Executive Summary School Accountability Report Card, For CHIME Institute s Schwarzenegger Community School

Transcription

1 Executive Summary School Accountability Report Card, For CHIME Institute s Schwarzenegger Community School Address: Collier St., Woodland Hills, CA, Phone: (818) Principal: Jennifer Lockwood, Principal Grade Span: K-8 This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the school year. School finances and school completion data are reported for the school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. A About This School The CHIME Institute, a nonprofit organization established in 1990, is a national leader in the development and implementation of an unique model of inclusive education. The institute began with an early childhood program based at California State University, Northridge. The success of the early childhood program, coupled with the needs of the community and sound research, prompted a group of parents and Cal State Northridge faculty to develop a charter elementary school in 2001 and a charter middle school in The two schools were merged into kindergarten through 8th grade in 2010 and named the CHIME Institute s Schwarzenegger Community School. Inclusive education at CHIME Institute means that children who reflect the demographics of the surrounding region including children who develop typically, children with special needs and children who are gifted learn side by side. CHIME s model allows for the individual needs of each child to be addressed in a manner that enhances each child s strengths while also addressing learning needs. In addition, CHIME serves as a model for educators through its partnership with Cal State Northridge s Michael D. Eisner College of Education and the Los Angeles Unified School District. It facilitates research opportunities and regularly hosts visitors from surrounding districts and as far away as Japan and the United Kingdom who are interested in replicating CHIME s successes, in their own schools and communities. Student Enrollment Group Enrollment Number of students 698 Black or African American 6% American Indian or Alaska Native 1% Asian 9% Filipino 3% Hispanic or Latino 19% Native Hawaiian or Pacific Islander 1% White 61% Two or More Races % Socioeconomically Disadvantaged 20% English Learners 7% Students with Disabilities 18% Teachers Indicator Teachers Teachers with full credential 40 Teachers without full credential 1 Teachers Teaching Outside Subject Area of Competence 0 Misassignments of Teachers of English Learners 0 Total Teacher Misassignments 0

2 Student Performance Students Proficient Subject and Above on STAR 1 Program Results English-Language Arts 72.6% Mathematics 64.2% Science % History-Social Science % Academic Progress 2 Indicator 2013 Growth API Score (from 2013 Growth API Report) Statewide Rank (from 2012 Base API Report) Met All 2013 AYP Requirements Number of AYP Criteria Met Out of the Total Number of Criteria Possible Program Improvement Status (PI Year) Result Yes Met 6 o17 1 Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment. 2 The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law.

3 School Facilities Summary of Most Recent Site Inspection The proposed project is located in Woodland Hills at the old Collier Street School owned and operated by the LAUSD until the school was closed in CHIME leased the property from LAUSD in January of 2003 and has been operating a successful K-5 program on the site. The CHIME charter with the support of the District applied for and was granted a Proposition 55 allocation from the State Facilities Bond Program. This grant was for a 6-8 grade program and was originally proposed for a private school site in the community of Chatsworth. Upon further analysis, CHIME determined it was in the best interest of their academic program to have a K-8 program at one site rather than separate sites. CHIME requested authorization from the District to proceed with converting the Collier Street school to a K-8 school. The proposed Project Site is located on the existing CHIME Charter Elementary School campus at Collier Street, in the community of Woodland Hills, City of Los Angeles, Los Angeles County. This site is owned by LAUSD and was operated as an elementary school until 1991 when it was closed. The elementary school is at the southwest corner of the intersection of Collier Street and Corbin Avenue in a residential area. The campus encompasses 6.51 acres on one parcel (APN ) and is bordered by Corbin Avenue to the east, Jumilla Avenue to the west, residential development to the south, and an orange grove to the north across Collier Street. Existing facilities include two kindergarten classrooms, 11 standard classrooms, Auditorium with a kitchen and outdoor covered lunch area, administration, and small library. Seven portable classroom buildings (14 classrooms) will be replaced with new classrooms in the proposed project. Existing PE facilities include field area, hard-court area, and a garden/outdoor classroom area. The K-8 site also includes both temporary and permanent improvements which were completed during the summer of The temporary facilities include seven new portable buildings (12 classrooms and 1 restroom) for interim student housing. The permanent improvement includes expansion of the existing parking lot and curbside drop-off ramps for accessibility. The portable classrooms are to be removed after construction of the permanent classroom building. Phase I of the proposed project will provide a 2-story 20,540-square foot classroom building with 18 new standard classrooms, and a media center located on approximately 2.5 acres of the existing 6.51-acre campus. The proposed campus master plan build-out, including existing facilities, would total 48,281-square-feet of building space, 31 classrooms supporting a full K-8 program with a total capacity for 775 students. In Phase II of the proposed project, a new library will be constructed. The plans were completed and submitted to DSA but construction will not begin until funds are raised through a capital campaign. Over the past four years we have been working on our project and have completed the following major items: Negotiated with Los Angeles Unified School District on agreements to use one of their school sites for this project Master Planned the school to add grades 6-8 to our existing K-5 program making it a K-8 school Held Community Outreach meetings related to the project Held Preliminary Environmental Assessment public hearing at school site and public notice for the CEQA documents was advertised in local newspaper and notices hand delivered to properties within 500 feet of school site Completed CEQA and received DTSC approval Received preliminary plan approval from CDE Completed construction drawings and submitted to DSA on December 17, 2010 for an expedited review Installed temporary portable classrooms on the site until the permanent school additions can be completed to operate the new program Having completed all of the above items, we anticipate being out of DSA within 2 months In January of 2013 CHIME received approval for financial soundness from CSFA for their Proposition 55 construction fund application. Construction is expected to commence within the six months of the approval. The construction will result in two permanent classroom buildings which will add 16 new classrooms, new offices, and a new library facility. Repairs Needed None at this time

4 Corrective Actions Taken or Planned The K-8 site also includes both temporary and permanent improvements which were completed during the summer of The temporary facilities include seven new portable buildings (12 classrooms and 1 restroom) for interim student housing. The permanent improvement includes expansion of the existing parking lot and curbside drop-off ramps for accessibility. The portable classrooms are to be removed after construction of the permanent classroom building. Phase I of the proposed project will provide a 2-story 20,540-square foot classroom building with 18 new standard classrooms, and a media center located on approximately 2.5 acres of the existing 6.51-acre campus. The proposed campus master plan build-out, including existing facilities, would total 48,281-square-feet of building space, 31 classrooms supporting a full K-8 program with a total capacity for 775 students. In Phase II of the proposed project, a new library will be constructed. The plans were completed and submitted to DSA but construction will not begin until funds are raised through a capital campaign. Over the past four years we have been working on our project and have completed the following major items: Negotiated with Los Angeles Unified School District on agreements to use one of their school sites for this project Master Planned the school to add grades 6-8 to our existing K-5 program making it a K-8 school Held Community Outreach meetings related to the project Held Preliminary Environmental Assessment public hearing at school site and public notice for the CEQA documents was advertised in local newspaper and notices hand delivered to properties within 500 feet of school site Completed CEQA and received DTSC approval Received preliminary plan approval from CDE Completed construction drawings and submitted to DSA on December 17, 2010 for an expedited review Installed temporary portable classrooms on the site until the permanent school additions can be completed to operate the new program Having completed all of the above items, we anticipate being out of DSA within 2 months In January of 2013 CHIME received approval for financial soundness from CSFA for their Proposition 55 construction fund application. Construction is expected to commence within the six months of the approval. The construction will result in two permanent classroom buildings which will add 16 new classrooms, new offices, and a new library facility. Curriculum and Instructional Materials Pupils Who Lack Core Curriculum Area Textbooks and Instructional Materials Reading/Language Arts 0 Mathematics 0 Science 0 History-Social Science 0 Foreign Language Health 0 Visual and Performing Arts Science Laboratory Equipment (grades 9-12) School Finances Level Expenditures Per Pupil (Unrestricted Sources Only) School Site $ District $6, State $5,455 School Completion Indicator Graduation Rate (if applicable) Result Postsecondary Preparation Measure Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma Graduates Who Completed All Courses Required for University of California or California State University Admission Percent

5 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. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at For additional information about the school, parents and community members should contact the school principal or the district office. I. Data and Access DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at 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 at Throughout this document the letters DPL mean data provided by the local educational agency (LEA), and the letters DPC mean data provided by the CDE.

6 II. About This School District Contact Information (School Year ) District Name Los Angeles Unified Phone Number (213) Web Site Superintendent John Deasy Address School Contact Information (School Year ) School Name CHIME Institute's Schwarzenegger Community Street Collier St City, State, Zip Woodland Hills, CA Phone Number (818) Principal Jennifer Lockwood, Principal Address County-District-School (CDS) Code

7 School Description and Mission Statement (School Year ) Philosophy of the CHIME Programs A philosophy statement clarifies the beliefs and values that form the basis for the programs. It is important for all staff, as well as volunteers, to understand this philosophy. We believe... A child's greatest task is to learn social and communication skills. The ability to get along with others and to effectively get wants and needs met are the most important tools a child can have to meet future learning demands. Children learn best through activities that challenge the abilities they have and motivate them to reach for new ones. At CHIME we follow each child's lead and build on each child's unique abilities and interests to encourage that natural learning process. We emphasize playful, fun activities that meet the child's developmental needs without losing the child's interest. Positive interactions with caring adults are essential to children's development. Our intervention activities emphasize interaction so family members are an important part of each activity. We involve family members in developing and using appropriate interactive behaviors so that they can enjoy and, at the same time, maximize their child's development. Children need to use their developing skills in different ways and in different settings so that they will eventually be able to use their skills independently. We emphasize intervention activities that may be practiced in the home and/or center/school settings in the course of everyday activities. Children are whole beings, not isolated sets of skills. Instead of single therapy units that treat one skill at a time (e.g., speech time, physical therapy time, etc.), we provide many opportunities for children to participate in coordinated activities in which a variety of skills may be worked on at one time within the classroom setting. The teachers, therapists, and the family jointly develop these activities. Activities are provided within the center and classroom settings, and children are not pulled out to work on specific skills. Good planning is the secret to helping development along when problems interfere. At CHIME, transdisciplinary team members develop, in partnership with each child's family, intervention activities based on an assessment of the child's developmental strengths and needs as well as the family's priorities. Collaboration is essential for effective educational programs. To work collaboratively, we need to communicate--time to talk to each other. For this purpose we have joint meetings where we plan together, have in-service training together, and review and reflect on children s progress. We have responsibility for the welfare of all the children in the programs. All staff work with both the children who have disabilities and the children without disabilities. This is important to assure that children are not stigmatized or isolated within the classroom. Paraprofessionals play a central role in the realization of the CHIME philosophy. They provide assistance to enable the children to participate in the center or classroom, and they help monitor the children's developmental progress and social integration. Finally, we use a transdisciplinary approach. Designated instructional services (DIS) and therapies are provided in the context of the regular classroom. This enables the specialists to model special interventions for the paraprofessionals and general education teachers. In this way, the staff who work with the children most often can implement specialized interventions on an ongoing basis

8 Opportunities for Parental Involvement (School Year ) The component of family partnerships remains as a strength of the Schwarzenegger Community School. Families are welcomed on campus and have many ways to contribute to the school from helping with school mailings and weeding in the Outdoor Classroom to leadership in coordinating large school events and supporting in the classrooms. Approximately 80% of families contribute 8 or more volunteer hours per year. In addition, the Parent Association supports the school through fundraising and community events throughout the year, and has a voting body of approximately 150 families for the school year. Both school staff and the Parent Association are currently engaged in outreach efforts to better elicit the active participation of families that have been historically less involved. An ad hoc joint committee was formed this year to elicit feedback from these families and is exploring more variation in meeting times, increased translation of materials into Spanish, and providing mentoring of families who are new to the school by families already familiar with school procedures and routines. Teachers meet with families in team meetings throughout the year to refine educational programs or to share progress for any student as needed in addition to Parent-Teacher conferences. In K-5, parent teacher conferences in addition to student led conferences each occur once per year, with team meetings as needed. In 6 th 8 th, parents attend both a Student Led conference (beginning of year) and a Portfolio Conference (end of year). Parents Association Collier Street, Woodland Hills, CA III. 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 historysocial 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. California 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 at

9 Standardized Testing and Reporting Results for All Students Three-Year Comparison Subject English-Language Arts Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Mathematics Science History-Social Science 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. Standardized Testing and Reporting Results by Student Group Most Recent Year Group Percent of Students Scoring at Proficient or Advanced English- Language Arts Mathematics Science History- Social Science All Students in the LEA All Students at the School 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: 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 High School Exit Examination 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 Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB). For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at

10 California High School Exit Examination Results for All Grade Ten Students Three-Year Comparison (if applicable) Percent of Students Scoring at Proficient or Advanced Subject School District State English-Language Arts Mathematics 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 High School Exit Examination Grade Ten Results by Student Group Most Recent Year (if applicable) Group Not Proficient English-Language Arts Proficient Advanced Not Proficient Mathematics Proficient All Students in the LEA All Students at the School 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: 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 Physical Fitness Test Results (School Year ) Advanced 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 at Grade Level Percent of Students Meeting Four of Six Fitness Standards Percent of Students Meeting Five of Six Fitness Standards Percent of Students Meeting Six of Six Fitness Standards 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.

11 IV. 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 at 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 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.

12 Academic Performance Index Growth by Student Group 2013 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2013 Growth API at the school, LEA, and state level. Group All Students at the School Black or African American American Indian or Alaska Native Number of Students School Number of Students LEA , , , Asian , Number of State Students 4,655, , , , Filipino , , Hispanic or Latino , ,438, Native Hawaiian or Pacific Islander 3 1, , White , ,200, Two or More Races 1 1, Socioeconomically Disadvantaged , ,774, English Learners , ,482, Students with Disabilities , , Adequate Yearly Progress 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 at Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District Made AYP Overall No No Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics Met Percent Proficient - English-Language Arts Met Percent Proficient - Mathematics Met API Criteria Yes Yes Met Graduation Rate No No

13 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: Program Improvement Status First Year of Program Improvement Year in Program Improvement Indicator School District Number of Schools Currently in Program Improvement 658 Percent of Schools Currently in Program Improvement 83.1 Note: Cells shaded in black or with values do not require data. V. School Climate Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten 86 Grade 1 89 Grade 2 91 Grade 3 88 Grade 4 87 Grade 5 73 Grade 6 79 Grade 7 51 Grade 8 53 Ungraded Elementary 0 Grade 9 0 Grade 10 0 Grade 11 0 Grade 12 0 Ungraded Secondary 0 Total Enrollment 697 Student Enrollment by Student Group (School Year ) Group Percent of Percent of Total Enrollment K-7th Total Enrollment 8th 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

14 Average Class Size and Class Size Distribution (Elementary) Grade Level Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* 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) Subject Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* Avg. Class Size Number of Classes* 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.

15 School Safety Plan (School Year ) Schwarzenegger Community School will comply with the California Healthy Schools Act. SCS will provide screening of pupils vision and hearing and the screening of pupils for scoliosis to the same extent as would be required if the pupils attended a noncharter public school. SCS will have a Health, Safety and Emergency Plan in place prior to beginning the operation of the school. The SCS will ensure that staff has been trained in health, safety, and emergency procedures and will maintain a calendar and conduct emergency response drills for students and staff. The SCS and its employees and officers will comply with the Family Educational Rights and Privacy Act (FERPA) at all times. The health and safety of our students and staff members is our highest priority. For this reason, the CHIME Institute s Schwarzenegger Community School has adopted and implemented a comprehensive set of health, safety, and risk management policies. These policies have been developed in consultation with the school s insurance carriers and has addressed the following topics: a requirement that all enrolling students and staff provide records documenting immunization against appropriate diseases policies and procedures for response to natural disasters and emergencies including fires and earthquakes, which will include regular fire and earthquake drills policies relating to preventing contact with blood-borne pathogens a policy requiring that instructional and administrative staff receive training in emergency response, including appropriate first responder training or its equivalent. policies relating to the administration of prescription medicines a policy that the school will be housed in facilities that have received Fire Marshal approval and that the facility has been evaluated by a qualified structural engineer who has determined that the facilities present no substantial seismic safety hazard a policy that the school location and facility will be investigated, inspected and tested in order to determine that it is free from environmental hazards a policy establishing that the school functions as a drug, alcohol, and tobacco free workplace a requirement that each employee of the school submit to criminal background check and furnish a criminal record summary as required by Education Code Section a detailed description for background check procedures in provided in this petition. Policies relating to a workplace free of sexual harassment. These policies have been incorporated as appropriate into the school s student and staff handbooks and will be reviewed on an ongoing basis in the school s staff development efforts and governing board policies. SCS is opposed and will not tolerate any form of employee, contractor, or client harassment based upon a protected status such as sex, race, national origin, age, religion, sexual orientation, or disability. Employees should keep in mind that jokes, stories, slurs, cartoons, nicknames, and comments about appearance may be offensive to others. CHIME continues to review and refine its safety procedures and to work on safety training with its faculty and students. CHIME also, in light of recent national school safety events, has collaborated with the Los Angeles Police Department to review and enhance out safety procedures on campus. Suspensions and Expulsions Rate School School School District District District Suspensions 0.0% 0.0% 0.0% 5.26% 4.8% 1.0% Expulsions 0.0% 0.0% 0.0% 0.02% 0.01% 0.0%

16 VI. School Facilities School Facility Conditions and Planned Improvements (School Year ) The proposed project is located in Woodland Hills at the old Collier Street School owned and operated by the LAUSD until the school was closed in CHIME leased the property from LAUSD in January of 2003 and has been operating a successful K-5 program on the site. The CHIME charter with the support of the District applied for and was granted a Proposition 55 allocation from the State Facilities Bond Program. This grant was for a 6-8 grade program and was originally proposed for a private school site in the community of Chatsworth. Upon further analysis, CHIME determined it was in the best interest of their academic program to have a K-8 program at one site rather than separate sites. CHIME requested authorization from the District to proceed with converting the Collier Street school to a K-8 school. The proposed Project Site is located on the existing CHIME Charter Elementary School campus at Collier Street, in the community of Woodland Hills, City of Los Angeles, Los Angeles County. This site is owned by LAUSD and was operated as an elementary school until 1991 when it was closed. The elementary school is at the southwest corner of the intersection of Collier Street and Corbin Avenue in a residential area. The campus encompasses 6.51 acres on one parcel (APN ) and is bordered by Corbin Avenue to the east, Jumilla Avenue to the west, residential development to the south, and an orange grove to the north across Collier Street. Existing facilities include two kindergarten classrooms, 11 standard classrooms, Auditorium with a kitchen and outdoor covered lunch area, administration, and small library. Seven portable classroom buildings (14 classrooms) will be replaced with new classrooms in the proposed project. Existing PE facilities include field area, hard-court area, and a garden/outdoor classroom area. The K-8 site also includes both temporary and permanent improvements which were completed during the summer of The temporary facilities include seven new portable buildings (12 classrooms and 1 restroom) for interim student housing. The permanent improvement includes expansion of the existing parking lot and curbside drop-off ramps for accessibility. The portable classrooms are to be removed after construction of the permanent classroom building. Phase I of the proposed project will provide a 2-story 20,540-square foot classroom building with 18 new standard classrooms, and a media center located on approximately 2.5 acres of the existing 6.51-acre campus. The proposed campus master plan build-out, including existing facilities, would total 48,281-square-feet of building space, 31 classrooms supporting a full K-8 program with a total capacity for 775 students. In Phase II of the proposed project, a new library will be constructed. The plans were completed and submitted to DSA but construction will not begin until funds are raised through a capital campaign. Over the past four years we have been working on our project and have completed the following major items: Negotiated with Los Angeles Unified School District on agreements to use one of their school sites for this project Master Planned the school to add grades 6-8 to our existing K-5 program making it a K-8 school Held Community Outreach meetings related to the project Held Preliminary Environmental Assessment public hearing at school site and public notice for the CEQA documents was advertised in local newspaper and notices hand delivered to properties within 500 feet of school site Completed CEQA and received DTSC approval Received preliminary plan approval from CDE Completed construction drawings and submitted to DSA on December 17, 2010 for an expedited review Installed temporary portable classrooms on the site until the permanent school additions can be completed to operate the new program Having completed all of the above items, we anticipate being out of DSA within 2 months In January of 2013 CHIME received approval for financial soundness from CSFA for their Proposition 55 construction fund application. Construction is expected to commence within the six months of the approval. The construction will result in two permanent classroom buildings which will add 16 new classrooms, new offices, and a new library facility.

17 School Facility Good Repair Status (School Year ) Using the most recent FIT data (or equivalent), provide the following: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The Overall Rating 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 Needed and Action Taken or Planned Good Fair Poor Yes Yes Yes Yes Yes Yes Yes Yes Routine cleaning and maintenance done on a daily basis Routine cleaning and maintenance done on a daily basis Annual Yearly maintenance Overall Facility Rate (School Year ) Overall Rating Exemplary Good Fair Poor Yes

18 VII. Teachers Teacher Credentials School School School District Teachers With Full Credential % Without Full Credential Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Indicator 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. 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 at 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 96 4 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. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. VIII. Support Staff Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Academic Counselor 0 Average Number of Students per Academic Counselor Counselor (Social/Behavioral or Career Development).75 Library Media Teacher (librarian).50 Library Media Services Staff (paraprofessional) 0 Psychologist 1 Social Worker 0 Nurse.50 Speech/Language/Hearing Specialist 1 Resource Specialist (non-teaching) 0 Other 0 Note: Cells shaded in black or 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.

19 IX. Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (School 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: November 2013 Core Curriculum Area Textbooks and instructional materials/year of adoption From most recent adoption? Percent students lacking own assigned copy Reading/Language Arts Mathematics Science History-Social Science Foreign Language 0 Health Visual and Performing Arts 0 Science Laboratory Equipment (grades 9-12) Note: Schools are not required to present SARC information in a tabular format. This template is only a guide. Schools can provide a narrative or other format, as long as it includes all the information requested below: List all textbooks and instructional materials used in the school in core subjects (reading/language arts, math, science, and history-social science), including: Year they were adopted Whether they were selected from the most recent list of standards-based materials adopted by the State Board of Education (SBE) or local governing board Percent of students who lack their own assigned textbooks and/or instructional materials* For kindergarten through grade 8 (K-8), include any supplemental curriculum adopted by local governing board *If an insufficiency exists, the description must identify the percent of students who lack sufficient textbooks and instructional materials. Be sure to use the most recent available data collected by the LEA and note the year and month in which the data were collected.

20 X. School Finances 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 District Percent Difference School Site and District 2% -19% State Percent Difference School Site and State 23% -21% Note: Cells shaded in black or with 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 at For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: Types of Services Funded (Fiscal Year ) Thematic and Project-Based Learning: Project-based learning allows for discovery on a variety of levels. Through large units linked to the California State Standards, students develop a "deep" understanding of key concepts, make connections between content areas and practice skills needed to apply new concepts. In addition, students learn social and problem-solving skills as they work together. Collaboration Co-Teaching In a co-teaching model general education and special education teachers are partners in teaching, planning, and assessment. This team approach brings a variety of strengths to the classroom. Teachers meet in advance of teaching to plan strategies to address the needs of each individual students. Related Services are embedded. By embedding them in general education classrooms, related service staff-such as occupational therapists, physical therapists, adaptive physical educators and speech pathologists provide targeted support for students with disabilities that benefit all students. These experts train the teachers to implement evidence-based strategies to benefit all students. Paraprofessionals Paraprofessionals are trained assistants who provide additional support in the classroom. Teachers and paraprofessionals work together to implement the instruction of all students. In addition, paraprofessionals provide the needed assistance of an additional adult to support students in small groups and individualized help. In the classroom teacher's absence, the paraprofessional can serve as the chief source of information for the substitute teacher. These partners become a critical component of the team as a whole. Schoolwide Positive Behavior Support: A proactive approach to supporting student behavior that is now applied in schools across the country,

21 Schoolwide Positive Behavior Support has been a critical component of CHIME's model from its inception. Expectations are taught and reinforced through the use of motivation, recognition, and careful analysis of misbehavior. Social skills and bullying prevention curricula are used and reinforced school wide. All students are viewed as key stakeholders who can help address school problems. Pupil counseling is provided by a counselor and school psychologist. Family Partnerships: Administration, faculty and families come together to face challenges head on. Family input is welcomed on a range of issues impacting the school community, and families are considered experts on their children. Partnerships with families support school programs through a wide range of volunteer opportunities. Recent Parent Association-led activities provided funding for art and music programs. The school has a parent volunteer-run library and an outdoor classroom that is used for cross-curricular and environmental education. Differentiated Instruction: Adjustments are made based on individual student need to provide access to the core curriculum; Content, Process, Product; Curriculum is extended, modified, or accommodated based on the ability level of the student. Access to hands on learning, project-based learning, constructivist techniques, direct instruction, and variety of documentation methods. GATE strategies used in every classroom- Depth and Complexity Icons University Partnership: In the past nine years, more than 400 students from California State University, Northridge completed assignments that require observation and/or participation in a school setting. With evidence-based practices for education that are closely linked to those taught by university faculty, students report a close connection between research and practice. CHIME has systems established to facilitate university student involvement on a variety of levels, and a designated liaison between the charter school and the university, which makes the process efficient, productive, and successful for future educators and provides an avenue for teachers to tap into the resources of the university. Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $39008 $ Mid-Range Teacher Salary $62307 $ Highest Teacher Salary $77359 $ 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