El Sol Santa Ana Science and Arts Academy

Transcription

1 El Sol Santa Ana Science and Arts Academy Monique Daviss, Executive Director Principal, El Sol Santa Ana Science and Arts Academy About Our School About Our School Contact 1010 North Broadway St. Santa Ana, CA Phone: View Larger Map

2 Data and Access Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. Additional Information For further information regarding the data elements and terms used in the SARC see the Academic Performance Index Reports Information Guide located on the CDE API Web page. Page 2 of 22

3 About This School Contact Information (School Year ) Contact Information (School Year ) School District School Name El Sol Santa Ana Science and Arts Academy District Name Santa Ana Unified Street 1010 North Broadway St. Phone Number (714) City, State, Zip Santa Ana, Ca, Web Site Phone Number Superintendent First Name Richard Principal Monique Daviss, Executive Director Superintendent Last Name Miller Address Address County-District School (CDS) Code School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) El Sol Science and Arts Academy (El Sol) is a public charter school located in Santa Ana. The school opened its doors in September of 2001 with kindergarten and first grade classes. El Sol has been adding a grade level every year since then and currently provides an academic program to over 800 preschool through eighth grade students. Eighty one percent of students qualify for the federal free and reduced lunch program and the school has Title I designation. 69% of students are English Language Learners. In addition to its rigorous academic standards, El Sol provides a comprehensive enrichment program that nurtures the development of student interest in and talent for dance, music, art and the sciences. El Sol's mission is to provide a rigorous academic environment that prepares students for entrance into a college preparatory track at the high school of their choice and to create a culture of kindness, creativity, courage, and honesty that will permit our graduates to assume leadership roles in the 21st Century. El Sol works to achieve that mission through a variety of curricular areas of focus. In particular, El Sol provides a dual immersion program. The program develops bilingualism and bi-literacy in Spanish and in English. Students emerge competent in multiculturalism through the understanding of different cultures and the development of high self-esteem. The school also places curricular emphasis on instruction in the arts and sciences. Opportunities for Parental Involvement (School Year ) Opportunities for Parental Involvement (School Year ) El Sol has a PTO, a School Site Council and other parent groups. El Sol students and families benefit from a variety of partner organizations. El Sol also has a Family and Children Learning Center that incorporates a variety of partners for on-site services to families including: Legal Aid, Public Law Center, the Department of Social Services, Latino Health Access, Providence Speech and Hearing Center, UCI Health Center, Share Our Selves (SOS), Second Harvest Food Bank, Americorp and others. The school recently celebrated the opening of the SOS El Sol Wellness center, an on-site full service clinic for uninsured students and their families that is funded in part by Hoag Hospital, SOS and the UCI program in Nursing Science. El Sol asks all families to volunteer for 20 hours each school year. Volunteer hours can be met by supporting the classroom teacher or by completing small school repairs, clean-up or other needed supports at the school. Parents are highly involved in the academic program; reading in the classroom, participating in parent led science demonstrations, and volunteering to teach enrichment classes. Page 3 of 22

4 Student Performance Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site. Standardized Testing and Reporting Results for All Students - Three-Year Standardized Testing and Reporting Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject English-Language Arts 63% 64% 64% 43% 45% 44% 54% 56% 55% Mathematics 84% 80% 85% 47% 48% 45% 49% 50% 50% Science 73% 74% 51% 44% 48% 46% 57% 60% 59% History-Social Science 64% 61% 73% 37% 40% 41% 48% 49% 49% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. English-Language Arts Percent of Students Scoring at Proficient or Advanced Math Percent of Students Scoring at Proficient or Advanced Page 4 of 22

5 Science Percent of Students Scoring at Proficient or Advanced History Percent of Students Scoring at Proficient or Advanced Standardized Testing and Reporting Results by Student Group Most Recent Year Standardized Testing and Reporting Results by Student Group Most Recent Year Percent of Students Scoring at Proficient or Advanced Group English-Language Arts Mathematics Science History-Social Science All Students in the LEA 44% 45% 47% 41% All Students at the School 64% 85% 51% 73% Male 59% 85% 52% 71% Female 68% 86% 49% 74% Black or African American N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A Asian N/A N/A N/A N/A Filipino N/A N/A N/A N/A Hispanic or Latino 63% 85% 50% 73% Native Hawaiian or Pacific Islander N/A N/A N/A N/A White N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A Socioeconomically Disadvantaged 58% 83% 50% 69% English Learners 54% 84% 37% 60% Students with Disabilities 56% 69% N/A N/A Students Receiving Migrant Education Services N/A N/A N/A N/A Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 5 of 22

6 California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison Three-Year Comparison The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at Percent of Students Scoring at Proficient or Advanced School District State Subject English-Language Arts N/A N/A N/A 54% 48% 52% 59% 56% 57% Mathematics N/A N/A N/A 56% 58% 57% 56% 58% 60% Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. English-Language Arts Percent of Students Scoring at Proficient or Advanced 1.0 Mathematics Percent of Students Scoring at Proficient or Advanced Page 6 of 22

7 California High School Exit Examination Grade Ten Results by Student Group California High School Exit Examination Grade Ten Results by Student Group English-Language Arts Mathematics Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA 48% 22% 30% 43% 36% 21% All Students at the School N/A N/A N/A N/A N/A N/A Male N/A N/A N/A N/A N/A N/A Female N/A N/A N/A N/A N/A N/A Black or African American N/A N/A N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A N/A N/A Asian N/A N/A N/A N/A N/A N/A Filipino N/A N/A N/A N/A N/A N/A Hispanic or Latino N/A N/A N/A N/A N/A N/A Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A White N/A N/A N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A N/A N/A Socioeconomically Disadvantaged N/A N/A N/A N/A N/A N/A English Learners N/A N/A N/A N/A N/A N/A Students with Disabilities N/A N/A N/A N/A N/A N/A Students Receiving Migrant Education Services N/A N/A N/A N/A N/A N/A Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 7 of 22

8 California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school s test results to the district and state, see the CDE PFT Web page. Percent of Students Meeting Fitness Standards Grade level Four of Six Standards Five of Six Standards Six of Six Standards % 33.3% 30.2% % 15.8% 36.8% 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 8 of 22

9 Accountability Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page. Academic Performance Index Ranks Three-Year Comparison Academic Performance Index Ranks Three-Year Comparison This table displays the school s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched similar schools. A similar schools rank of 1 means that the school s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school s academic performance is better than at least 90 of the 100 similar schools. API Rank Statewide Similar Schools Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change Actual API Change Actual API Change All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Note: N/D means that no data were available to the CDE or LEA to report. B means the school did not have a valid API Base and there is no Growth or target information. C means the school had significant demographic changes and there is no Growth or target information. Page 9 of 22

10 Academic Performance Index Growth by Student Group Growth API Comparison This table displays, by student group, the number of students included in the API and the Growth API at the school, LEA, and state level. Group Number of Students School Number of Students LEA Number of Students State All Students at the School , ,655, Black or African American , American Indian or Alaska Native , Asian , Filipino , Hispanic or Latino , ,438, Native Hawaiian or Pacific Islander , White ,200, Two or More Races , Socioeconomically Disadvantaged , ,774, English Learners , ,482, Students with Disabilities , , Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state s standards-based assessments in ELA and mathematics Percent proficient on the state s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools) For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page. AYP Criteria School District Made AYP Overall Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics Met Percent Proficient - English-Language Arts Met Percent Proficient - Mathematics Met API Criteria Met Graduation Rate No Yes Yes No Yes Yes N/A Page 10 of 22

11 Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page. Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement Year in Program Improvement Year 1 Year 3 Number of Schools Currently in Program Improvement N/A 54 Percent of Schools Currently in Program Improvement N/A 90.0% Note: Cells shaded in black or with N/A values do not require data. Page 11 of 22

12 School Climate Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten 98 Grade 1 96 Grade 2 95 Grade Grade 4 97 Grade 5 93 Grade 6 77 Grade 7 58 Grade 8 41 Total Enrollment KindergartenGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 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 0.3 American Indian or Alaska Native 0.4 Asian 0.4 Filipino 0.1 2% Hispanic or Latino 95.8 Native Hawaiian or Pacific Islander 0.1 White 2.6 Two or More Races 0.3 Socioeconomically Disadvantaged 76.3 English Learners 62.8 Students with Disabilities 2.5 Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 98% Page 12 of 22

13 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 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). 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. School Safety Plan (School Year ) School Safety Plan (School Year ) The Comprehensive School Site Safety Plan was developed for El Sol Academy in collaboration with local agencies and the district office to fulfill Senate Bill 187 requirements. Components of this plan include child abuse reporting procedures, teacher notification of dangerous pupil procedures, disaster response procedures, procedures for safe arrival and departure from school, sexual harassment policy, and dress code policy. The school s most current safety plan was reviewed and updated in April 2011 Page 13 of 22

14 Suspensions and Expulsions School District Suspensions Expulsions Rate * * The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. Suspensions Expulsions 1.0 School Suspensions District Suspensions 1.0 School Expulsions District Expulsions Page 14 of 22

15 School Facilities School Facility Conditions and Planned Improvements (School Year ) School Facility Conditions and Planned Improvements (School Year ) The school is currently working on a major redevelopment project that will upgrade all classrooms on the campus as well as provide additional support space for meetings, labs, performances and a wellness center. The first phase of the school-wide renovation is complete adding 12 new classrooms and a playground. The next phase is a new wellness center which begins construction in mid Completion of the remaining phases of the full campus renovation are expected in the next few years. School Facility Good Repair Status (School Year ) System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences Repair Status Good Good Good Good Good Good Good Good Repair Needed and Action Taken or Planned Overall Facility Rate (School Year ) Overall Rating Good Page 15 of 22

16 Teachers Teacher Credentials Teacher Credentials Teachers School District With Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Without Full Credential 31.5 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 16 of 22

17 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page. Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School All Schools in District 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. Page 17 of 22

18 Support Staff Academic Counselors and Other Support Staff (School Year ) Academic Counselors and Other Support Staff (School Year ) Academic Counselor Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Counselor (Social/Behavioral or Career Development) Library Media Teacher (librarian) Library Media Services Staff (paraprofessional) N/A N/A N/A Psychologist 0.3 N/A Social Worker 0.5 N/A Nurse 0.3 N/A Speech/Language/Hearing Specialist 0.3 N/A Resource Specialist (non-teaching) 0.5 N/A Other N/A Note: Cells shaded in black or with N/A values do not require data. * One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time. Page 18 of 22

19 Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Year ) Year ) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: October 2013 Core Curriculum Area Textbooks and instructional materials From most recent adoption? Percent students lacking own assigned copy Reading/Language Arts Houghton Mifflin Holt McDougall Studies Weekly Scholastic Time Magazine Weekly Words Their Way Yes 0.0 Mathematics Explorations Common Core Math Yes 0.0 Science FOSS Pearson Interactive Science National Geographic Ladders Yes 0.0 History-Social Science Holt McDougall Scholastic Yes 0.0 Foreign Language Santillana Yes 0.0 Health SPARK 0.0 Visual and Performing Arts 0.0 Science Laboratory Equipment (grades 9-12) 0.0 Page 19 of 22

20 School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic / Unrestricted) Average Teacher Salary School Site N/A N/A N/A N/A District N/A N/A N/A $78,135 Percent Difference School Site and District N/A N/A N/A N/A State N/A N/A $5,537 $69,704 Percent Difference School Site and State N/A N/A N/A N/A Note: Cells shaded in black or with N/A values do not require data. Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site. Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) El Sol provides a comprehensive extended day program that integrates the daytime instruction into the extended day. The school also provides small group instruction, intervention, and pull-outs. The school supports the arts through instruction in instrumental music, drama, fine arts, chorus, chess, and athletics. The school spends resources on technology and software including Mind Institute, Accelerated Reader, Education City and Pipo. El Sol is a dual immersion school so the school provides student materials curriculum, books, games and other instructional materials in English and in Spanish. El Sol students participate in service learning, off-site educational experiences and other partnerships that enhance the learning process. 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 $48,660 $41,462 Mid-Range Teacher Salary $74,308 $66,133 Highest Teacher Salary $94,284 $85,735 Average Principal Salary (Elementary) $115,509 $107,206 Average Principal Salary (Middle) $115,544 $111,641 Average Principal Salary (High) $121,341 $122,628 Superintendent Salary $265,000 $225,176 Percent of Budget for Teacher Salaries 41.0% 38.0% Percent of Budget for Administrative Salaries 4.0% 5.0% Page 20 of 22

21 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page. Teacher Salary Chart Principal Salary Chart Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 21 of 22

22 Instructional Planning and Scheduling Professional Development Professional Development This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. El Sol Academy places a high value on professional development. The annual number of days dedicated to staff development for the most recent three year period is 15. This includes professional development days that occur just prior to the school year, mid-year and during pupil free days. In addition, staff development is conducted as part of the early release days every week and staff development is also provided to teachers by grade level or subject matter as it becomes available throughout the school year at conferences or other workshops. Professional development topics are determined by teacher subject matter specialty interests, assessment data review, and this year the transition to common core. Page 22 of 22