PUC CA Academy for Liberal Studies Early College H

Transcription

1 PUC CA Academy for Liberal Studies Early College H Connie Rivas, Principal Principal, PUC CA Academy for Liberal Studies Early College H About Our School About Our School The PUC California Academy for Liberal Studies Early College High School (PUC CALS ECHS) is celebrating its tenth year of operation in We are a small charter school that is operated by Partnerships to Uplift Communities (PUC Schools). We serve students and families from North East Los Angeles and have been doing so for ten years. PUC CALS ECHS is an early college model which allows students to take college classes while in high school. Our focus from our start is individualized student attention to help create a future college graduate. We believe in serving the whole child in order to have a strong high school graduation rate, college going rates, and college retention rate with every graduating class. Our students and families understand that we have high academic expectations because they matter and deserve it. We want every student to graduate from high school prepared for college success. PUC CALS ECHS has had tremendous academic and school success over the years. In 2009, it was named a California Distinguished School. Our student achievement data continues to rise and our graduation rate was 100% last school year. We are continuing to get students into colleges across the state and some out of state. Our small school community not only has academic achievements but also has a strong student and parent community that works hard to uplift the school community through clubs, sports, and strong parent engagement. As an organization and school site we are data driven and allow data to guide our decision making and school focus areas for the school year. When looking at our achievement data we found that we need to continue to focus on our Common Core transition, SAT Prep, and overall math literacy. We have a School Success Plan for the upcoming school year that anchors our efforts around our achievement efforts and provides a holistic approach toward ensuring we meet our goals. In addition, we are excited about our continued work with the Bill & Melinda Gates Foundation-The College Ready Promise and look forward to continuing to strengthen our teacher development system through that work. We have a great school year ahead focused on student and teacher achievement. Connie Rivas, Principal Contact 7350 North Figueroa St. Los Angeles, CA Phone: c.rivas@pucschools.org View Larger Map

2 Data and Access Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page. For additional information about the school, parents 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., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), 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. Additional Information For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page. Page 2 of 28

3 About This School Contact Information (School Year ) Contact Information (School Year ) School District School Name PUC CA Academy for Liberal Studies Early College H District Name Los Angeles Unified Street 7350 North Figueroa St. Phone Number (213) City, State, Zip Los Angeles, Ca, Web Site Phone Number Superintendent First Name John Principal Connie Rivas, Principal Superintendent Last Name Deasy Address c.rivas@pucschools.org Address john.deasy@lausd.net County-District School (CDS) Code Last updated: 12/12/2013 School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) The mission for PUC CALS ECHS is to provide a personalized learning environment in which students work for and achieve mastery of the most rigorous academic standards while discovering and cultivating their unique gifts and talents. PUC CALS ECHS will graduate students who are on track to be college and career-ready and are committed to uplifting their community. The vision for PUC CALS ECHS is guided by PUC s 3 Commitments: 1. Five times more college graduates within the communities we serve. 2. After four years with us, students are proficient. 3. Students commit to uplift our communities now and forever. The PUC California Academy for Liberal Studies Early College High School (PUC CALS ECHS) is celebrating its tenth year of operation in We are a small charter school that is operated by Partnerships to Uplift Communities (PUC Schools). We serve students and families from North East Los Angeles and have been doing so for ten years. PUC CALS ECHS is an early college model which allows students to take college classes while in high school. Our focus from our start is individualized student attention to help create a future college graduate. We believe in serving the whole child in order to have a strong high school graduation rate, college going rates, and college retention rate with every graduating class. Our students and families understand that we have high academic expectations because they matter and deserve it. We want every student to graduate from high school prepared for college success. As an organization and school site we are data driven and allow data to guide our decision making and school focus areas for the school year. When looking at our achievement data we found that we need to continue to focus on our Common Core transition, SAT Prep, and overall math literacy. We have a School Success Plan for the upcoming school year that anchors our efforts around our achievement efforts and provides a holistic approach toward ensuring we meet our goals. In addition, we are excited about our continued work with the Bill & Melinda Gates Foundation-The College Ready Promise and look forward to continuing to strengthen our teacher development system through that work. We have a great school year ahead focused on student and teacher achievement. Last updated: 12/12/2013 Page 3 of 28

4 Opportunities for Parental Involvement (School Year ) At PUC Schools our parents are our thought partners and strongest partners and advocates for quality education. We believe that strong home-to-school partnerships create stronger student achievement and uplift the entire school community as a whole. We go about this partnership by actively creating strong relationships with our parents from the minute we meet them until well after their child has graduated from our schools. Our commitment to the communities we serve starts with our commitment and partnership with the many families we serve. As an organization our parents are at the center of our service, decision making, and advocacy efforts. At PUC CALS ECHS we have a strong partnership with our parents. We have created lasting relationships with the many families we have served over the years and those relationships bring new families through the years. Our efforts with our families range beyond school wide meetings and school fundraisers. Our goal as a school site is to know each child we serve along with their parent(s) in order to best serve the family unit as a whole. We engage with our families through various school events such as Parent-Teacher-Meet-&-Greet, Student Led Conference Nights, College Nights, Intervention Nights, Family Pot Luck, & Awards Nights. We have a Parent Engagement Calendar for every school year that allows parents to engage in various events hosted by the school site. We also have a Parent Advisory Committee that serves as a parent leadership group and advisor to the school site around school site initiatives, school culture, and parent needs. Our Parent Advisors actively recruit new members at all school events in order to strengthen group efforts and parent leadership. We also provide free on-site clinical counseling to our students and families in an effort to support the whole child and help build stronger child-parent relationships. We have offered parent courses to our families through a partnership with the Parent Institute for Quality Education (PIQE) focused on parent advocacy and college going efforts. In addition to school wide events, we have an open-door policy where parents are always welcomed on our campus to shadow their child or simply familiarize him/herself with their child s school community. We work hard to honor the students and families we serve by building relationships with both and tailoring our efforts to best meet the needs of both through parent leadership, data, and college access efforts. If you are interested in getting involved or would like to know more about our parent involvement opportunities, please contact the school at for further information. Last updated: 1/28/2014 Page 4 of 28

5 Student Performance Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site. Standardized Testing and Reporting Results for All Students - Three-Year Standardized Testing and Reporting Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject English-Language Arts 49% 48% 54% 44% 48% 47% 54% 56% 55% Mathematics 24% 20% 31% 43% 44% 45% 49% 50% 50% Science 81% 48% 85% 47% 51% 52% 57% 60% 59% History-Social Science 77% 69% 50% 37% 39% 40% 48% 49% 49% 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. English-Language Arts Percent of Students Scoring at Proficient or Advanced 60 Math Percent of Students Scoring at Proficient or Advanced Page 5 of 28

6 Science Percent of Students Scoring at Proficient or Advanced History Percent of Students Scoring at Proficient or Advanced Last updated: 12/23/2013 Standardized Testing and Reporting Results by Student Group Most Recent Year Standardized Testing and Reporting Results by Student Group Most Recent Year Percent of Students Scoring at Proficient or Advanced Group English-Language Arts Mathematics Science History-Social Science All Students in the LEA 47% 45% 52% 40% All Students at the School 54% 31% 85% 50% Male 47% 28% 84% 60% Female 62% 35% 86% 36% Black or African American N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A Asian N/A N/A N/A N/A Filipino N/A N/A N/A N/A Hispanic or Latino 54% 29% 85% 50% Native Hawaiian or Pacific Islander N/A N/A N/A N/A White N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A Socioeconomically Disadvantaged 54% 32% 85% 52% English Learners 23% 15% N/A N/A Students with Disabilities 21% 7% N/A N/A Students Receiving Migrant Education Services N/A N/A N/A N/A 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. Last updated: 12/23/2013 Page 6 of 28

7 California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison Three-Year Comparison The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at Percent of Students Scoring at Proficient or Advanced School District State Subject English-Language Arts 65% 55% 71% 48% 45% 49% 59% 56% 57% Mathematics 71% 62% 77% 46% 50% 54% 56% 58% 60% 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. English-Language Arts Percent of Students Scoring at Proficient or Advanced Mathematics Percent of Students Scoring at Proficient or Advanced Last updated: 12/23/2013 Page 7 of 28

8 California High School Exit Examination Grade Ten Results by Student Group California High School Exit Examination Grade Ten Results by Student Group English-Language Arts Mathematics Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA 52% 23% 25% 46% 35% 19% All Students at the School 29% 35% 37% 23% 45% 32% Male 32% 29% 38% 29% 37% 34% Female 21% 43% 36% 14% 55% 31% Black or African American N/A N/A N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A N/A N/A Asian N/A N/A N/A N/A N/A N/A Filipino N/A N/A N/A N/A N/A N/A Hispanic or Latino 29% 35% 35% 23% 45% 31% Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A White N/A N/A N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A N/A N/A Socioeconomically Disadvantaged 30% 35% 35% 21% 45% 34% English Learners N/A N/A N/A N/A N/A N/A Students with Disabilities N/A N/A N/A N/A N/A N/A Students Receiving Migrant Education Services N/A N/A N/A N/A N/A N/A 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. Last updated: 12/23/2013 Page 8 of 28

9 California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school s test results to the district and state, see the CDE PFT Web page. Percent of Students Meeting Fitness Standards Grade level Four of Six Standards Five of Six Standards Six of Six Standards % 18.0% 14.0% 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. Last updated: 12/23/2013 Page 9 of 28

10 Accountability Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page. Academic Performance Index Ranks Three-Year Comparison Academic Performance Index Ranks Three-Year Comparison This table displays the school s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched similar schools. A similar schools rank of 1 means that the school s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school s academic performance is better than at least 90 of the 100 similar schools. API Rank Statewide Similar Schools Last updated: 12/23/2013 Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change Actual API Change Actual API Change All Students at the School 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 Note: N/D means that no data were available to the CDE or LEA to report. B means the school did not have a valid API Base and there is no Growth or target information. C means the school had significant demographic changes and there is no Growth or target information. Last updated: 12/23/2013 Page 10 of 28

11 Academic Performance Index Growth by Student Group Growth API Comparison This table displays, by student group, the number of students included in the API and the Growth API at the school, LEA, and state level. Group Number of Students School Number of Students LEA Number of Students State All Students at the School , ,655, Black or African American 2 34, , American Indian or Alaska Native 0 1, , Asian 1 17, , Filipino 2 9, , Hispanic or Latino , ,438, Native Hawaiian or Pacific Islander 0 1, , White 0 36, ,200, Two or More Races 0 1, , Socioeconomically Disadvantaged , ,774, English Learners , ,482, Students with Disabilities , , Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) Last updated: 12/23/2013 The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state s standards-based assessments in ELA and mathematics Percent proficient on the state s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools) For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page. AYP Criteria School District Made AYP Overall Yes No Met Participation Rate - English-Language Arts Yes No Met Participation Rate - Mathematics Yes No Met Percent Proficient - English-Language Arts Yes No Met Percent Proficient - Mathematics Yes No Met API Criteria Yes Yes Met Graduation Rate Yes N/A Last updated: 12/23/2013 Page 11 of 28

12 Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page. Indicator School District Program Improvement Status Not in PI In PI First Year of Program Improvement Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement N/A 658 Percent of Schools Currently in Program Improvement N/A 83.1% Note: Cells shaded in black or with N/A values do not require data. Last updated: 12/23/2013 Page 12 of 28

13 School Climate Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade 9 56 Grade Grade Grade Total Enrollment Grade 9 Grade 10 Grade 11 Grade 12 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Last updated: 12/23/2013 Group Percent of Total Enrollment Black or African American 1.8 American Indian or Alaska Native 0.0 Asian 0.4 Filipino % 0.4% 1.8% Hispanic or Latino 96.0 Native Hawaiian or Pacific Islander 0.0 White 0.0 Two or More Races 0.0 Socioeconomically Disadvantaged 83.9 English Learners 44.6 Students with Disabilities 9.8 Black or African American American Indian or Alaska Native Asian Filipino 96% Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Last updated: 12/23/2013 Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Page 13 of 28

14 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. School Safety Plan (School Year ) School Safety Plan (School Year ) Last updated: 1/21/2014 The Purpose of the School Emergency Response Plan is to protect the safety and welfare of the employees, visitors, volunteers, and students in our school, and to ensure the preservation of public property. The School Emergency Response Plan provides a concise reference for staff when facing a crisis or an emergency. Accident and crisis prevention are particularly important whenever children are involved, but even the most thorough and imaginative forethought cannot prevent all emergencies. It is our responsibility to be prepared with management plans for foreseeable emergencies and for all staff members to be apprised of their roles in these plans. The School Emergency Response Plan addresses our responsibilities in emergencies associated with natural disaster, human-caused emergencies and technological incidents. It provides a framework for coordination of response and recovery efforts within the School in coordination and with the county of Los Angeles, California. The Plan establishes an emergency organization to direct and control operations at the school site during a period of emergency by assigning responsibilities to specific personnel. The School Emergency Response Plan: Conforms to the National Incident Management System (NIMS), the Standardized Emergency Management System (SEMS) and effectively restructures emergency response at all levels in compliance with the Incident Command System (ICS). Establishes response policies and procedures, providing clear guidance for planning purposes. Describes and details procedural steps necessary to protect lives and property. Outlines coordination requirements. Provides a basis for unified training and response exercises to ensure compliance. Requirements: The Plan meets the requirements of the State of California and the County of Los Angeles policies on Emergency Response and Planning, the National Incident Management System (NIMS), the Standardized Emergency Management System (SEMS) and defines the primary and support roles of the individual schools in after-incident damage assessment and reporting requirements. Scope: The Scope encompasses our schools. It addresses a broad range of major emergencies; such events include crimes committed on campus, hazardous materials emergencies, weather emergencies, and fire. Also included are procedures for emergencies that may or may not require the full or partial activation of the School Emergency Response Team (SERT). The objectives of the plan are to: Protect the safety and welfare of students, employees and staff. Provide for a safe and coordinated response to emergencies. Protect the School's facilities and properties. Enable the School to restore normal conditions with minimal confusion in the shortest time possible. Provide for interface and coordination between the school and the City and/or County Emergency Operation Center (EOC) in Los Angeles, California. Frequency: All staff review the School Emergency Response Plan in its entirety once per year and individual scenarios are covered once per month. Each school's plan is updated annually and adjusted as needed to remain current. Last updated: 1/28/2014 Page 14 of 28

15 Suspensions and Expulsions School District Rate * Suspensions Expulsions * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. Suspensions Expulsions 12 School Suspensions District Suspensions 1.2 School Expulsions District Expulsions Last updated: 1/27/2014 Page 15 of 28

16 School Facilities School Facility Conditions and Planned Improvements (School Year ) School Facility Conditions and Planned Improvements (School Year ) PUC Schools takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, PUC Schools uses a facility survey instrument developed by the State of California OPSC. The results of this survey are available at our Home Office. Maintenance and Repair: Maintenance staff ensures that the repairs necessary to keep the school in good working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. Cleaning Process and Schedule: PUC Schools governing board has adopted cleaning standards for all schools in the organization. A summary of these standards is available at the home office. The Director of Campus Operations works daily with the custodial staff to develop cleaning schedules to ensure a clean and safe school. School Facility Good Repair Status (School Year ) Last updated: 1/28/2014 System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Repair Status Good Good Good Good Good Good Good Good Repair Needed and Action Taken or Planned Overall Facility Rate (School Year ) Overall Rating Good Last updated: 1/28/2014 Page 16 of 28

17 Teachers 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 Teachers Teaching Outside Subject Area of Competence (with full credential) Last updated: 1/28/2014 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions Misassignments of Teachers of English Learners 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: 12/23/2013 Page 17 of 28

18 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page. Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District 91 9 High-Poverty Schools in District Low-Poverty Schools in District 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. Last updated: 1/28/2014 Page 18 of 28

19 Support Staff Academic Counselors and Other Support Staff (School Year ) 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) 0.2 N/A Library Media Teacher (librarian) 0.0 N/A Library Media Services Staff (paraprofessional) 0.0 N/A Psychologist 0.1 N/A Social Worker 0.0 N/A Nurse 0.0 N/A Speech/Language/Hearing Specialist 0.0 N/A Resource Specialist (non-teaching) 1.0 N/A Other 0.0 N/A Note: Cells shaded in black or 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. Last updated: 1/28/2014 Page 19 of 28

20 Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Year ) Year ) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: January 2014 Core Curriculum Area Textbooks and instructional materials From most recent adoption? Percent students lacking own assigned copy Reading/Language Arts Title: CAHSEE, Subject: English, Date Adopted: 2008 Literature varies by grade level and unit of study. No textbooks for Reading/Language Arts. The school uses fiction/non-fiction short stories through these anchor novels which are standardsaligned: Title: To Kill A Mockingbird, Lee Harpern, Subject: English 9, Year of Adoption: 2010 No 0.0 Title: Lord of the Flies, William Golding, Subject: English 9, Year of Adoption: 2010 Title: Romeo and Juliet, William Shakespeare (NP), Subject: English 9, Year of Adoption: 2010 Title: Farenheit 451, Ray Bradbury, Subject: English 10, Year of Adoption: 2010 Title: Merchant of Venice or Othello, William Shakespeare, Subject: English 10, Year of Adoption: 2010 Title: The Great Gatsby, F. Scott Fitzgerald, Subject: English 11, Date of Adoption: 2010 Title: Raisin in the Sun, Lorraine Hansberry (NP), Subject: English 11, Date of Adoption: 2010 Title: Their Eyes Were Watching God, Zora Neale Hurston, Subject: English 11, Date of Adoption: 2010 Title: Beloved, Toni Morrison, Subject: English 11, Date of Adoption: 2010 Title: Death of a Salesman, Arthur Miller (NP), Subject: English 11, Date of Adoption: 2010 Title: Frankenstein, Mary Shelley, Subject: English 12, Date of Adoption: 2010 Title: Much Ado About Nothing, Subject: English 12, Date of Adoption: 2010 Title: Hamlet, William Shakespeare (NP), Subject: English 12, Date of Adoption: 2010 Title: Focus on Expository Text (Expository Reading and Writing Program), Subject: English 12, Date of Adoption: 2010 Mathematics Title: Pre Calculus, Subject: Pre Calculus, Date Adopted: 2009 Title: Geometry, Subject: Geometry, Date Adopted: 2007 Title: Algebra 2, Subject: Algebra 2, Date Adopted: 2007 Title: Algebra 1, Subject: Algebra 1, Date Adopted: 2007 Title: Algebra 1 Concepts and Skills, Subject: Math, Date Adopted: 2003 Title: Geometry: Reasoning, Measuring and Applying, Subject: Math, Date Adopted: 2005 Title: CAHSEE, Subject: Math, Date Adopted: 2008 Yes 0.0 Science Title: Biology, Subject: Biology, Date Adopted: 2008 Title: Prentice Hall Chemistry, Subject: Chemistry, Date Adopted: 2009 Title: Prentice Hall "Basic Chemistry," Subject: Chemistry, Date Adopted: 2011 Title: Marine Biology, 8th Edition, Subject Marine Biology, Date Adopted: 2010 Yes History-Social Yes 0.0 Page 20 of 28

21 History-Social Science SARC - PUC CA Academy Yes for Liberal Studies Early 0.0 College H Title: Call to Freedom, Subject: US History, Date Adopted: 2004 Title: Madruger's American Government, Subject: Government, Date Adopted: 2007 Title: World History Subject: World History, Date Adopted: 2009 Title: World History: Patterns of Interaction, Subject History, Date Adopted: 2009 Foreign Language Title: Nuevas Vistas Uno, Subject: Spanish 1, Date Adopted: 2007 Title: En espanol 1, Subject: Spanish 1, Date Adopted: 2004 Title: En espanol 2, Subject: Spanish 2, Date Adopted: 2004 No 0.0 Health 0.0 Visual and Performing Arts Science Laboratory Equipment (grades 9-12) Last updated: 1/29/2014 Page 21 of 28

22 School Finances 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 $12,013 $3,841 $8,172 $58,861 District N/A N/A $4,981 $66,851 Percent Difference School Site and District N/A N/A 0.64% -0.12% State N/A N/A $5,537 $69,704 Percent Difference School Site and State N/A N/A 0.48% -0.16% Note: Cells shaded in black or with N/A values do not require data. Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site. Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Last updated: 1/30/2014 At PUC CALS ECHS we work hard to provide our school community with programs and resources that promote college readiness despite our small school budget. Our school has always funded and continues to fund college classes for our students. These courses are taken afterschool at the school site through our partnership with local community colleges. In order to support our students extracurricular needs we offer a variety of sports for both girls and boys that range from intramural sport offerings to CIF sport offerings. We have also fully funded SAT prep courses for our students to better prepare them for college entrance exams. In preparation for Common Core we are transitioning to more computers per student and online services to support literacy needs. We are a very small school that makes budgetary decisions based on data and always places students at the center of every decision. Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Last updated: 1/28/2014 Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $39,008 $41,462 Mid-Range Teacher Salary $62,307 $66,133 Highest Teacher Salary $77,359 $85,735 Average Principal Salary (Elementary) $104,537 $107,206 Average Principal Salary (Middle) $114,610 $111,641 Page 22 of 28

23 Average Principal Salary (High) $115,924 $122,628 Superintendent Salary $275,000 $225,176 Percent of Budget for Teacher Salaries 35.0% 38.0% Percent of Budget for Administrative Salaries 5.0% 5.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page. Teacher Salary Chart Principal Salary Chart Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Last updated: 1/28/2014 Page 23 of 28

24 School Completion and Postsecondary Preparation Admission Requirements for California s Public Universities University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information Web page. California State University Eligibility for admission to the California State University (CSU) is determined by three factors: Specific high school courses Grades in specified courses and test scores Graduation from high school Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page. Dropout Rate and Graduation Rate Dropout Rate and Graduation Rate School District State Indicator Dropout Rate Graduation Rate Dropout/Graduation Rate Chart 100 Dropout Rate (1 year) Graduation Rate Last updated: 1/28/2014 Page 24 of 28

25 Completion of High School Graduation Requirements Completion of High School Graduation Requirements This table displays, by student group, the percent of students who began the school year in grade twelve and were a part of the school s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption. Graduating Class of 2012 Group School District State All Students 67 37, ,598 Black or African American 2 3,790 28,078 American Indian or Alaska Native 199 3,123 Asian 2 1,831 41,700 Filipino 1 1,114 12,745 Hispanic or Latino 62 26, ,516 Native Hawaiian or Pacific Islander 143 2,585 White 3, ,801 Two or More Races 23 6,790 Socioeconomically Disadvantaged 57 29, ,915 English Learners 27 12,256 93,297 Students with Disabilities 5 2,906 31,683 Note: N/D means that no data were available to the CDE or LEA to report. Last updated: 1/28/2014 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 Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission Last updated: 1/28/2014 Page 25 of 28

26 Advanced Placement Courses (School Year ) Advanced Placement Courses (School Year ) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science N/A N/A N/A N/A N/A N/A N/A All Courses Note: Cells shaded in black or with N/A values do not require data. *Where there are student course enrollments. Last updated: 1/30/2014 Page 26 of 28

27 Instructional Planning and Scheduling Professional Development Professional Development This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. At PUC CALS ECHS we believe strong student achievement is tied to strong teacher practice. Every school year we offer a total of 10 full-day professional development sessions for our teaching staff. This yearly allotment has been in place for over the last three years. In addition to our full day PD days the school site has weekly PD during a weekly shortened day. The weekly PD efforts are dedicated to instruction and directly support our school s School Success Plan/yearly goals. Our professional development calendar for the year is created using school site performance data, classroom observation data, and teacher needs. We are very strategic and purposeful with our PD efforts in order to help meet the needs of all teachers through paying close attention to the following: PUC Wide initiatives, site initiatives, and teacher personal needs. With the support of the Gates Foundation and a Teacher Incentive Fund (TIF) federal grant, PUC developed and implemented the Teacher Development System (TDS). It was created to provide high quality professional development in order to improve overall teacher effectiveness. It is based on the principal that teachers matter more to student learning than anything else inside a school. The ultimate goal is to create highly effective teachers. PUC defines highly effective as one who drives student growth to more than one year of academic progress in a given year, and who keeps students on track to achieve college readiness by the time they graduate from high school. Teachers receive meaningful feedback throughout the year through observations(formal and informal), student feedback, review of student data, and peer and family surveys. In addition, teachers receive high-quality targeted supports that are aligned to PUC s evaluation system, to classroom practice, and to PUC values and mission. Some of the supports provided include the following: New Teacher Learning Lab: This is a week long professional development for newly hired teachers where PUC values and its mission are communicated and reflected upon through various activities such as observations and debriefings. PUC s state approved Induction Program: This state accredited induction program is aligned with the Teacher Development System. This allows for teachers to focus on meaningful classroom inquiry while clearing their credential. Teacher Collaboration: Teachers meet weekly to collaborate by grade and/or department teams. In addition, teachers are given an opportunity to share out best practices through PUC-wide meetings. Instructional Coaching: Site-leaders and PUC instructional coaches provide one on one coaching using a teacher s personal growth goal. Online Resources: Teachers are introduced to PUC s online resources such as BloomBoard, PUC Teaching Clips that highlight best practices throughout the organization, and Growth Guides which help teachers implement effective college-ready practices. At PUC CALS ECHS we support the Teacher Development System through the following: Instructional Scope & Sequence: At the start of the school year the school leaders develop an instructional calendar that is tailored to meet the needs of the School Success Plan and PUC Teacher Development System. Our full day PD s and weekly PD s are all structured to support school wide goals and teacher practice. This calendar is created using data related to student achievement, school initiatives, and teacher needs. Informal/Formal Classroom Visits & Learning Walks: We honor teacher practice by actively engaging in critical reflection with the practice. Page 27 of 28

28 Our Teacher Development System allows us to provide teachers with both formal and informal feedback. In addition, at PUC CALS ECHS we believe in the power of teacher-to-teacher feedback and therefore engage in monthly Learning Walks where teachers visit each other s classrooms and provide feedback to each other on their practice. This active engagement in the practice allows teachers to demonstrate growth from PD s and continue to grow as they observe each other and push each other s practice. Coaching Toward Growth: Teachers are expected to select a total of 5 growth goals for the school year in order to support their growth in planning, class culture, and instructional strategies. Our teachers have instructional coaches that are assigned to them including their site leaders to help develop their practice by focusing on their growth goals. These growth goals are selected by the teacher and confirmed by a site leader after their formal observation data is reviewed. The process is collaborative and the growth of each teacher s focused attention directly supports student achievement. Teachers receive individual coaching to support their growth goals and needs. Instructional coaches work toward building a relationship with the teacher, visiting their classroom, and supporting in planning efforts. Teacher Leadership: There are various opportunities for teacher leadership to develop at our site. Our teachers co-lead or lead PD for their peers based on the PD calendar. We have teachers that request to lead a PD based on an area of interest or expertise. We also have lead teachers that serve as advisors for our work with the Teacher Development System and others that serve as advisors for our Common Core transitions. Last updated: 1/30/2014 Page 28 of 28