Downtown College Prep - Alum Rock

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1 Downtown College Prep - Alum Rock 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. Brandon Jones & Terri Furton Principal, Downtown College Prep - Alum Rock About Our School About Our School DCP Alum Rock Middle Principal: Brandon Jones Growing DCP Alum Rock has truly been a shared effort with parents, students, teachers, and other staff. I'm proud that in our first year, we were the highest performing new charter middle school in the state of California. Our students also made reading gains that earned DCP Alum Rock recognition from Achieve3000 as the school with the highest reading gains in the Western United States. During the school year, we focused specifically on the instructional design for mathematics. We investigated several software programs to support student learning in math, and also examined blended learning practices nationally. Also, in light of the transition to the Common Core Standards, we have placed a greater focus on conceptual understanding and authentic opportunities for students to apply their problem-solving skills to real-life situations. I'm proud to report that one-third of our sixth grade students were able to complete two years of math curriculum this year and will take algebra in the fall of In addition, we have 15 students taking geometry through the UC scout program. We also focused on incorporating Design Thinking and community service as two integral components of our instructional model. Students engaged in a design thinking project centered on water access in partnership with the charity:water. Sixth grade students learned about water access, fundraised through various events, and gave presentations to raise awareness. At the end of the project, they built a well in Central America. Parent involvement also continued to be a significant aspect of the DCP Alum Rock culture. Parents established a PTO and raised sufficient funds to support after school sports, an in-school arts program, college field trips, and an awards dinner. Many parents logged well over 100 hours of volunteer time throughout the year. We are looking forward to the continued growth of our school, and welcome visitors to come see what DCP Alum Rock has to offer. DCP Alum Rock High School Principal: Terri Furton Since 2000, DCP has been singularly focused on serving students who are the first in their family to go to college. DCP was the first charter high school in Silicon Valley and one of the few schools to believe that all students, regardless of prior academic achievement, can and should be prepared for college success. 600 graduates later, DCP continues to build transformational learning communities where students are pioneers in their family and community. DCP is singularly committed to college success. DCP s To and Through college completion model ensures graduates and their families are supported in their pursuit of a college degree. The goal is to build every student s capacity to chart a personal path to and through college developing literate, numerate, creative, ethical leaders with a global outlook on the future. In 2011, Downtown College Prep Alum Rock launched DCP s second high school model, beginning with 6th and 7th grade. As we grow, we are creating life-changing experiences which are grounded in our core values: comunidad, ganas, and orgullo. All courses offered at DCP are A-G approved, including Advanced Placement classes for the upcoming 11th grade. In a blended learning environment where students have 1:1 access to Chromebooks, Teacher Advisors coach students to develop and foster their inquiry through project-based learning. Teacher Advisors persist with their cohort of Advisees through graduation, ensuring college readiness as we help students navigate the system of college. We provide a rigorous college preparatory curriculum focused on Science, Technology, Engineering, and Math (STEM) to prepare students for the global workplace. Our Engineering curriculum, Project Lead the Way, networks our students with leaders in the Silicon Valley to provide internships, scholarships, and contemporary problem-solving. With a focus on social justice and restoration, we take seriously the task of helping students discover who they are by providing meaningful experiences inside and outside the classroom: summer internships, service learning, and community-building based on the Search Institute s 40 Developmental Assets model. We will graduate our first class in 2017.

2 Contact 2888 Ocala Ave. & 1776 Educational Park Dr San Jose, CA & Phone: & View Larger Map Page 2 of 19

3 About This School Contact Information - Most Recent Year Contact Information - Most Recent Year School District School Name Downtown College Prep - Alum Rock District Name Santa Clara County Office of Education Street 2888 Ocala Ave. & 1776 Educational Park Dr Phone Number (408) City, State, Zip San Jose, Ca, & Web Site Phone Number & Superintendent First Name Mr. Principal Brandon Jones & Terri Furton Superintendent Last Name Jon R Gundry Address dcparadmin@dcp.org Address jon_gundry@sccoe.org Web Site County-District School (CDS) Code School Description and Mission Statement (Most Recent Year) School Description and Mission Statement (Most Recent Year) DCP prepares students who will be the first in their families to go to college to thrive at four-year universities. DCP has a singular goal for every student: DCP graduates will enroll in and graduate from a four-year college. DCP recognizes that its students need a rigorous curriculum that builds college-ready skills and a school culture that develops their college aspirations. DCP's academic programs are designed to promote academic resilience and independence among students in order to prepare them for the challenge of college. DCP Alum Rock Middle School opened in Fall 2011 and was the highest performing new middle school in California in its first year. DCP Alum Rock Middle School students demonstrate accelerated achievement across academic performance bands. Through DCP s signature literacy model, blended learning strategies, and college readiness courses, students develop a passion for learning and a college-going mindset which serves as the foundation of their path to college. By , DCP Alum Rock will serve nearly 400 students in grades 6-8 The middle school is a feeder school to DCP Alum Rock High School. This campus offers an opportunity to deepen best practices and innovate in new areas toward the goal of ensuring students are performing at or above grade level prior to entering high school. Downtown College Prep Alum Rock High School DCP Alum Rock High School is DCP s newest high school and is an extension of the DCP Alum Rock Middle School family. In , DCP Alum Rock will serve grades 9-11 and will grow to serve over 400 students in grades DCP Alum Rock students are pioneers in the founding of this new school. Having experienced middle school at DCP, the high school students possess a very strong commitment to learning and academic growth. They are actively involved in the leadership of their community serving as peer mediators and tutors. This school offers an opportunity to be part of an innovative, start-up community committed to ensuring its founding classes are prepared to matriculate to competitive universities across CA and the United States. Page 3 of 19

4 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade 7 91 Grade Grade 9 72 Total Enrollment Grade 6 Grade 7 Grade 8 Grade 9 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Group Percent of Total Enrollment Black or African American 1.7 American Indian or Alaska Native 0.0 Asian 4.6 Filipino 0.3 1%1% 1%4% Hispanic or Latino 89.4 Native Hawaiian or Pacific Islander 1.4 White 1.7 Two or More Races 0.9 Socioeconomically Disadvantaged 86.8 English Learners 25.9 Students with Disabilities 6.6 Black or African American American Indian or Alaska Native Asian 89% Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Page 4 of 19

5 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 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) 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. Page 5 of 19

6 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 All Schools in District 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: January 2015 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Holt McDougal (Littell) Yes 0.0 Mathematics Online Resources Yes 0.0 Science CK12 Biology Yes 0.0 History-Social Science History Alive! (TCI) Selected Texts No 0.0 Foreign Language Spanish 1: Avancemos (2007) No 0.0 Health N/A 0.0 Visual and Performing Arts No Text 0.0 Science Lab Eqpmt(9-12) 0.0 School Facility Conditions and Planned Improvements - Most Recent Year Summary of Facilities Condition: DCP Alum Rock Middle School leases a facility from the Alum Rock Unified School District. DCP shares the site with Ocala Middle School and collaborates with the District to keep the facility clean and well maintained. The district is responsible for keeping the exterior walls and roof of the buildings in good order, condition and repair. DCP is responsible for routine maintenance and repair of the non-structural portions of the facility to keep them in a good, clean, and safe condition. In most of the repairs were to the HVAC system. In , DCP Alum Rock High School started leasing facilities from Eastside Union High School District. DCP shares the site with Independence High School and ACE Charter School. DCP collaborates with the District and ACE to keep the facility clean and well maintained. The district is responsible for keeping the exterior walls and roof of the buildings in good order, condition and repair. DCP is responsible for routine maintenance and repair of the non-structural portions of the facility to keep them in a good, clean, and safe condition. Page 6 of 19

7 School Facility Good Repair Status - Most Recent Year System Inspected Rating Repair Needed and Action Taken or Planned 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 Fair Fair Fair Good Good Good Good Good Overall Facility Rate - Most Recent Year Overall Rating Fair Page 7 of 19

8 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 60 All Students at the School 46 Male 62 Female 26 Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino 46 Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged 44 English Learners 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 Page 8 of 19

9 accuracy or to protect student privacy. 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 N/A 53% 49% 55% 58% 57% 54% 56% 55% Mathematics N/A 60% 55% 55% 57% 58% 49% 50% 50% History-Social Science N/A N/A 48% 30% 46% 44% 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 5 5 Similar Schools 9 8 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 B -8 Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino -7 Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged -3 English Learners -46 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 Page 9 of 19

10 Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission Page 10 of 19

11 State Priority: Other Pupil Outcomes 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 Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) Percent of Students Meeting Fitness Standards Grade level Four of Six Standards Five of Six Standards Six of Six Standards % 31.5% 21.7% 9 7.6% 28.8% 22.7% 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 11 of 19

12 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 PARENT/GUARDIAN INVOLVEMENT DCP believes that parents play an important role in students academic progress. Thus DCP s goal is to work collaboratively with the parents to create an excellent learning environment. Parents can volunteer by helping in the classroom or front office, helping to recruit students for the next year, helping with recess or lunch, volunteering with projects at night or on weekends, and helping with student groups such as basketball or soccer teams. The use of community volunteers allows DCP to among other things, create a culture of community, demonstrate to students that their parents are involved and care about their education, and enable parents to feel they are part of the movement to get every student to and through college. An example of how DCP engages parents is through the Senior Parent Academy run every month by DCP's College Success Team. Among other things, the Academy educates parents on what they need to know about the college application process, how to pay for college, appying for financial aid and how to support students while they are in college. In addition, parents participate in teacher and administrative new staff hiring panels. College Engagement: DCP s college engagement program for parents serves as a model for how to include parents in the college-readiness process for students. The College Guidance staff works to offer general college and enrichment program workshops throughout the year for all grade levels. The College Guidance Counselor leads the Senior Parent Academy for all parents of 12th grade students who are preparing for the college application, admissions, financing, and matriculation process. These workshops are held once per month and build off of previous workshops in order to mirror the process that students engage while providing concrete strategies on how parents can support students at home. The Alumni Success Counselor also supports the parent workshops by coordinating with local community college representatives to discuss the 2-year option and connect students and parents to academic transition programs such as METAS that increase the likelihood that our students will transfer from a 2 to a 4-year institution. The Senior Parent Academy includes two months of Financial Aid programming dedicated to individualize the support that families receive to complete the Free Application for Federal Student Aid (FAFSA) and the California Dream Application for undocumented students. The College Guidance Counselors also meet with every family member of the senior class in March-May to help families make a financially sound and informed college selection decision. 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. Page 12 of 19

13 State Priority: School Climate 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 Page 13 of 19

14 School Safety Plan - Most Recent Year School Safety Plan - Most Recent Year Emergency Preparedness: The school has a site emergency plan, which specifies responses to varied emergency situations including, assault and fighting, blood borne pathogen, bomb threats, campus unrest, chemical spills, shooter on campus, earthquake, explosions, utilities failure, fallen aircraft, fire, hostage situation, medical, severe weather et cetera. Emergency team roles and responsibilities are described in the plan and are reviewed annually. Roles include the school site responsible official, the school site safety coordinator and the central office responsible official. Other roles include team leaders for the site communications, assembly area, first aid, food & water, search & assessment, student release, traffic & security, utilities and hazards teams. Emergency drills are held periodically and as required for fire, earthquake and code red/lockdown scenarios. Student & Staff Safety: DCP aims to provide a safe learning and working place for its students and staff. Different policies govern the behavior of both students and staff to ensure the safety of both. These include mandatory reporting policies, policies against various types of harassment and intimidation and suspension and expulsion policies for students whose behavior impact the safety of other students or staff. Training is also provided. Page 14 of 19

15 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. Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) 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 10 Percent of Schools Currently in Program Improvement N/A 66.7% 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. Page 15 of 19

16 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) 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. Page 16 of 19

17 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) 0.5 N/A Library Media Teacher (librarian) Library Media Services Staff (paraprofessional) N/A N/A Psychologist 0.2 N/A Social Worker Nurse Speech/Language/Hearing Specialist N/A N/A N/A Resource Specialist (non-teaching) 1.5 N/A Other 3.0 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 $8,134 $1,735 $6,399 $58,277 District N/A N/A N/A N/A Percent Difference School Site and District N/A N/A N/A N/A State N/A N/A $4,690 N/A Percent Difference School Site and State N/A N/A N/A N/A Note: Cells with N/A values do not require data. Page 17 of 19

18 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Features of our Program: All students complete the A-G courses necessary to apply to college. In addition, we have blended learning/computer-based learning and provide 1:1 and small group tutoring. Students also receive emotional and academic support from teacher advisors and counselors. We also have Advanced Placement classes and electives such as art, environmental science and global dance. Furthermore, our college lab staff and teachers work with our students to create individualized college plans. Additionally, DCP offers coaching and support while in college including scholarships, mentoring and emotional support. DCP also offers extracurricular activities such as clubs (Human Rights, Animation, Computer Programming, Robotics, Leadership, Slam Poetry, Chess et cetera), sports (Soccer, Basketball, Volleyball and Cross Country). Page 18 of 19

19 Professional Development Most Recent Three Years Professional Development Most Recent Three Years Professional Development At DCP, the school site teachers and staff collaborate with site administrators to develop the conditions under which all staff members become the models and nurturers of the school s culture and values. The staff also works periodically with the site administrators and relevant Central Office staff to take the pulse of the school climate, including culture. Professional development at DCP includes curriculum and instruction, classroom management strategies, and operational strategies. Another essential area of focus for professional development at DCP is the teaching and studying of strategies for relating and working alongside one another and how to resolve conflicts that may threaten DCP's culture. DCP dedicates 10 days to professional development from August to June. This period starts in August with 4-5 days of orientation. The first day is dedicated to new teachers only. During the orientation the staff gets the opportunity to; connect with the DCP mission and it s impact on students staff and the community, get updates on the strategic plan or the strategic planning process, understand the role of administrators and Central Office staff, understand how to support students and families on the path to college, and gain fundamental knowledge of key academic philosophies and curricula such as reader s workshop, a component of the DCP Literacy Model designed to foster the growth of student literacy and aide teachers and administrators in creating a richly literate environment for students. During the school year, professional development continues through an additional 5 professional development days, weekly staff meetings and weekly department meetings. In addition, trainings are provided for ongoing initiatives such as data analysis and use, and techniques and strategies to incorporate technology in the classroom. Teachers also observe each other, collaborate and provide peer to peer coaching. Veteran teachers provide a mentoring role that supplements the Beginning Teachers Support & Assessment (BTSA) program and individual managers or principal support. Teachers and other staff also have opportunities to pursue individualized professional growth opportunities at or outside of DCP. Each staff member and their respective manager are responsible for identifying those opportunities. Page 19 of 19