Elmhurst Community Prep

Transcription

1 Elmhurst Community Prep California Department of Education School Accountability Report Card Reported Using Data from the School Year Published During 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. 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 View this SARC online at the school and/or LEA Web sites. For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents and community members should contact the school principal or the district office.

2 About This School Contact Information - Most Recent Year Contact Information - Most Recent Year School District School Name Elmhurst Community Prep District Name Oakland Unified Street th Ave. Phone Number (510) City, State, Zip Oakland, Ca, Web Site Phone Number Superintendent First Name Antwan Principal Kilian Betlach, Principal Superintendent Last Name Wilson Address [email protected] Address [email protected] County-District School (CDS) Code Last updated: 12/18/2014 School Description and Mission Statement (Most Recent Year) School Description and Mission Statement (Most Recent Year) About Elmhurst Community Prep was founded in 2006 as part of Oakland Unified s small autonomous schools movement. Located on 98th Avenue in Deep East Oakland, ECP serves 380; 58% Latino, 32% African America, and 5%Pacific Islander students in grades 6 through 8. We believe a quality school must support students both emotionally and academically and we are committed to do both at high levels. We seek to engage students in rigorous academics and high-quality enrichment activities that prepare students for college and career. Description and Mission Statement Our mission, grounded in our commitment to Social Justice, is to ensure all students promote from ECP on a positive life trajectory, and prepared for A-G coursework in high school. No Matter What. To achieve this mission, we base our work in four theories of action: * High Expectations: Students will achieve at high levels when we believe they can. * Collaboration: We are more powerful together than apart. * Positive School Culture: Growing up in the east is hard; a supportive school can make it easier. * Family Involvement: Parents are the experts on their child and we work together to achieve success. Page 2 of 23

3 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Total Enrollment Grade 6 Grade 7 Grade 8 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Group Percent of Total Enrollment Black or African American 32.3 American Indian or Alaska Native 0.0 Asian 1.9 Filipino 0.3 Hispanic or Latino 58.4 Native Hawaiian or Pacific Islander 5.2 White 0.0 Two or More Races 0.3 Socioeconomically Disadvantaged 90.7 English Learners 32.9 Students with Disabilities % Black or African American 58% American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 32% 1% Page 3 of 23

4 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (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 Without Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teachers Teaching Outside Subject Area of Competence (with full credential) Last updated: 1/19/2015 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: 12/16/2014 Page 4 of 23

5 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) 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 91 9 All Schools in District 93 7 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. 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: September 2014 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Yes 0.0 Year Adopted: 2003 English 6: Holt Literature and Language Arts Student Edition: Introduction English 6: Holt Handbook: Introduction (Student's Edition) English 7: Holt Literature and Language Arts Student Edition: 1st Course English 7: Holt Handbook: Introduction (1st Course Student's Edition) English 8: Holt Literature and Language Arts Student Edition: 2nd Course English 8: Holt Handbook: 2nd Course (Student's Edition) High Point Basics: Student Text: Basics High Point Basics: Student Practice Book: Basics - Reading High Point Basics: Student Practice Book: Basics - Language Page 5 of 23

6 High Point Level A: Student Text: Level A High Point Level A: Student Practice Book: Level A High Point Level B: Student Text: Level B High Point Level B: Student Practice Book: Level B High Point Level C: Student Text: Level C High Point Level C: Student Practice Book: Level C Mathematics Yes 0.0 Year Adopted: Math 6: CA Mathematics: Course 1- Numbers to Algebra Math 7: CA Pre- Algebra Algebra I: CA Mathematics: Algebra 1 Geometry: CA Geometry Science Yes 0.0 Year Adopted: 2007 Science 6: CPO Focus on Earth Textbook Science 7: CPO Focus on Earth Textbook Science 8: CPO Focus on Physical Science Textbook History-Social Science Yes 0.0 Year Adopted: Page 6 of 23

7 Social Studies Grade 6: Ancient Civilizations Social Studies Grade 7: Medieval to Early Modern Times Social Studies Grade 8: United States History Foreign Language Yes 0.0 Year Adopted: Spanish A/B: Student Edition: Adelante A & B Spanish I: Student Edition En espanol! French A/B: Student Edition: Bon Voyage French I: Student Edition: Discovering French Bleu Health Yes 0.0 Visual and Performing Arts Science Lab Eqpmt(9-12) Year Adopted: 2007 Yes 0.0 Yes 0.0 Science Lab Grade 6: Focus on Earth Equipment Kit Science Lab Grade 7: Focus on Life Equipment Kit Science Lab Grade 6: Focus on Physical Science Equipment Kit School Facility Conditions and Planned Improvements - Most Recent Year Last updated: 1/8/2015 Summary of Most Recent Site Inspection All systems and structures are in good condition. Paving project in FY Page 7 of 23

8 Repairs Needed No repairs needed at this time Routine maintenance as required. Corrective Actions Taken or Planned Service as scheduled. School Facility Good Repair Status - Most Recent Year School Facility Conditions and Planned Improvements (School Year ) - Data provided by Department of Facilities on October 17, 2014 Last updated: 12/14/2014 This site is in good condition. 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 Rating Good Good Good Good Good Good Good Good Repair Needed and Action Taken or Planned Overall Facility Rate - Most Recent Year Overall Rating Good Last updated: 12/14/2014 Page 8 of 23

9 B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program); The Academic Performance Index; 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/ Standardized Testing and Reporting Results for All California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All Students in Science Three-Year Comparison Students in Science Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject Science (grades 5, 8, and 10) Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). 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. California Assessment of Student Performance and Progress Results by Student Group in Science (School Year California Assessment of Student Performance and Progress Results by Student Group in Science (School Year ) Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 49 All Students at the School 39 Male 40 Female 38 Black or African American 23 American Indian or Alaska Native Asian Filipino Hispanic or Latino 48 Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged 42 English Learners 8 Students with Disabilities Students Receiving Migrant Education Services Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10. 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. Page 9 of 23

10 Standardized Testing and Reporting Results for All Students - Three-Year Comparison 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 28% 35% 28% 45% 47% 45% 54% 56% 55% Mathematics 30% 26% 33% 46% 46% 44% 49% 50% 50% History-Social Science 41% 36% 11% 32% 31% 33% 48% 49% 49% Note: STAR Program was last administered in Percentages 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. Academic Performance Index Ranks Three-Year Comparison Academic Performance Index Ranks Three-Year Comparison API Rank Statewide Similar Schools Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013 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. 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 Page 10 of 23

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12 State Priority: Other Pupil Outcomes Last updated: 12/13/2014 The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education. California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced School District State Subject English-Language Arts 43% 41% 36% 56% 57% 56% Mathematics 48% 45% 40% 58% 60% 62% Note: Percentages 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. English-Language Arts Percent of Students Scoring at Proficient or Advanced 1.0 Mathematics Percent of Students Scoring at Proficient or Advanced Last updated: 12/13/2014 Page 12 of 23

13 California High School Exit Examination Grade Ten Results by Student Group (School Year ) (if applicable) English-Language Arts Mathematics Group Percent Not Proficient Percent Proficient Percent Advanced Percent Not Proficient Percent Proficient Percent Advanced All Students in the LEA All Students at the School 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 Note: Percentages 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. California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) Percent of Students Meeting Fitness Standards Last updated: 12/13/2014 Grade level Four of Six Standards Five of Six Standards Six of Six Standards % 34.4% 24.6% 9 Note: Percentages 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. Page 13 of 23

14 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (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 ECP s Family Resource Center, located in Room 27, helps families connect with the school around the academic support and achievement of our children. At the beginning of the year, every parent is invited to a potluck with their child s advisor so that advisors can connect with families. In addition, we ask every parent to come in three times a year for Student Led Conferences, a chance for each student to show of their work and learning. We also host regular family events, such as Family Reading Night or Family Science Night. Parents are also invited to join our monthly SSC committee meetings. State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (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 Graduation Rate Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 1.0 Dropout Rate Graduation Rate Last updated: 12/13/2014 Page 14 of 23

15 Completion of High School Graduation Requirements Completion of High School Graduation Requirements Graduating Class of 2013 Group 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 Page 15 of 23

16 State Priority: School Climate Last updated: 12/13/2014 The SARC provides the following information relevant to the School Climate State Priority (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 Last updated: 1/21/2015 Page 16 of 23

17 School Safety Plan - Most Recent Year School Safety Plan - Most Recent Year The school reviewed, revised and submitted to the Board in an updated Safety Plan that included: school site safety programs, procedures for complying with school safety laws, and Disaster/Emergency/Crisis Response procedures. We have regular and ongoing fire drills and disaster drills to ensure that all students and staff are well prepared in case of emergency. We have also opened an Opportunity Class and introduced a Truancy Program to make certain that all students are on campus and safe. As a result, attendance has increased and suspensions decreased. Page 17 of 23

18 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 Made AYP Overall Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics Met Percent Proficient - English-Language Arts Met Percent Proficient - Mathematics Met Graduation Rate No No Yes Yes Yes Last updated: 12/13/2014 Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement Year in Program Improvement * Year 5 Number of Schools Currently in Program Improvement Percent of Schools Currently in Program Improvement % Note: Cells with NA values do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Last updated: 12/13/2014 Page 18 of 23

19 Average Class Size and Class Size Distribution (Elementary) Average Class Size and Class Size Distribution (Elementary) Number of Classes * Number of Classes * Number of Classes * Grade Level K Average Class Size Average Class Size Average Class Size Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Last updated: 12/13/2014 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. Last updated: 12/13/2014 Page 19 of 23

20 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) Library Media Teacher (librarian) Library Media Services Staff (paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other 8.0 Note: Cells with 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 ) Last updated: 12/13/2014 Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site $9,638 $5,729 $3,909 $36,207 District $5,461 $55,086 Percent Difference School Site and District -0.28% -0.34% State $4,690 $70,720 Percent Difference School Site and State -0.17% -0.49% Note: Cells with values do not require data. Last updated: 1/25/2015 Page 20 of 23

21 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) ECP is a recipient of Title I, LEP, and School Improvement Grant funds. These funds are used to: Extend the school day for all students, specifically through Citizen Schools Provide additional support to our students through teachers on special assignment who work with small groups with students to provide both academic and socio-emotional support Support teachers to spend extra time with students and in professional development Provide intervention instruction to our English Learners and emerging readers Fund Family Resource Center staff and supplies through the FamELi collaborative 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 $39,456 $41,761 Mid-Range Teacher Salary $54,328 $66,895 Highest Teacher Salary $70,934 $86,565 Average Principal Salary (Elementary) $84,669 $108,011 Average Principal Salary (Middle) $85,411 $113,058 Average Principal Salary (High) $86,249 $123,217 Superintendent Salary $265,000 $227,183 Percent of Budget for Teacher Salaries 30.0% 38.0% Percent of Budget for Administrative Salaries 9.0% 5.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at 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: 12/13/2014 Page 21 of 23

22 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 All Courses Note: Cells with values do not require data. *Where there are student course enrollments. Page 22 of 23

23 Professional Development Most Recent Three Years Professional Development Most Recent Three Years This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. ECP has worked to develop a true Professional Learning Community. Our weekly professional development focuses on implementing and maintaining rigorous, grade-level teaching and learning. We do this by working through cycles of inquiry where teachers identify a standards-based focus, create an assessment that measures that focus, brainstorm with colleagues how to best teach that focus, and then analyze the results of the assessment. We are also focusing this year on three research-based practices to improve teaching and learning: the development of academic vocabulary, student writing, and student engagement techniques. In addition to staff professional development retreats before school in August, mid-year, and end of year, there weekly staff development meetings and three full school days during the school year. Page 23 of 23