Aspire Firestone Academy Charter

Transcription

1 Aspire Firestone Academy Charter California Department of Education School Accountability Report Card Reported Using Data from the School Year Published During By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents/guardians, and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. Dustin Katch, Principal Principal, Aspire Firestone Academy Charter About Our School About Our School Firestone s current Principal, Dustin Katch, is in his first year. Previously, he served as an Assistant Principal at Aspire Pacific Academy. Mr. Katch has a Masters in School Administration and a Tier I Administrative Credential. Aspire Firestone Academy is a safe, caring, and academically rigorous learning environment where students develop the skills, knowledge, and traits to become college-educated leaders in their communities. All students receive a rigorous core curriculum, a well-trained staff, high standards and expectations, extended instructional hours and support, personalized learning opportunities, and early access to college-preparatory experiences. Contact Aspire Firestone Academy Charter 8929 Kauffman Ave. South Gate, CA Phone: dustin.katch@aspirepublicschools.org

2 About This School Contact Information - Most Recent Year Contact Information - Most Recent Year District Contact Information - Most Recent Year School Contact Information - Most Recent Year District Name Los Angeles Unified School Name Aspire Firestone Academy Charter Phone Number (213) Street 8929 Kauffman Ave. Superintendent Ramon Cortines City, State, Zip South Gate, Ca, Address ramon.cortines@lausd.net Phone Number Web Site Principal Dustin Katch, Principal Address dustin.katch@aspirepublicschools.org Web Site County-District School (CDS) Code School Description and Mission Statement - Most Recent Year School Description and Mission Statement - Most Recent Year English and Spanish SARCs can be found on the school's website. Aspire Firestone Academy is a K-5 grade school in South Gate that is part of the Aspire Public Schools network. Aspire Firestone Academy opened in Aspire Public Schools is a non-profit organization that operates high performing charter schools at 37 different campuses in various school districts in the states of California and Tenness, focused on the one goal of preparing urban students for college. Aspire's Vision Every student is prepared to earn a college degree. Aspire's Mission Statement To open and operate small, high-quality charter schools in low-income neighborhoods, in order to: Increase the academic performance of underserved students Develop effective educators Share successful practices with other forward-thinking educators, and Catalyze change in public schools. Aspire Core Values Purposefulness: Deliberate action, focused on the organization s goals and priorities Collaboration: Working collectively to accomplish more than what is possible alone Ownership: Individual and group accountability for results, actions and decisions Quality: Commitment to excellence and the discipline to continually improve Customer Service: Responsiveness to the needs of external and internal customers. Within this overall corporate context, Aspire-FIRESTONE Academy s specific Mission Statement is: Page 2 of 22

3 To cultivate healthy relationships with families and the community through collaboration (Aspire values : Collaboration, Customer Service) To empower students with tools to enrich society (Aspire value: Purposefulness) To inspire a College for Certain culture based on academic excellence (Aspire values: Quality,Ownership) Aspire Firestone Academy is an independent charter school, part of the Aspire Public Schools, and is authorized by the Los Angeles Unified School District. Firestone s original charter approval was in 2010, and in the spring of 2015, AFA was renewed for another five years. Firestone s current Principal, Dustin Katch, is in his first year. Previously, he served as an Assistant Principal at Aspire Pacific Academy. Mr. Katch has a Masters in School Administration and a Tier I Administrative Credential. Aspire Firestone Academy is a safe, caring, and academically rigorous learning environment where students develop the skills, knowledge, and traits to become college-educated leaders in their communities. All students receive a rigorous core curriculum, a well-trained staff, high standards and expectations, extended instructional hours and support, personalized learning opportunities, and early access to college-preparatory experiences. Firestone s mission is to provide all students with an exceptional education that will allow them to excel academically and socially. Firestone Academy seeks to achieve this mission by maintaining a professional community of life-long learners who educate, respect, and inspire young scholars to foster a healthy community and a love of learning, while helping to create equitable outcomes for all. Aspire Firestone Academy scholars are self-motivated, competent and lifelong learners, who are prepared not only for college, but also for the 21st Century world. Page 3 of 22

4 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten 56 Grade 1 81 Grade 2 55 Grade 3 77 Grade 4 82 Grade 5 66 Total Enrollment Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Student Group of Total Enrollment Black or African American 0.0 % American Indian or Alaska Native 0.0 % Asian 0.2 % Filipino 0.0 % Hispanic or Latino 99.0 % Native Hawaiian or Pacific Islander 0.0 % White 0.2 % Two or More Races 0.0 % Socioeconomically Disadvantaged 91.6 % English Learners 35.7 % Students with Disabilities 6.2 % Foster Youth 1.4 % Page 4 of 22

5 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair Teacher Credentials Teacher Credentials Teachers School District With Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Without Full Credential 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 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. Page 5 of 22

6 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes of Classes In Core Academic Subjects Taught by Highly Qualified Teachers of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 94.0% 6.0% All Schools in District 88.0% 12.0% High-Poverty Schools in District Low-Poverty Schools in District 93.0% 7.0% 45.0% 55.0% 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: December 2015 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Students Lacking Own Assigned Copy Reading/Language Arts Imagine It by Open Court Scholastic Guided Reading Set Core Knowledge Units No 0.0 % Mathematics Stepping Stones by Origo No 0.0 % Science Foss Science by Delta Education No 0.0 % History-Social Science Core Knowledge by Core Knowledge Foundation No 0.0 % Foreign Language N/A No 0.0 % Health N/A No 0.0 % Visual and Performing Arts N/A No 0.0 % Science Lab Eqpmt (Grades 9-12) N/A No 0.0 % Last updated: 1/12/2016 Page 6 of 22

7 School Facility Conditions and Planned Improvements - Most Recent Year School Facility Conditions and Planned Improvements - Most Recent Year Aspire Firestone Academy property and liability insurance is overseen by our home office. The facility is regularly inspected by the Building Manager. The custodial staff clean student restrooms, classrooms, and hallways multiple times a day, and as needed, and the student eating area three to four times a day. All rooms, parking lots and walkways are swept daily, and carpets and floors are professionally cleaned quarterly. Custodial crews work over night to ensure the school is cleaned. The Building Manager arrives prior to teachers and staff every morning. Any graffiti is painted over by the custodial staff and walkways and parking lots are swept prior to the arrival of students and staff. Vandalism and theft have been kept to a minimum as AFA employs the use of an intrusion alarm. Crossing guards are present to assist with traffic during morning drop-offs and at dismissal time. There is one morning and afternoon drop-off location which is supervised by one crossing guard, multiple campus aides, administration, and teachers as assigned. The school has purchased traffic signs which are placed daily around the school to prevent double parking, illegal parking, and dangerous crossing patterns. The school is of new construction, and was completed in Roofs and flooring are in excellent condition and are maintained as needed, central air conditioning is also utilized by the school. All facilities concerns are addressed immediately, and nearly all corrections and/or repairs are accomplished by our Building Manager, the Los Angeles Unified School District, or home office. All tables, chairs, and necessary school equipment for every classroom is in excellent condition. AFA uses ceiling-mounted smart video projection technology which displays the teacher s laptop, materials from document cameras, or from a DVD/VCR. All technology infrastructures are handled by our home office. The Federal Education Rate Program (E-Rate) is written and overseen by the home office as well. School Facility Good Repair Status - Most Recent Year Year and month in which data were collected: December 2015 Last updated: 1/12/2016 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 Year and month in which data were collected: December 2015 Overall Rating Exemplary Last updated: 1/12/2016 Page 7 of 22

8 B. Pupil Outcomes State Priority: Pupil The SARC provides the following information relevant to the State priority: Pupil (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study California Assessment of Student Performance and Progress Results for All Students (School Year ) California Assessment of Student Performance and Progress Results for All Students (School Year ) of Students Meeting or Exceeding the State Standards Subject School District State English Language Arts / Literacy (grades 3-8 and 11) 25.0% 33.0% 44.0% Mathematics (grades 3-8 and 11) 22.0% 25.0% 33.0% Note: ages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less. Page 8 of 22

9 CAASPP Assessment Results - English Language Arts (ELA) CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) ELA - Grade 3 ELA - Grade 3 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 45.0% 28.0% 20.0% 8.0% Male % 47.0% 26.0% 23.0% 5.0% Female % 42.0% 30.0% 15.0% 12.0% Black or African American % 0.0% 0.0% 0.0% 0.0% American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 44.0% 28.0% 20.0% 8.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 0.0% 0.0% 0.0% 0.0% Two or More Races % 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged % 45.0% 28.0% 20.0% 7.0% English Learners % 73.0% 23.0% 5.0% 0.0% Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 9 of 22

10 ELA - Grade 4 ELA - Grade 4 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 66.0% 11.0% 15.0% 8.0% Male % 66.0% 14.0% 17.0% 3.0% Female % 67.0% 9.0% 13.0% 11.0% Black or African American % 0.0% 0.0% 0.0% 0.0% American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 66.0% 11.0% 15.0% 8.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 0.0% 0.0% 0.0% 0.0% Two or More Races % 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged % 66.0% 13.0% 17.0% 4.0% English Learners % 95.0% 5.0% 0.0% 0.0% Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 10 of 22

11 ELA - Grade 5 ELA - Grade 5 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 44.0% 31.0% 19.0% 6.0% Male % 57.0% 20.0% 20.0% 3.0% Female % 32.0% 41.0% 18.0% 9.0% Black or African American % 0.0% 0.0% 0.0% 0.0% American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 44.0% 30.0% 19.0% 6.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % Two or More Races % 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged % 49.0% 27.0% 16.0% 7.0% English Learners % 79.0% 21.0% 0.0% 0.0% Students with Disabilities % Students Receiving Migrant Education Services % Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 11 of 22

12 CAASPP Assessment Results - Mathematics CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Mathematics - Grade 3 Mathematics - Grade 3 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 29.0% 41.0% 22.0% 8.0% Male % 21.0% 42.0% 28.0% 9.0% Female % 39.0% 39.0% 15.0% 6.0% Black or African American % 0.0% 0.0% 0.0% 0.0% American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 28.0% 41.0% 23.0% 8.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 0.0% 0.0% 0.0% 0.0% Two or More Races % 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged % 29.0% 41.0% 23.0% 7.0% English Learners % 36.0% 59.0% 5.0% 0.0% Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 12 of 22

13 Mathematics - Grade 4 Mathematics - Grade 4 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 53.0% 29.0% 16.0% 3.0% Male % 63.0% 14.0% 17.0% 6.0% Female % 44.0% 40.0% 16.0% 0.0% Black or African American % 0.0% 0.0% 0.0% 0.0% American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 53.0% 29.0% 16.0% 3.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 0.0% 0.0% 0.0% 0.0% Two or More Races % 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged % 51.0% 31.0% 16.0% 1.0% English Learners % 91.0% 9.0% 0.0% 0.0% Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 13 of 22

14 Mathematics - Grade 5 Mathematics - Grade 5 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 52.0% 30.0% 16.0% 2.0% Male % 40.0% 30.0% 27.0% 0.0% Female % 62.0% 29.0% 6.0% 3.0% Black or African American % 0.0% 0.0% 0.0% 0.0% American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 52.0% 29.0% 16.0% 2.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % Two or More Races % 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged % 51.0% 31.0% 15.0% 2.0% English Learners % 57.0% 36.0% 0.0% 0.0% Students with Disabilities % Students Receiving Migrant Education Services % Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 14 of 22

15 California Standards Tests for All Students in Science Three-Year Comparison of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject Science (grades 5, 8, and 10) 31.0% 48.0% 37.0% 50.0% 50.0% 46.0% 59.0% 60.0% 56.0% 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. Double dashes (--) appear in the table when the number of students tested is ten or less. California Standards Tests Results by Student Group in Science (School Year ) Student Group of Students Scoring at Proficient or Advanced All Students in the LEA 46.0% All Students at the School 37.0% Male 35.0% Female 40.0% Black or African American -- American Indian or Alaska Native -- Asian -- Filipino -- Hispanic or Latino 38.0% Native Hawaiian or Pacific Islander -- White -- Two or More Races -- Socioeconomically Disadvantaged 36.0% English Learners 9.0% Students with Disabilities -- Students Receiving Migrant Education Services -- Foster Youth -- Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less. Page 15 of 22

16 State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject areas of English, mathematics, and physical education California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) of Students Meeting Fitness Standards Grade Level Four of Six Standards Five of Six Standards Six of Six Standards % 15.2% 7.6% Note: ages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 16 of 22

17 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite Opportunities for Parental Involvement - Most Recent Year Opportunities for Parental Involvement - Most Recent Year This is Aspire s Guarantee to Parents: At any Aspire campus, parents can expect: A demonstrated improvement in their child s academic performance; An open invitation to attend their child s classes; Easy, open communication with their child s teacher The opportunity to rate the performance of teachers and the school annually; and Eligibility to serve on the school s governing body, the Advisory School Council. The School recognizes that children learn best when parents are engaged in their education. To help parents and guardians become great coaches for their children, and to invite parent participation in all aspects of school life, the School features: Special Saturday classes: Scheduled at the beginning of the year, these three mandatory half-day sessions allow parents to attend school with their children. Participation in school decision-making: Aspire includes parent representatives on the Advisory School Council and parent participation on the school s Teacher Hiring Committee. Opportunities to evaluate the School and its staff: Each spring, parents are asked to complete a survey evaluating the School, the principal, and their child s teachers. The survey results are reviewed by the School staff as well as Aspire s Home Office and are a factor in personnel decisions such as merit raises. Regular communication about student learning and behavior: parents, students and teachers meet at least twice a year during Family Conferences to plan and assess the students learning progress and determine goals. In addition, the School staff will call parents regularly, both to provide positive reinforcement for academic growth and to inform parents when students make choices that do not match the School s behavior and academic expectations. In addition, the School tries to create ways for families to invest some time in volunteer service each year. The School provides a variety of opportunities to match with different skills and interests. Examples include helping in classrooms, leading extra-curricular activities, coaching sports teams, assisting with event planning, attending field trips, attending ASC meetings, serving on parent committees, fundraising, and communicating with other parents. Advisory School Council Aspire encourages all groups to participate in and share responsibility for the educational process and educational results. The School has a recently-formed Advisory School Council ( ASC ), which meets occasionally as needed, and consists of teachers, parents, and the School Principal. The School s ASC is intended to assist in developing School policies, engaging the community, and fulfilling certain compliance requirements related to state and federal funding. The ASC may make recommendations about issues related to the School and participate in reviewing parental and community concerns. If necessary, the principal is responsible for communicating all ASC policy recommendations to the Aspire Board of Directors. State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates Page 17 of 22

18 State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety Suspensions and Expulsions Suspensions and Expulsions School District State Rate Suspensions Expulsions Suspensions Expulsions School Suspensions District Suspensions State Suspensions School Expulsions District Expulsions State Expulsions School Safety Plan - Most Recent Year It is the policy of Aspire Public Schools ( Aspire ) to strive for the highest safety standards and to provide a safe workplace for all employees and a safe school for all students. Aspire has developed a comprehensive Injury and Illness Prevention Program ( IIP Program ) to achieve this end. The goal of this program is to minimize the frequency and severity of employee and student accidents and to comply with the laws and regulations that pertain to our operations. The program has been designed to eliminate physical hazards from the work and school environment and train all employees in safe work practices. ASSIGNMENT OF RESPONSIBILITY Aspire Principals have the ultimate responsibility for the implementation and enforcement of the IIP Program at their school site. Aspire Office Managers are responsible for the record keeping and coordination of the safety training programs at their school site. Employees - It is the responsibility of all Aspire employees to bring any unsafe actions, practices, or conditions to the attention of his/her manager or supervisor. DISASTER PLANS Disaster plans are located in each classroom. Each plan is site and classroom specific and covers such disasters as fire safety, earthquake safety, flood, severe weather warnings, electrical failure, gas line problems, water main breaks, water contamination, chemical spills, lockdown/shooting incidents, bomb threats, explosions, and intruders. The school safety plan was reviewed, updated and discussed with faculty in August Page 18 of 22

19 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District State Made AYP Overall Yes N/A Met Participation Rate - English Language Arts Yes N/A Met Participation Rate - Mathematics Yes N/A Met Proficient - English Language Arts N/A N/A Met Proficient - Mathematics N/A N/A Met Attendance Rate N/A Met Graduation Rate N/A N/A 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 5 Number of Schools Currently in Program Improvement N/A 654 of Schools Currently in Program Improvement N/A 82.6% Note: Cells with NA values do not require data. Average Class Size and Class Size Distribution (Elementary) Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size Average Class Size Average Class Size K Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Page 19 of 22

20 Academic Counselor Counselor (Social/Behavioral or Career Development) 1.0 N/A Library Media Teacher (librarian) 1.0 N/A Library Media Services Staff (paraprofessional) 0.0 N/A Psychologist 1.0 N/A Social Worker 0.0 N/A Nurse 0.0 N/A Speech/Language/Hearing Specialist 1.0 N/A Resource Specialist (non-teaching) 0.0 N/A Other 0.0 N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Last updated: 1/12/2016 Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site $ $ $ $ District N/A N/A $ $ Difference School Site and District N/A N/A -45.2% -30.0% State N/A N/A $ $ Difference School Site and State N/A N/A 6.9% -18.5% Note: Cells with N/A values do not require data. Page 20 of 22

21 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Aspire Firestone Academy strives to deliver the most effective instructional program. We implement a Response to Intervention (RtI) model, where Tier II support is delivered on a daily basis. Student Success Team meetings are held to discuss student progress. Every classroom is a blended learning environment, where students spend a percentage of their day interacting with high quality computer programs in Language Arts and Mathematics. All classrooms have fully implemented Writer s Workshop, which is aimed at increasing the writing performance of all our students. AFA also offers an after school program where students receive homework help, and enrichment activities. 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 $39,788 $43,165 Mid-Range Teacher Salary $63,553 $68,574 Highest Teacher Salary $78,906 $89,146 Average Principal Salary (Elementary) $105,723 $111,129 Average Principal Salary (Middle) $115,222 $116,569 Average Principal Salary (High) $116,595 $127,448 Superintendent Salary $350,000 $234,382 of Budget for Teacher Salaries 35.0% 38.0% of Budget for Administrative Salaries 5.0% 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) Professional Development Most Recent Three Years Professional development for the year is determined based upon the specific and differentiated needs of the staff (determined through the evaluation process and survey data), the goals of the organization, relevant student achievement, multiple survey data analysis, and the mission of the school. In-services and workshops for were focused on knowledge and skill building for the CCSS, especially the writing process, reciprocal teaching, shared inquiry, math problem solving, meeting the needs of ELs, differentiation strategies, and unit planning. Across the organization, equity and restorative practices are a major focus areas too. Teachers also took advantage of multiple offerings in the community through LACOE, LAUSD, educational organizations, other districts, and universities. Instructional assistants and after school teachers are also encouraged and incentivized to participate in professional development at the site or regional level, and Page 21 of 22

22 non-teaching staff receive annual training in operational and organizational topics, as well as instructionally relevant matters. The professional development focus for will include writing, and integrated and designated English language development. Teachers will participate in a cycle of inquiry model after each professional development in which they will look at data, find root causes and implement focused strategies based on what they learned in these trainings. Teachers will receive follow-up support from our Instructional Coach, Principal, Dean of Instruction, and Lead Teachers. The Principal and Dean of Instruction will also sit-in on grade-span, and grade-level, planning meetings to ensure teachers are supported in implementing strategies learned from the professional development. There will also be sessions where teachers share the strategies they are working on in their classrooms, and analyze student work in relation to those strategies. Page 22 of 22