Gonzales, David Camp California Department of Education School Accountability Report Card Reported Using Data from the 2013-14 School Year Published During 2014-15 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 http://www.cde.ca.gov/ta/ac/sa/. 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 http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents and community members should contact the school principal or the district office. Mr. Zan Mason, Principal Principal, Gonzales, David Camp About Our School About Our School Santa Monica Mountains PAU Santa Monica Mountains Principal s Administrative Unit (SMMPAU) is one of eight Principal s Administrative Units in the Division of Student Programs (DSP) of the Los Angeles County Office of Education (LACOE). SMMPAU is composed of three juvenile detention camp school sites and one smaller school site on the campus of a private agency. PAU administration includes one principal and two assistant principals. There is a school psychologist at each camp, and a senior school clerk at each site. There is one school counselor, one transition counselor, and one speech specialist who provide services to all four sites. A unique aspect of our program is that students enter and leave daily. At the camp schools, approximately 25% of our students leave each month and are replaced with new students. The presiding juvenile court judges and the probation department have increased the average stay of camp minors to six to nine months instead of the previous three to six months. The nine month sentence is subject to an increase or decrease in time depending on the minor s progress. Longer sentences impact the school in a positive way, giving the schools additional time to provide comprehensive educational services. Contact 1301 North Las Virgenes Rd. Calabasas, CA 91302 Phone: 818-340-6305 E-mail: mason_zan@lacoe.edu View Larger Map
About This School Contact Information - Most Recent Year Contact Information - Most Recent Year School District School Name Gonzales, David Camp District Name Los Angeles County Office of Education Street 1301 North Las Virgenes Rd. Phone Number (562) 922-6111 City, State, Zip Calabasas, Ca, 91302 Web Site http://www.lacoe.edu Phone Number 818-340-6305 Superintendent First Name Arturo Principal Mr. Zan Mason, Principal Superintendent Last Name Delgado E-mail Address mason_zan@lacoe.edu E-mail Address delgado_arturo@lacoe.edu County-District- 19101990121970 School (CDS) Code Last updated: 2/21/2015 School Description and Mission Statement (Most Recent Year) School Description and Mission Statement (Most Recent Year) David Gonzales High School, built in 1960, is a single, fenced juvenile detention camp located at 130 N. Las Virgenes Canyon Road in Calabasas, CA, approximately 14 miles from Camps Miller and Kilpatrick. It has a population of 70 boys, ages fifteen to eighteen years of age. The student population is mainly eleventh and twelfth graders with only a few tenth graders. Gonzales is considered a senior camp with a strong focus on college and career readiness. However, department of probation can put any student in any camp for purposes of safety and security, gang or ethnicity issues, or for population control, so the Gonzales population, as well as that of the other camps, will vary. Gonzales students have the opportunity to take Career Technical Education courses in Culinary Arts. They can also take concurrent college courses from Los Angeles Trade Technical College. After-school courses offered include: GED preparatory courses, Los Achieve 3000 (supplemental reading program), Think Through Math (supplemental mathematics program), and APEX (credit recovery program). A private agency, New Roads, offers GED preparation, graphic arts, acting, and transition services. The David Gonzales High School staff is composed of six classroom teachers, one Special Day Class Teacher, one Resource Specialist, one Title 1 para-educator, one Special Education para- educator, and one Assistant Principal shared with Fred Miller High School. Last updated: 2/21/2015 Page 2 of 21
Student Enrollment by Grade Level (School Year 2013-14) Student Enrollment by Grade Level (School Year 2013-14) Gonzales School was closed during the 2013-2014 school year. Data in this section reflects enrollment on October 1, 2014. Grade Level Number of Students Grade 11 1 25 Grade 12 21 Total Enrollment 22 20 15 10 5 0 Grade 11 Grade 12 Student Enrollment by Student Group (School Year 2013-14) Student Enrollment by Student Group (School Year 2013-14) Gonzales School was closed during the 2013-2014 school year. Data in this section reflects enrollment on October 1, 2014. Group Percent of Total Enrollment Black or African American 6.0 American Indian or Alaska Native Asian Filipino Hispanic or Latino 15.0 Native Hawaiian or Pacific Islander White Two or More Races 1.0 Socioeconomically Disadvantaged 22.0 English Learners Students with Disabilities 1% Black or African American American Indian or Alaska Native 15% Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races 6% Page 3 of 21
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 2012-13 2013-14 2014-15 2014-15 1.0 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) 0.0-0.5-1.0 2012-13 2013-14 2014-15 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners 2012-13 2013-14 2014-15 1.0 Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions Total Teacher Misassignments* 0.5 Vacant Teacher Positions 0.0-0.5-1.0 2012-13 2013-14 2014-15 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 4 of 21
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14) Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14) DATA PENDING - INFORMATION FORTHCOMING Location of Classes This School All Schools in District High-Poverty Schools in District Low-Poverty 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 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 The Language of Literature, McDougall Littell Yes 0.0 Mathematics Math Basics, McDougal Holt Algebra 1 A/B, McDougal Holt Geometry, McHogal Littell Yes 0.0 Science Earth Science, Pearson/Prentice Hall Biology, Holt, Rinehart and Winston Physics, Prentice Hall Chemistry, Prentice Hall 0.0 History-Social Science World History: The Human Journey - Modern World American Nation, Holt, Rinehart and Winston American Anthem, Holt, Rinehart, and Winston U.S. Government, Holt, Rinehart, and Winston Economics, Holt, Rinehart, and Winston Yes 0.0 Foreign Language 0.0 Health 0.0 Visual and Performing Arts Introducing Art, Glencoe/McGraw Hill Exploring Art, Glencoe/McGraw Hill Understanding Art, Glencoe/McGraw Hill Yes 0.0 Science Lab Eqpmt(9-12) 0.0 School Facility Conditions and Planned Improvements - Most Recent Year DATA PENDING - INFORMATION FORTHCOMING Page 5 of 21
Gonzalez delivers educational programs in 8 classrooms located in the Santa Monica Mountains of Los Angeles County. Unlike school districts that own and fully operate their own school facilities, LACOE s Juvenile Court Schools runs classrooms located at county probation facilities or on properties operated by private residential group homes. The Los Angeles County Office of Education takes great effort to ensure that all its Educational Program facilities are clean, safe and functional. The Site Safety Committee conducts a monthly inspection of each site. A Facilities Inspection Checklist is used to record conditions observed and to recommend corrective action for all unsafe conditions. If any unsafe conditions are noted during the inspection, the information is sent to LACOE Risk Management for oversight and follow-up. A request for services is sent to LACOE Building Services if the condition cannot be corrected by on-site staff. Information about the condition of a specific classroom or site may be obtained by calling the division office at (562) 803-8203. Camp Gonzales has Star Boards installed in classes throughout campus. Starboards are high tech teaching tools used to deliver instruction across the curriculum. The equipment and training from Troxxell was funded via the site budget. This equipment enhances student engagement and allows teachers to utilize various high yield teaching strategies. 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 6 of 21
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 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 Science (grades 5, 8, and 10) 6 30 32 37 60 59 60 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 2013-14) Group Percent of Students Scoring at Proficient or Advanced All Students in the LEA 37 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: 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 7 of 21
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 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 English-Language Arts 3% 3% 3% 30% 33% 35% 54% 56% 55% Mathematics 2% 4% 19% 23% 25% 49% 50% 50% History-Social Science 3% 4% % 19% 24% 27% 48% 49% 49% Note: STAR Program was last administered in 2012 13. 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 Growth by Student Group Three-Year Comparison Academic Performance Index Growth by Student Group Three-Year Comparison Blank cell This indicates that the school or student group did not have a valid 2011, 2012, and/or 2013 Growth API. Therefore, a 3-Year average could not be calculated. Gonzalez School was closed durign the 2013-2014 school year. 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 Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013 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 8 of 21
Career Technical Education Programs (School Year 2013-14) Career Technical Education Programs (School Year 2013-14) DATA PENDING - INFORMATION FORTHCOMING We have 2 CTE programs available to students at Camp Gonzales: 1. Culinary Arts The Culinary Arts program has a connection to Mission College. Students enrolled at Mission College through our program will receive college credits for course work completed at Camp Gonzales. Students will also receive up to 10 Career Education credits towards a high school diploma. Students are prepared to work in any entry level position in the Food and Hospitality industry and any School Site Cafeteria. 2. Automotive Program This program is offered through Los Angeles Trade Tech College. The course serves as an introduction to their Automotive Technician program. Students earn college and high school credits. Students are taught by an Instructor from LATTC. Students use a Toyota Prius Hybrid vehicle to learn how to change fluids, service the brake system, and battery system. Students who complete this program and pass the final exam receive a certificate. They are also able to work entry level positions at companies such as Pep Boys, Jiffy Lube, and AutoZone. Both CTE programs are integral parts of our Education Program. The Culinary Arts program is part of a 3 class triad containing core academic classes. The Automotive program is a pull out program that primarily services students from our second triad which is also supported by 3 core academic classes. Both programs are integral in our student s transition back into the community. Many of our students either matriculate to a community college and or work entry level positions in the Automotive or Food Service Industry. All students (general education and special education) are able participate in both CTE programs. We place a specific emphasis on assisting some of our Special Education students meeting transition goals and benchmarks via the Automotive and Culinary programs. We make sure our students have the requisite skills needed to transition into the workforce based on the course syllabi and outlines. We are currently using a final exam, teacher made tests, observation, and student based projects to assess student progress. Program effectiveness is evaluated using the aforementioned assessment tools. Career Technical Education Participation (School Year 2013-14) Career Technical Education Participation (School Year 2013-14) 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 Page 9 of 21
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 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 English-Language Arts 13% 29% 31% 31% 56% 57% 56% Mathematics 7% 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 15.0 Mathematics Percent of Students Scoring at Proficient or Advanced 8 7 12.5 6 10.0 5 7.5 4 3 5.0 2 2.5 1 0.0 2011-12 2012-13 2013-14 0 2011-12 2012-13 2013-14 Page 10 of 21
California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (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 0% 0% 0% 0% 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: 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
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 Los Angeles County Office of Education recognizes that parents* are their children s first and most influential teachers and that continued involvement by parents, as partners in their children s education, contributes greatly to student academic achievement and a positive learning environment. The education of students is a shared responsibility between school and parents. Parents have the responsibility and opportunity to participate in their children s education by engaging with schools in mutually supportive and respective ways. In collaboration with the Los Angeles County Department of Probation, the Department of Mental Health and other stakeholders; a variety of opportunities exist for parents to become involved in Division of Student Programs Schools. Monthly, at Sunday parent meetings in our JCS settings, parents meet with school personnel and transition counselors to obtain information on their child s credit accumulation, transcripts, graduation requirements, GED certificates and standardized test scores. Additionally, at these meetings parents are provided information regarding the school, student performance, behavior, academics, linkage to mental health, community resources and services. In 2007, the Barry J. Nidorf Juvenile Hall School in Sylmar formed the state s first PTSA at a youth detention facility. Other sites formed their PTSAs in 2008 and thereafter. At all our sites: Parents have the opportunity to receive information and enroll their child (from birth to age 18) in health, vision and dental insurance through the school-based Health Outreach Program Partnership. The partnership consists of over 35 state Certified Application Assistance health care agencies, made available to parents to assist with obtaining free- or low-cost health care insurance. Parents participate on the Shared Decision Making Council (SDMC), School Site Council (SSC) and the English Language Advisory Committee (ELAC). Parents participate in students special education or Individualized Education Program (IEP) meetings. Parents are made aware and invited to special school events such as the Academic Bowl, book fairs, student theater events and assemblies. Parents are made aware and invited to special school events such as the Academic Bowl, book fairs, student theater events and assemblies. (*Parents include any caregiver who has the responsibility for caring for a child, including parents, guardians, grandparents, stepparents, foster parents, aunts, etc.) For more information on how to become involved, contact MaryEllen Osborne, PTA/SSC Member, at (310) 328-2036. 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 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 Dropout Rate 16.7 14.8 12.5 16.7 14.8 12.5 14.7 13.1 11.4 Graduation Rate 73.66 75.09 77.13 77.14 78.87 80.44 Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 80 Page 12 of 21
80 70 Dropout Rate Graduation Rate 60 50 40 30 20 10 2010-11 2011-12 2012-13 Page 13 of 21
Completion of High School Graduation Requirements Completion of High School Graduation Requirements Graduating Class of 2013 Group School District State All Students 42 76 84 Black or African American 40 69 75 American Indian or Alaska Native 150 77 Asian 106 92 Filipino 111 92 Hispanic or Latino 44 73 80 Native Hawaiian or Pacific Islander 50 84 White 33 93 90 Two or More Races 66 89 Socioeconomically Disadvantaged 42 77 82 English Learners 28 50 53 Students with Disabilities 100 40 60 Page 14 of 21
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 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 Suspensions 48.00 51.90 27.30 15.20 13.50 11.90 5.70 5.10 4.40 Expulsions 0.00 0.00 0.00 0.00 0.10 0.00 0.10 0.10 0.10 Suspensions Expulsions 60 50 School Suspensions District Suspensions State Suspensions 0.12 0.10 School Expulsions District Expulsions State Expulsions 40 0.08 30 0.06 20 0.04 10 0.02 0 2011-12 2012-13 2013-14 0.00 2011-12 2012-13 2013-14 Page 15 of 21
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 for each site. It is revised and reviewed annually by staff, parents and other stakeholders. 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 49079 Child abuse reporting procedures Sexual harassment policy Hate crime reporting procedures Provisions of any schoolwide dress code All campuses are closed except to authorized parents and visitors. Facilities are regularly maintained, inspected and repaired. Many schools have security alarm systems and all school sites have a direct connection to the fire department. Fire extinguishers are checked routinely. The School Safety Plan was last reviewed, updated, and discussed with the school faculty in February 2013 Page 16 of 21
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 2013-14) Adequate Yearly Progress Overall and by Criteria (School Year 2013-14) Gonzales School was closed durng the 2013-2014 school year. AYP Criteria School District Made AYP Overall Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics YMA Met Percent Proficient - English-Language Arts Met Percent Proficient - Mathematics Met Graduation Rate Page 17 of 21
Academic Counselors and Other Support Staff (School Year 2013-14) Academic Counselors and Other Support Staff (School Year 2013-14) 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 2012-13) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13) 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
Types of Services Funded (Fiscal Year 2013-14) Types of Services Funded (Fiscal Year 2013-14) In addition to general state funding, the Los Angeles County Office of Education receives state and federal funding for the following categorical funds and other support programs: Title I Part A Neglected Title I Part A Basic Title I Part D Delinquent Title II, Part A - Teacher Quality Title II - Part A Principal Training Title V Innovative Strategies AB 466 Mathematics & Reading Professional Development Program Professional Block Grant (AB825) Hub Cities Con. WIA Youth Program Title I Part A Neglected ARRA Transition Partnership JCS Carl Perkins Vocational Act - JCS (Transition to Success) Workforce Investment Act Youth Workability I - JCS Peer Assistance & Review (PAR) Administrator Training (AB75/AB430) Career Technical Education CTE Course/Jordan Grant Title V Innovative Strategies Healthy Kids Teacher and Administrative Salaries (Fiscal Year 2012-13) Teacher and Administrative Salaries (Fiscal Year 2012-13) 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 http://www.cde.ca.gov/ds/fd/cs/. Teacher Salary Chart Principal Salary Chart 1.0 1.0 Page 19 of 21
1.0 1.0 0.5 0.5 0.0 0.0-0.5-0.5-1.0 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 20 of 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 sta? 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. Instructional and Professional Development Focus 2012-2013 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 administrator cover intervention strategies for struggling students and differentiated instructional strategies for teaching English-Language Arts, Mathematics( Algebra and Geometry), Science, and History-Social Science courses. Lacoe Educational Program serve a large population of students who are identified as English Learners (EL). Teachers are offered staff development opportunities that focus primarily on building their skills and strategies for teaching EL students. LACOE Educational Programs and Human Resources 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 and 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