San Francisco Flex Academy

Transcription

1 San Francisco Flex Academy 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. Mr. Steve Henderson Principal, San Francisco Flex Academy About Our School About Our School The mission of SF Flex is to prepare graduates for college, life wide learning, and active citizenship in a diverse society. We are a tuition free public high school serving teens from San Francisco and the surrounding Bay Area. Founded in 2010 and now part of a growing network of Flex Academy schools, SF Flex is a small school driven by a set of Core Values that are the foundation of an inclusive, diverse, and supportive school culture. Our academic program is built on an innovative model that combines on-line learning with direct instruction from certified teachers. Our strength is personalizing learning for each student and allowing choice and flexibility during the school day. Students have a greater responsibility in their education, which allows them develop the habits of mind that lead to independence and self-direction. Perhaps most important, at SF Flex Academy students learn how to learn. Our challenging standards based curriculum embedded within our unique approach to high school education creates an environment where students have the opportunity to build the executive functioning and meta cognitive skills necessary for college and career success. The curriculum is enriched with engaging project learning experiences that build skills including communication and collaboration, project management, self-understanding, and information age research. Our goal is to help every student build the skills and confidence for college and career success. Contact 1195 Hudson Ave. San Francisco, CA Phone: calston@flexsf.org View Larger Map

2 About This School Contact Information - Most Recent Year Contact Information - Most Recent Year School District School Name San Francisco Flex Academy District Name SBE - San Francisco Flex Academy Street 1195 Hudson Ave. Phone Number (415) City, State, Zip San Francisco, Ca, Web Site Phone Number Superintendent First Name Mark Principal Mr. Steve Henderson Superintendent Last Name Kushner Address calston@flexsf.org Address shenderson@flexsf.org Web Site County-District School (CDS) Code School Description and Mission Statement (Most Recent Year) School Description and Mission Statement (Most Recent Year) SF Flex is a full-time, tuition-free, public charter school located in the Bayview neighborhood of San Francisco serving students in grades 9-12 from San Francisco and anywhere in the Bay Area. The mission of SF Flex Academy is to prepare graduates for college, life-wide learning, career success, and active citizenship in a diverse society. Graduates of SF Flex Academy are professional, committed to success, determined to achieve, empowered to take control of their lives, and active citizens. SF Flex blends the best of a rigorous, college-preparatory, comprehensive high school environment with on-line curriculum. Students attend school every day in a safe, diverse, and supportive school community that includes a dedicated computer work station for every student, textbooks, novels, math manipulatives, science equipment, art supplies, and more. With the largest choice of electives of any school in the San Francisco Bay Area, SF Flex puts students in the driver s seat by allowing them to choose from an array of courses so they can explore and develop their interests. Teachers at SF Flex are highly qualified and specially trained to use data generated from the award winning, standards based K12 Inc. curriculum to tailor instruction for individual students, target skill development, and build subject matter mastery. Classes are small, typically between 5 and 12 students. SF Flex provides engaging and personalized learning that maximizes each student's full potential. Our program creates an education that fits the individual student so those who need more time and support in certain subjects can get it, and those who are ready to move ahead can do so at their own pace. Most of all, students at SF Flex learn how about themselves and learn how to learn. Page 2 of 21

3 Page 3 of 21

4 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade 9 21 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 31.0 American Indian or Alaska Native 1.0 Asian 15.0 Filipino 2.0 Hispanic or Latino % 31% Native Hawaiian or Pacific Islander 1.0 White 32.0 Two or More Races 0.8 Socioeconomically Disadvantaged 41.2 English Learners 5.2 Students with Disabilities 8.2 Black or African American 1% American Indian or Alaska Native Asian 15% Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 2% 15% 1% 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 Teachers School District With Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Without Full Credential Teachers Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions Total Teacher Misassignments* Vacant Teacher Positions Note: Misassignments refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Page 5 of 21

6 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 97 3 All Schools in District 97 3 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: December 2014 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts All textbooks and instructional material is from K12 Inc. It is standards aligned and UC A-G approved. Yes 0.0 Mathematics All textbooks and instructional material is from K12 Inc. It is standards aligned and UC A-G approved. Yes 0.0 Science All textbooks and instructional material is from K12 Inc. It is standards aligned and UC A-G approved. Yes 0.0 History-Social Science All textbooks and instructional material is from K12 Inc. It is standards aligned and UC A-G approved. Yes 0.0 Foreign Language All textbooks and instructional material is from K12 Inc. It is standards aligned and UC A-G approved. Yes 0.0 Health All textbooks and instructional material is from K12 Inc. It is standards aligned and UC A-G approved. Yes 0.0 Visual and Performing Arts All textbooks and instructional material is from K12 Inc. It is standards aligned and UC A-G approved. Yes 0.0 Science Lab Eqpmt(9-12) All textbooks and instructional material is from K12 Inc. It is standards aligned and UC A-G approved. Yes 0.0 School Facility Conditions and Planned Improvements - Most Recent Year SF Flex Academy is located at the SFUSD school facility Gloria R. Davis school in Bayview. The results of the most recent site inspection were all positive, including as follows: Systems: Excellent Condition (including Gas lines, HVAC, Sewer) Page 6 of 21

7 Interior: Interior Surfaces Excellent Condition Electrical: - Excellent, all inspected and passed current code. Restrooms/Fountains: Excellent Safety: Fire Safety, Hazmat System in excellent condition. Sprinkler and Life Safety systems checked and tested quarterly, monitored No known hazardous materials. School Facility Good Repair Status - Most Recent Year System Inspected Rating Repair Needed and Action Taken or Planned Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/Doors/Gates/Fences Good Good Good Good Good Good Good Good Overall Facility Rate - Most Recent Year Overall Rating Good 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 56 All Students at the School 56 Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Note: 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 39% 46% 54% 39% 46% 54% 54% 56% 55% Mathematics 13% 8% 8% 13% 8% 8% 49% 50% 50% History-Social Science 33% 32% 48% 33% 32% 48% 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 1 Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced. Academic Performance Index Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013 All Students at the School B 3 85 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 ) SF Flex does not offer a Career Technical Education Program. Courses for University of California and/or California State University Admission Courses for University of California and/or California State University Admission UC/CSU Course Measure Percent Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission Page 10 of 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 81% 86% 93% 81% 86% 93% 56% 57% 56% Mathematics 69% 80% 90% 69% 80% 90% 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 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 9 8.0% 22.0% 70.0% Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 11 of 21

12 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement - Most Recent Year Opportunities for Parental Involvement - Most Recent Year Welcome to Families of Flex the San Francisco Flex Academy PTSA! Our mission is to engage, enrich and encourage the students and staff within our unique educational environment. For families, this means we are here to support our students, to support our families in supporting our students and to support our staff in supporting our students. There are a number of ways we can become informed and stay involved in our student s education. Firstly, log into the OLS system, follow your student s progress, read your kmails and communicate with Mr. Henderson, teachers and staff. Secondly, participate. Participate in whatever way works for you, volunteer for a committee, attend school board meetings, chair an activity such as career day, monthly breakfasts, potlucks and appreciation lunches. Commit to once a week, one a month or a couple times a school year, if you are willing, we can make it work. And lastly, join the PTSA! We are encouraging all of our students, families and staff to become members. Ms. Tejuco to get involved at ctejuco@flexsf.org. 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 Page 12 of 21

13 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 77 Asian Filipino 92 Hispanic or Latino Native Hawaiian or Pacific Islander 84 White Two or More Races 89 Socioeconomically Disadvantaged English Learners Students with Disabilities 60 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 20 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 SF Flex Academy has a comprehensive Safety Plan. It was last reviewed at the beginning of the school year and updated as appropriate. It was featured in faculty PD during this time so faculty are aware of their roles. Our program s Safety Plan is organized and all staff members trained in order to effectively prepare for maximum safety, efficiency and communication in the event of an emergency. Students and parents also understand that contingency preparation and procedures are necessary and are conducted for their safety and well-being. Planning, preparation, and training will help staff personnel learn the proper course of action in an emergency.staff has received annual training in the emergency response plan. Drills are conducted periodically to test the effectiveness of the plan. A debriefing is conducted after each drill to receive feedback from all participants on the effectiveness of the plan. 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 Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics Met Percent Proficient - English-Language Arts Met Percent Proficient - Mathematics Met Graduation Rate No Yes Yes No Yes Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Program Improvement Status First Year of Program Improvement Year in Program Improvement * Indicator School District Number of Schools Currently in Program Improvement Percent of Schools Currently in Program Improvement % Note: Cells with NA values do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process. Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size Average Class Size Average Class Size English Mathematics Science Social Science * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Page 17 of 21

18 Academic Counselors and Other Support Staff (School Year ) Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) Library Media Teacher (librarian) Library Media Services Staff (paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other 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. Page 18 of 21

19 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) The type of services funded at SF Flex Academy during the fiscal year were all academically based. This included online and onsite curriculum, teaching, and technology such as computers, printers, copiers, etc. 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 2 Fine and Performing Arts Foreign Language 2 Mathematics 2 Science Social Science 4 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 Every Wednesday afternoon, the staff participated in an inclusive Head-of-School-led professional development series for four hours. Topics were focused around students academic progress, achievement and overall school success. Examples include: data based break-out instruction; systems training on academic achievement series; grade reporting; partnering with parents; classroom management; response to intervention; special education resources and stratgies; and research based pedagocial practices. Page 21 of 21