L.A. County High School for the Arts

Transcription

1 L.A. County High School for the Arts 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. Mitzi Lizarraga, Principal Principal, L.A. County High School for the Arts About Our School About Our School When major cuts were being made to arts education in the mid s, several Los Angeles leaders had the vision to found a specialized public high school that would be the training ground for the region s most promising young artists. More that 20 years later, the award-winning Los Angeles County High School for the Arts continues to nurture and challenge our most creative and talented you minds. Our tuition-free school offers conservatory style training in the visual and performing arts along with college- preparatory academic instruction. While admission to LACHSA is a competitive process, formal training in the arts is not necessarily required. The school s demanding full-day program is one in which passion; hard work and dedication are definitely prerequisite. To learn more about tour teaching philosophy, awards and recognitions, accomplishments for the past years and goals for the upcoming year we invite you to visit our website; lachsa.net. Prospective students and their parents / caregivers can learn more about the LACHSA admissions process and about the school by going to our website, lachsa.net. I hope you find this School Accountability Report Card an informative look at out unique learning community. Contact 5151 State University Dr. Los Angeles, CA Phone: lizarraga_mitzi@lacoe.edu View Larger Map

2 About This School Contact Information - Most Recent Year Contact Information - Most Recent Year School District School Name L.A. County High School for the Arts District Name Los Angeles County Office of Education Street 5151 State University Dr. Phone Number (562) City, State, Zip Los Angeles, Ca, Web Site Phone Number Superintendent First Name Arturo Principal Mitzi Lizarraga, Principal Superintendent Last Name Delgado Address lizarraga_mitzi@lacoe.edu Address delgado_arturo@lacoe.edu Web Site County-District School (CDS) Code School Description and Mission Statement (Most Recent Year) School Description and Mission Statement (Most Recent Year) Mission Statement: Students at the Los Angeles County High School for the Arts, through powerful learning experiences, will embrace and excel in the arts and academics while working towards their visions of the future. Overview: The Los Angeles County High School for the Arts (LACHSA) offers a specialized program combining college-preparatory academic instruction and conservatory-style training in the visual and performing arts. Founded in 1985, the tuition-free public school is run by the Los Angeles County Office of Education in partnership with and on the campus of California State University, Los Angeles (CSULA). Recognized as one of the premier public arts high school in the U.S., LACHSA is the recipient of numerous awards, these include California Distinguished School for Academic Excellence, Golden Bell Award, Grammy Signature School, Bravo Award for excellence in arts education and the Exemplary School Designation by the Arts Schools Network. LACHSA is also routinely identified as one of "America's Best High Schools" by Newsweek Magazine and one LA's best high schools by Los Angeles Magazine. The school serves 600 culturally and socioeconomically diverse teens from more than 80 school districts in the county. Prospective students must meet minimum academic, attendance and behavior standards, and must audition for acceptance into one of five departments: Cinematic Arts, Dance, Music (vocal and instrumental), Theatre, or Visual Arts. Each department selects its own students through a juried audition or portfolio review process. Once admitted, students can audition to dual-major in Musical Theatre productions. LACHSA is a model small learning community fully integrated within the campus of CSULA, offering students a direct connection to higher education. More than 95% of graduates matriculate to college and many are recruited with scholarships to the world's finest institutions. The non-profit Los Angeles County High School for the Arts Foundation raises funds to support the conservatory-style arts training offered to students free of charge. Each year, the Foundation works to bridge the gap between available state funding and the actual cost of the arts programs by cultivating and soliciting gifts from individuals, foundations and corporations. Page 2 of 21

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4 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Grade Total Enrollment Grade 9 Grade 10 Grade 11 Grade 12 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Group Percent of Total Enrollment Black or African American 12.2 American Indian or Alaska Native 0.5 Asian 9.3 Filipino 1.4 Hispanic or Latino 20.1 Native Hawaiian or Pacific Islander 0.3 White 49.9 Two or More Races 6.2 Socioeconomically Disadvantaged 5.5 English Learners 1.1 Students with Disabilities 0.8 6% 49% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 12% 9% 1% 20% Page 4 of 21

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 DATA PENDING - INFORMATION FORTHCOMING Teachers School District With Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Without Full Credential 0.5 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 Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions Total Teacher Misassignments* 0.5 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 21

6 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) DATA PENDING - INFORMATION FORTHCOMING Location of Classes This School All Schools in District 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 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: August 2014 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts World Literature, Holt, Rinehart and Winston Readings in World Literature, Holt, Rinehart and Winston The Language of Literature, McDougal Littell Yes 0.0 Mathematics Algebra Structure & Method Book 1, McDougal Littell Discovering Geometry, Key Curric. Press Geometry: An Investigative Approach, Key Curric. Press Pre-Calculus, McDougal Littell Calculus, McDougal Littell Student s Solution Guide, McDougal Littell Yes 0.0 Science Science Spectrum Physical Science, Holt, Rinehart and Winston Biology, Glencoe/McGraw-Hill Conceptual Physics 3rd Edition, Addison-Wesley Modern Chemistry, Holt, Rinehart and Winston Yes 0.0 History-Social Science The American Journey, Prentice Hall The Americans, McDougal Littell Government in America, Harper Collins Economics Today and Tomorrow, Glencoe McGraw Hill Yes 0.0 Foreign Language Spanish Expresate Levels 1 3, Holt, Rinehart and Winston Spanish Nuevas Vistas Curso Uno (Level 4), Holt, Rinehart and Winston Yes 0.0 Health 0.0 Visual and Performing Arts Introducing Art, Glencoe/McGraw Hill Exploring Art, Glencoe/McGraw Hill Yes 0.0 Understanding Art, Glencoe/McGraw Hill Page 6 of 21

7 Understanding Art, Glencoe/McGraw Hill Science Lab Eqpmt(9-12) 0.0 School Facility Conditions and Planned Improvements - Most Recent Year DATA PENDING - INFORMATION FORTHCOMING LACHSA is fully integrated on the campus of CAL State - L.A. LACHSA uses university facilities for all classroom instruction, administrative offices, rehearsals and other activities. CSLA is responsible for maintenance and upkeep of facilities. Facilities are cleaned on a regular basis. The university addresses LACHSA s facilities concerns as they arise in as timely a manner as possible and coordinates all inspections. LACHSA has been a part of the CSLA campus for the past 27 years. As part of a lease agreement between the university and LACOE. LACOE broke ground on a new building in February The new facility dedicated to LACHSA is scheduled to open in March We are in the midst of transitioning into our new building. School Facility Good Repair Status - Most Recent Year DATA PENDING - INFORMATION FORTHCOMING 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 Repair Needed and Action Taken or Planned Overall Facility Rate - Most Recent Year Overall Rating Page 7 of 21

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 37 All Students at the School 89 Male 93 Female 87 Black or African American 79 American Indian or Alaska Native Asian 88 Filipino Hispanic or Latino 84 Native Hawaiian or Pacific Islander White 93 Two or More Races 89 Socioeconomically Disadvantaged 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 accuracy or to protect student privacy. Page 8 of 21

9 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 85% 82% 87% 30% 33% 35% 54% 56% 55% Mathematics 25% 20% 17% 19% 23% 25% 49% 50% 50% History-Social Science 62% 62% 57% 19% 24% 27% 48% 49% 49% Note: STAR Program was last administered in Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Academic Performance Index Ranks Three-Year Comparison Academic Performance Index Ranks Three-Year Comparison API Rank Statewide Similar Schools Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013 All Students at the School Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Note: N/D means that no data were available to the CDE or LEA to report. B means the school did not have a valid API Base and there is no Growth or target information. C means the school had significant demographic changes and there is no Growth or target information. Page 9 of 21

10 Career Technical Education Programs (School Year ) Career Technical Education Programs (School Year ) LACHSA s ROP counselor works with students around career interests and job placement. LACHSA offers numerous ROP courses in: film, visual art, dance and musical theatre. Each class is aligned with the goals and benchmarks of the district s ROP program. For more information regarding specific course titles and descriptions, please visit our website: lachsa.net. Career Technical Education Participation (School Year ) Career Technical Education Participation (School Year ) DATA PENDING - INFORMATION FORTHCOMING Measure CTE Program Participation Number of pupils participating in CTE 0 Percent of pupils completing a CTE program and earning a high school diploma 0.0 Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education 0.0 Courses for University of California and/or California State University Admission Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission 91.9 Page 10 of 21

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 High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced School District State Subject English-Language Arts 91% 87% 95% 29% 31% 31% 56% 57% 56% Mathematics 82% 79% 82% 30% 32% 33% 58% 60% 62% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. English-Language Arts Percent of Students Scoring at Proficient or Advanced 100 Mathematics Percent of Students Scoring at Proficient or Advanced Page 11 of 21

12 California High School Exit Examination Grade Ten Results by Student Group (School Year ) (if applicable) English-Language Arts Mathematics Group Percent Not Proficient Percent Proficient Percent Advanced Percent Not Proficient Percent Proficient Percent Advanced All Students in the LEA 69% 13% 18% 67% 21% 12% All Students at the School 5% 19% 76% 18% 39% 43% Male 5% 28% 67% 12% 38% 50% Female 5% 14% 81% 22% 39% 39% Black or African American 7% 40% 53% 50% 36% 14% American Indian or Alaska Native Asian 6% 94% 24% 76% Filipino Hispanic or Latino 9% 25% 66% 25% 50% 25% Native Hawaiian or Pacific Islander White 3% 17% 80% 10% 40% 49% Two or More Races 6% 22% 72% 29% 35% 35% Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) Percent of Students Meeting Fitness Standards Grade level Four of Six Standards Five of Six Standards Six of Six Standards % 32.6% 13.5% 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 12 of 21

13 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 The LACHSA Parent Council supports the objectives of the school by: Establishing and maintaining a close working relationship among LACHSA S parents, teachers, staff, administration and community. The Parent Council advises the Principal on matters relating to the individual arts departments as well as the academic program. Informing and promoting the appropriate (academic and art) school activities and events to the parent body, and the general public. Supporting fund-raising efforts Providing support through coordination of volunteer programs for all school activities Sponsoring and promoting/facilitating programs of interest to the LACHSA community. The LACHSA Parent Council consists of nine elected parents/guardians who have a child currently enrolled at the school. Numerous other parent involvement opportunities are available. For information, contact the Principal at (323) State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): High school dropout rates; and High school graduation rates. Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator Dropout Rate Graduation Rate Dropout/Graduation Rate (Four-Year Cohort Rate) Chart Dropout Rate Graduation Rate Page 13 of 21

14 Completion of High School Graduation Requirements Completion of High School Graduation Requirements Graduating Class of 2013 Group School District State All Students Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Page 14 of 21

15 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 15 of 21

16 School Safety Plan - Most Recent Year School Safety Plan - Most Recent Year DATA PENDING - INFORMATION FORTHCOMING February 2013 A comprehensive School Safety Plan is in place. It is revised and reviewed annually by staff, parents and other stakeholders during the months of January, February and March. The updated plan is completed and submitted to the Los Angeles County Office of Education in March of each year. The School Safety Plan has the following key elements: Disaster procedures, routine and emergency Safe and orderly school environment plans Rules and procedures on school discipline Procedures regarding teacher notification of dangerous students pursuant to Ed. Code Child abuse reporting procedures Sexual harassment policy Hate crime reporting procedures Provisions of any school-wide dress code In addition, LACHSA has the support of CAL State - L.A. campus police when emergencies arise. Page 16 of 21

17 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District Made AYP Overall Yes Met Participation Rate - English-Language Arts Yes Met Participation Rate - Mathematics Yes Met Percent Proficient - English-Language Arts Yes Met Percent Proficient - Mathematics Yes Met Graduation Rate Yes Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Indicator School District Program Improvement Status Not in PI First Year of Program Improvement Year in Program Improvement * Year 3 Number of Schools Currently in Program Improvement 654 Percent of Schools Currently in Program Improvement 82.6% 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 17 of 21

18 Academic Counselors and Other Support Staff (School Year ) Academic Counselors and Other Support Staff (School Year ) DATA PENDING - INFORMATION FORTHCOMING 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) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other Note: Cells with values do not require data. * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) DATA PENDING - INFORMATION FORTHCOMING Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site District Percent Difference School Site and District State $4,690 Percent Difference School Site and State Note: Cells with values do not require data. Page 18 of 21

19 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) LACHSA is associated with a foundation that assists with fund raising to help provide programming for the arts. Grants, private philanthropy and fundraisers help to provide additional funds. Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) DATA PENDING - INFORMATION FORTHCOMING Category District Amount State Average For Districts In Same Category Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Superintendent Salary Percent of Budget for Teacher Salaries % % Percent of Budget for Administrative Salaries % % 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 -1.0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 19 of 21

20 Advanced Placement Courses (School Year ) Advanced Placement Courses (School Year ) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science English 4 Fine and Performing Arts Foreign Language Mathematics 1 Science 4 Social Science 6 All Courses Note: Cells with values do not require data. *Where there are student course enrollments. Page 20 of 21

21 Professional Development Most Recent Three Years Professional Development Most Recent Three Years The majority of professional development for LACOE-run schools is coordinated centrally by the Professional Development unit, as well as the Curriculum & Instruction Unit. Training opportunities for all staff are driven by current and evidence-based research, and are connected to curriculum guides/pacing plans, instructional materials, county/state/federal laws and the District s overall goals and instructional focus. Instruction and Professional Development specific Focus Areas: Content Literacy Expansion in Core Curriculum courses Mathematics Intervention and Subject Content Development Instructional Technology integrated into all classrooms Fully Implement Data wise Positive Behavior Instructional System implemented across the Division of Student Programs Professional development is delivered both at the sites and regionally. Professional development at the sites occurs monthly.lacoe provides leadership institutes for administrators and has established professional learning communities, teaching and learning study groups, and classroom/campus walkthroughs. Professional development opportunities for teachers and administrators cover intervention strategies for struggling students and differentiated instructional strategies for teachers English-Language, Mathematics(Algebra and Geometry), Science, and History-Social Science courses. Lacoe Educational Programs serve a large population of students who are identified as English Learners. Teachers are offered staff development opportunities that focus primarily on building their skills and strategies for teacher EL students. LACOE Educational Programs and Human Resource Service have collaboratively established criteria and processes to ensure that teachers are highly qualified as required by the federal No Child Left Behind Act. Additionally, Educational Programs and HRS collaborate in supporting new teachers through the pre-intern and Beginning Teacher Support Assessment(BTSA) program. Overall, professional development supports improving the skills of teachers, paraeducators, and administrators to promote student academic achievement, as well as to enhance students ability to become socially responsible citizens. Page 21 of 21