55 highly qualified, credentialed classroom teachers. S.E.A. Charter School offers year-round continuous enrollment. Students have the option to recover credits at S.E.A. Charter School and return to their home district, or stay on course to earn a S.E.A. Charter School high school diploma. S.E.A. Charter School collaborates with multiple agencies where the school sites reside, such as Los Angeles County of Office of Education, the Department of Los Angeles County of Probation, community based organizations, courts, law enforcement and social service providers. S.E.A. Charter School includes all stakeholders as part of a team that will continue to be committed to providing a rigorous curriculum that prepares students to be College and Career Ready. Since 2011, S.E.A. Charter School has been an accredited school by the WASC commission and was revisited in 2014 for a Mid-Review. S.E.A. Charter School is scheduled for a WASC visit in S.E.A. Charter School is authorized to operate as a County Community School, as an educational option to better serve expelled, probation and other at-risk students. S.E.A. Charter School is in compliance with all requirements of County Community Schools including, but not limited to, its program components, minimum school day, minimum instructional day, funding, fiscal reporting and facilities. Mission Statement: The mission of the Soledad Enrichment Action (SEA) Charter School is to provide educational opportunities, life skills training, and counseling services to youth, and their parents, who have been unsuccessful in receiving and benefiting from traditional educational services. The school provides students with critical skills, which include the ability to read, write, speak and calculate with clarity and precision, in order to enable students to participate productively and responsibly in community life. Page 2 of 34

3 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Grade Total Enrollment Grade 9 Grade 10 Grade 11 Grade 12 Student Enrollment by (School Year ) Student Enrollment by (School Year ) of Total Enrollment Black or African American 15.3 % American Indian or Alaska Native 1.4 % Asian 0.2 % Filipino 0.2 % 34% 7%5% 15% 1% Hispanic or Latino 82.1 % 82% Native Hawaiian or Pacific Islander 0.1 % White 0.6 % 92% Two or More Races 0.1 % Socioeconomically Disadvantaged 92.0 % English Learners 34.0 % Students with Disabilities 7.6 % Foster Youth 5.1 % Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth Last updated: 1/8/2016 Page 3 of 34

4 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair Teacher Credentials Teacher Credentials Teachers School District With Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Without Full Credential 0.5 Teachers Teaching Outside Subject Area of Competence (with full credential) Last updated: 1/8/2016 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions Total Teacher Misassignments* Vacant Teacher Positions 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. Last updated: 1/8/2016 Page 4 of 34

5 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes of Classes In Core Academic Subjects Taught by Highly Qualified Teachers of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 100% % All Schools in District 67% 34% High-Poverty Schools in District Low-Poverty Schools in District 70% 30% 36% 64% Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year Year and month in which data were collected: January 2015 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Students Lacking Own Assigned Copy Reading/Language Arts English/Language Arts - McDougal Littell, The Language of Literature Yes 0.0 % English/Language Arts - McDougal Littell, The Language of Literature (American Literature) Mathematics McDougal Littell, Algebra 1 McDougal Littell, Geometry McDougal Hill, Algebra 2 Yes 0.0 % Science Mcgraw-Hill, Glencoe Bilogy Mcgraw-Hill, Glencoe Chemistry Concepts and Applications Mcgraw-Hill, Glencoe Eart Science Yes 0.0 % History-Social Science Holt, American Anthem NTC's American Government Holt, World History American Legacy 0.0 % Foreign Language n/a 0.0 % Health Glencoe Health a Guide to Wellness Yes 0.0 % Visual and Performing Arts n/a 0.0 % Science Lab Eqpmt (Grades 9-12) 0.0 % Page 5 of 34

6 School Facility Conditions and Planned Improvements - Most Recent Year School Facility Conditions and Planned Improvements - Most Recent Year SEA administration has coordinated with LACOE auditors in the inspection of all SEA facilities. Inspections were conducted from December 3, 2014 to December 22, All those marked for repairs were punctually corrected. LACOE auditor s recommended minor repairs include the following: Repair/Replace damaged carpets Replace painted anti-slip tape on staircase Replace damaged light fixture covers Replace water damaged ceiling tiles Replace round-type doorknob for lever-type Repair cracks and holes on walls Install fire extinguisher sign on teacher s lounge and corridor Install signage for the hearing and visually impaired. School Facility Good Repair Status - Most Recent Year Year and month in which data were collected: December 2014 Last updated: 1/8/2016 System Inspected Rating Repair Needed and Action Taken or Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Good HVAC: Long Beach- Installed new HVAC system in the office area. Montebello- Installed new portable AC unit in office. South Gate- Installed new HVAC system for the main office area. Girls Academy- Replaced main sewer line. Replaced compressor on HVAC unit. North Hills- Replaced compressor on HVAC unit in bungalow 2. Installed two window units and a portable AC unit in one of the offices. All Facilities- Performed General Maintenance Service on all HVAC Systems All Facilities- Performed General Maintenance Service on Sewer lines as needed. Interior: Interior Surfaces Good Girls Academy- Replaced carpet with VCT tile in Main Office and classroom 1 S. Gate- Installed new VCT tile in the main office. Installed new flooring on corridors and lobby area. Remove carpet on walls and replaced with drywall. Replace flooring on the Gym. All Facilities- Painting throughout the facility was conducted as needed Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good Provided pest/vermin fumigation services at different locations Electrical: Electrical Good Conducted general repairs on light fixtures, electrical outlets and panel breakers throughout the year. Restrooms/Fountains: Restrooms, Sinks/Fountains Good South Gate- Staff restroom was made ADA compliant. Repaired water heater. Girls Academy- Replaced water heaters. All Facilities- Restrooms were maintained clean and in good order with all paper supplies in place. Water Fountains- Maintained good water fountain service throughout the year. Water filters were replaced according to vendor/ manufacturer recommendations. Safety: Fire Safety, Hazardous Materials Good Annual Fire alarm testing was Page 6 of 34

7 Materials conducted as required by local Fire Department Agency. Structural: Structural Damage, Roofs Good Manchester- Roof repair Girls Academy- Roof repair Pacoima- Roof repair No Structural damages. External: Playground/School Grounds, Windows/Doors/Gates/Fences Good All Facilities- Painting throughout the facility was conducted as needed Various Facilities- Conducted minor repairs on electrical gates as needed. Manchester- Replaced old windows with new double-pane energy efficient windows on the East side of the building Overall Facility Rate - Most Recent Year Year and month in which data were collected: December 2014 Overall Rating Good Last updated: 1/8/2016 Page 7 of 34

8 B. Pupil Outcomes State Priority: Pupil The SARC provides the following information relevant to the State priority: Pupil (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study California Assessment of Student Performance and Progress Results for All Students (School Year ) California Assessment of Student Performance and Progress Results for All Students (School Year ) of Students Meeting or Exceeding the State Standards Subject School District State English Language Arts / Literacy (grades 3-8 and 11) 6% 26% 44% Mathematics (grades 3-8 and 11) % 15% 33% Note: ages 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. Double dashes (--) appear in the table when the number of students tested is ten or less. Page 8 of 34

9 CAASPP Assessment Results - English Language Arts (ELA) CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by s, Grades Three through Eight and Eleven (School Year ) Disaggregated by s, Grades Three through Eight and Eleven (School Year ) ELA - Grade 3 ELA - Grade 3 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 9 of 34

10 ELA - Grade 4 ELA - Grade 4 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 10 of 34

11 ELA - Grade 5 ELA - Grade 5 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 11 of 34

12 ELA- Grade 6 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 12 of 34

13 ELA - Grade 7 ELA - Grade 7 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 13 of 34

14 ELA - Grade 8 ELA - Grade 8 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 14 of 34

15 ELA - Grade 11 ELA - Grade 11 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 61.0% 30.0% 6.0% 0.0% Male % 63.0% 27.0% 5.0% 1.0% Female % 57.0% 34.0% 6.0% 0.0% Black or African American % 69.0% 22.0% 3.0% 0.0% American Indian or Alaska Native % Asian % 0.0% 0.0% 0.0% 0.0% Filipino % Hispanic or Latino % 60.0% 30.0% 6.0% 0.0% Native Hawaiian or Pacific Islander % White % Two or More Races % 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged % 61.0% 30.0% 5.0% 0.0% English Learners % 79.0% 15.0% 1.0% 0.0% Students with Disabilities % 73.0% 18.0% 0.0% 0.0% Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 15 of 34

16 CAASPP Assessment Results - Mathematics CAASPP Assessment Results - Mathematics Disaggregated by s, Grades Three through Eight and Eleven (School Year ) Disaggregated by s, Grades Three through Eight and Eleven (School Year ) Mathematics - Grade 3 Mathematics - Grade 3 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 16 of 34

17 Mathematics - Grade 4 Mathematics - Grade 4 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 17 of 34

18 Mathematics - Grade 5 Mathematics - Grade 5 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 18 of 34

19 Mathematics - Grade 6 Mathematics - Grade 6 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 19 of 34

20 Mathematics - Grade 7 Mathematics - Grade 7 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 20 of 34

21 Mathematics - Grade 8 Mathematics - Grade 8 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 21 of 34

22 Mathematics - Grade 11 Mathematics - Grade 11 Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 91.0% 5.0% 0.0% 0.0% Male % 88.0% 6.0% 1.0% 0.0% Female % 96.0% 3.0% 0.0% 0.0% Black or African American % 97.0% 0.0% 0.0% 0.0% American Indian or Alaska Native % Asian % 0.0% 0.0% 0.0% 0.0% Filipino % Hispanic or Latino % 90.0% 6.0% 1.0% 0.0% Native Hawaiian or Pacific Islander % White % Two or More Races % 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged % 91.0% 5.0% 0.0% 0.0% English Learners % 93.0% 1.0% 0.0% 0.0% Students with Disabilities % 82.0% 9.0% 0.0% 0.0% Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 students that did not receive a score; 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 students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 22 of 34

23 California Standards Tests for All Students in Science Three-Year Comparison of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject Science (grades 5, 8, and 10) 8% 9% 9% 28% 42% 32% 59% 60% 56% Note: Scores are not shown 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. Double dashes (--) appear in the table when the number of students tested is ten or less. California Standards Tests Results by in Science (School Year ) of Students Scoring at Proficient or Advanced All Students in the LEA 32% All Students at the School 9% Male 12% Female 2% Black or African American 5% American Indian or Alaska Native -- Asian -- Filipino -- Hispanic or Latino 8% Native Hawaiian or Pacific Islander -- White -- Two or More Races -- Socioeconomically Disadvantaged 8% English Learners 1% Students with Disabilities 2% Students Receiving Migrant Education Services -- Foster Youth -- Note: Scores are not shown 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. Double dashes (--) appear in the table when the number of students tested is ten or less. Page 23 of 34

24 Career Technical Education Programs (School Year ) Career Technical Education Programs (School Year ) n/a Career Technical Education Participation (School Year ) Career Technical Education Participation (School Year ) Measure CTE Program Participation Number of Pupils Participating in CTE 0 of Pupils Completing a CTE Program and Earning a High School Diploma % of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education % Courses for University of California and/or California State University Admission Courses for University of California and/or California State University Admission UC/CSU Course Measure Pupils Enrolled in Courses Required for UC/CSU Admission 99.8% Graduates Who Completed All Courses Required for UC/CSU Admission % Page 24 of 34

25 State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education California High School Exit Examination Results For Grade Ten Students Three-Year Comparison (if applicable) California High School Exit Examination Results For Grade Ten Students Three-Year Comparison (if applicable) of Students Scoring at Proficient or Advanced School District State Subject English Language Arts 11% 11% 13% 31% 31% 40% 57% 56% 58% Mathematics 13% 15% 20% 32% 33% 41% 60% 62% 59% Note: ages 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. Double dashes (--) appear in the table when the number of students tested is ten or less. English Language Arts of Students Scoring at Proficient or Advanced 15.0 Mathematics of Students Scoring at Proficient or Advanced Page 25 of 34

26 California High School Exit Examination Grade Ten Results by (School Year ) (if applicable) English Language Arts Mathematics Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA 60% 17% 23% 59% 26% 15% All Students at the School 87% 9% 4% 80% 18% 2% Male 87% 11% 3% 80% 17% 3% Female 88% 6% 5% 80% 20% % Black or African American 94% 2% 4% 89% 6% 4% American Indian or Alaska Native % % % % % % Asian % % % % % % Filipino % % % % % % Hispanic or Latino 86% 10% 4% 78% 20% 2% Native Hawaiian or Pacific Islander % % % % % % White % % % % % % Two or More Races % % % % % % Socioeconomically Disadvantaged 87% 10% 4% 79% 19% 2% English Learners 99% % 1% 91% 9% % Students with Disabilities 97% 3% % 91% 9% % Students Receiving Migrant Education Services % % % % % % Foster Youth % % % % % % Note: ages 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. Double dashes (--) appear in the table when the number of students tested is ten or less. California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) of Students Meeting Fitness Standards Grade Level Four of Six Standards Five of Six Standards Six of Six Standards Note: ages 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. Last updated: 1/8/2016 Page 26 of 34

27 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite Opportunities for Parental Involvement - Most Recent Year Opportunities for Parental Involvement - Most Recent Year S.E.A. Charter School is committed to Parental Involvement, by equipping and empowering our parents via encouraging our parents to participate and complete a minimum of a 24-week Parenting Program called, Parents Helping Parents. Furthermore, S.E.A. Charter School takes advisory input from parents who have been elected to serve in the School Site Council (SSC) and English Learner Advisory Council (ELAC). Also, parents are invited to participate in our Multi-Decision Making Team (MDMT) meetings where students, teachers, school staff and parents collaborate to improve their student s achievement and outcomes. S.E.A. Charter School provides an opportunity for parents/guardians to meet with teachers and staff every 4th Wednesday of the month to review, student academic progress, attendance and college requirements. State Priority: Pupil Engagement Last updated: 1/8/2016 The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator Dropout Rate 14.8% 12.5% 12.6% 14.8% 12.5% 12.6% 13.1% 11.4% 11.5% Graduation Rate Dropout/Graduation Rate (Four-Year Cohort Rate) Chart Dropout Rate Graduation Rate Page 27 of 34

28 Completion of High School Graduation Requirements Completion of High School Graduation Requirements Graduating Class of 2014 School District State All Students Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth Page 28 of 34

29 State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety Suspensions and Expulsions Suspensions and Expulsions School District State Rate Suspensions Expulsions Suspensions Expulsions School Suspensions District Suspensions State Suspensions School Expulsions District Expulsions State Expulsions School Safety Plan - Most Recent Year The Soledad Enrichment Action Safety Department is committed to providing a clean and safe environment for its employees and clients. For this reason, a comprehensive safety plan has been developed and implemented at all its facilities. All policies and procedures in the safety plan are in accordance with LACOE and state safety regulations. As we continue to work with LACOE s auditors and local fire and health authorities, our primary goal is to ensure that our facilities are safe and in compliance. The list below includes the major provisions of our safety plan: Facility inspections are conducted on a monthly basis. Fire drills are conducted on a quarterly basis. Duck and Take Cover drills are conducted on a semi-annual basis. Safety Meetings at each one of the facilities are conducted on a monthly basis. Local Fire Department Marshal conducts routine fire and life safety inspections.. Fire protection equipment is inspected and certified annually. Department of Health Services conducts annual inspections. Employees are required to report potential safety hazards immediately through our facility maintenance reporting system. Safety coordinators and credentialed staff are certified on CPR and First Aid. Safety Trainings are conducted throughout the year All employees are covered on the safety plan policies and procedures. SEA adheres to new updated LACOE S safety compliance regulations. Last updated: 1/8/2016 Page 29 of 34

30 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. Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District State Made AYP Overall Yes N/A Met Participation Rate - English Language Arts Yes Yes Met Participation Rate - Mathematics Yes Yes Met Proficient - English Language Arts N/A N/A Met Proficient - Mathematics N/A N/A Met Attendance Rate Yes Met Graduation Rate Yes N/A Last updated: 1/8/2016 Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Indicator School District Program Improvement Status In PI Not in PI First Year of Program Improvement Year in Program Improvement Year 5 Year 3 Number of Schools Currently in Program Improvement N/A 0 of Schools Currently in Program Improvement N/A % Note: Cells with NA values do not require data. Average Class Size and Class Size Distribution (Elementary) Number of Classes * Number of Classes * Number of Classes * Grade Level K Other Average Class Size Average Class Size Average Class Size * Number of classes indicates how many classes fall into each size category (a range of total students per class). Page 30 of 34

31 Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size Average Class Size Average Class Size English Mathematics Science Social Science * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 0.0 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 0.0 N/A Psychologist 1.0 N/A Social Worker 1.0 N/A Nurse 0.0 N/A Speech/Language/Hearing Specialist 1.0 N/A Resource Specialist (non-teaching) 3.0 N/A Other 0.0 N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site -- $ District N/A N/A $00 -- Difference School Site and District N/A N/A 0.0% 0.0% State N/A N/A $5,348 $00 Difference School Site and State N/A N/A 0.0% 0.0% Note: Cells with N/A values do not require data. Last updated: 1/8/2016 Page 31 of 34

32 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) SEA Charter continues to have a variety of supplemental services such as: Parents Helping Parents - A curriculum that all parents who enroll students are encouraged to participate in Gang Reduction Youth Developmental - A program that works throughout Los Angeles county in gang reduction Employment Services - Job readiness program Caught in the Crossfire - An intervention program for students seriously injured by gunfire Home-based Services - Offers in home counseling for delinquent youths Mental Health Services Gender Specific Services for Girls Last updated: 1/8/2016 Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary Average Principal Salary (Elementary) $ -- Average Principal Salary (Middle) $ -- Average Principal Salary (High) $ -- Superintendent Salary of Budget for Teacher Salaries of Budget for Administrative Salaries For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Teacher Salary Chart Principal Salary Chart Average Principal Salary Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 32 of 34

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