Greater San Diego Academy

Transcription

1 Greater San Diego Academy California Department of Education School Accountability Report Card Reported Using Data from the School Year By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).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 and 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 For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents/guardians and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., 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.

2 About This School Contact Information (School Year ) Contact Information (School Year ) District Contact Information (School Year ) School Contact Information (School Year ) District Name Jamul-Dulzura Union Elementary School Name Greater San Diego Academy Phone Number (619) Street Lyons Valley Rd. Superintendent Nadine Bennett City, State, Zip Jamul, Ca, Address Phone Number Web Site Principal Catherine Bowes, Director Address Web Site County-District-School (CDS) Code Last updated: 1/24/2018 School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) Chartered in 1999, Greater San Diego Academy grew from an EAK-8 school that served 21 students with 2 staff members in September of 1999 to a program that served over 240 students in grades EAK-12, in the school year. A home-based, personalized learning program, GSDA focuses on meeting the needs of each individual child and giving them the tools necessary to achieve the goals set by them and their families for their success. GSDA is a public charter school providing educational services for a wide-range of student profiles, including high-potential low-motivated students, special education students, at-risk students, and academically inclined students with post-secondary educational goals. Students are educated through home-based and community-based independent learning programs, cooperative activities, and supplemental learning projects identified by an educational learning team composed of parents, students, and certificated staff members. Each student receives a Personalized Learning Plan that is developed by highly qualified California-certified teachers working collaboratively with each student s parents to tailor the curriculum to meet that student's individual learning needs. Utilizing independent study strategies, the school assists and supports the parent as teacher as well as assists each student to realize his or her own special talents, whether it is in the arts, sciences, or other academic areas. Greater San Diego Academy (GSDA) offers California Standards-based curriculum as well as many opportunities for students to attend academic and enrichment activities at our resource centers and in the greater community. GSDA s Mission and Vision GSDA will support all students to rise to their personal best to positively impact the world. GSDA uses a personalized learning model to guide students in the pursuit of a lifelong love of learning while providing an emotionally safe environment. Last updated: 1/24/2018 Page 2 of 16

3 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten 24 Grade 1 32 Grade 2 19 Grade 3 21 Grade 4 18 Grade 5 18 Grade 6 17 Grade 7 19 Grade 8 16 Grade Grade Grade Grade Total Enrollment Kindergarten Grade 1 Grade 2 Grade 3 Grade Grade 4 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade Grade Last updated: 1/24/2018 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Student Group Percent of Total Enrollment Black or African American 3.3 % American Indian or Alaska Native 0.8 % Asian 2.1 % Filipino 1.2 % Hispanic or Latino 34.7 % Last updated: 1/24/2018 Native Hawaiian or Pacific Islander 0.0 % White 50.0 % Two or More Races 7.0 % Other 0.9 % Student Group (Other) Percent of Total Enrollment Socioeconomically Disadvantaged 42.1 % English Learners 6.2 % Students with Disabilities 5.8 % Foster Youth 0.0 % Page 3 of 16

4 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (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) Last updated: 1/24/2018 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. Last updated: 1/24/2018 Page 4 of 16

5 School Facility Conditions and Planned Improvements School Facility Conditions and Planned Improvements Greaters San Diego Academy is a non-classroom based program that has 2 resource centers within San Diego County. Each resource center is located within a business park. Due to the nature of our program, students are on site for a limited time during the week. Our resource centers are safe, clean, and adequate to accommodate our families. School Facility Repair Status Year and month of the most recent FIT report: January 2018 Last updated: 1/24/2018 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 Year and month of the most recent FIT report: January 2018 Overall Rating Last updated: 1/24/2018 Page 5 of 16

6 B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and The percentage of students 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. CAASPP Test Results in ELA and Mathematics for All Students CAASPP Test Results in ELA and Mathematics for All Students Grades Three through Eight and Grade Eleven (School Year ) Percentage of Students Meeting or Exceeding the State Standards School District State Subject English Language Arts / Literacy (grades 3-8 and 11) 63% 67% 52% 54% 48% 48% Mathematics (grades 3-8 and 11) 42% 43% 37% 37% 36% 37% 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 6 of 16

7 CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year ) Grades Three through Eight and Grade Eleven (School Year ) Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 66.67% Male % 58.00% Female % 76.74% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 65.71% Native Hawaiian or Pacific Islander White % 75.56% Two or More Races Socioeconomically Disadvantaged % 63.46% English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 7 of 16

8 CAASPP Test Results in Mathematics by Student Group CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year ) Grades Three through Eight and Grade Eleven (School Year ) Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 42.70% Male % 48.94% Female % 35.71% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 29.73% Native Hawaiian or Pacific Islander White % 58.97% Two or More Races Socioeconomically Disadvantaged % 36.00% English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The Percent Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3 Alternate) on the CAAs divided by the total number of students who participated in both assessments. Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores. Page 8 of 16

9 CAASPP Test Results in Science for All Students CAASPP Test Results in Science for All Students Grades Five, Eight and Ten Grades Five, Eight and Ten Percentage of Students Scoring at Proficient or Advanced School District State Subject Science (grades 5, 8, and 10) 29.0% 68.0% 76.0% 75.0% 56% 54% Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. 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. Note:The data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring The CST and CMA for Science will no longer be administered. Courses for University of California (UC) and/or California State University (CSU) Admission Courses for University of California (UC) and/or California State University (CSU) Admission UC/CSU Course Measure Percent Pupils Enrolled in Courses Required for UC/CSU Admission 24.9% Graduates Who Completed All Courses Required for UC/CSU Admission 19.4% Page 9 of 16

10 State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical education California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) Percentage of Students Meeting Fitness Standards Grade Level Four of Six Fitness Standards Five of Six Fitness Standards Six of Six Fitness Standards 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 10 of 16

11 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (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 (School Year ) Opportunities for Parental Involvement (School Year ) Most of our families are with GSDA because the parents have a strong desire to be actively involved with their children s education. Parents from all walks of life want to devote the time and energy that is required to give their children the best education possible, and they believe that they can do so by becoming their child s primary teacher. GSDA offers a monthly parent meeting in order to provide parents the opportunity to share ideas with other parents. In addition, parents can participate in professional development activities during the meetings. Parent representatives from each of our resource centers serve on our charter council advisory board to make recommendations regarding budget, curriculum, etc. to the school administration. GSDA offers field trips, field days, and enrichment activites for both students and parents to attend. Information regarding any of the meetings, professional development opportunities, and special events is posted at each resource center, posted on our school website, ed out in weekly updates and monthly newsletters, and provided directly to parents by educational consultants during monthly meetings. Page 11 of 16

12 State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator Dropout Rate 5.6% 7.9% 6.5% 0.0% 0.0% 0.0% 11.5% 10.7% 9.7% Graduation Rate 86.1% 84.2% 93.6% % 82.3% 83.8% Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 100 Dropout Rate Graduation Rate Page 12 of 16

13 Completion of High School Graduation Requirements - Graduating Class of 2016 Completion of High School Graduation Requirements - Graduating Class of 2016 (One-Year Rate) (One-Year Rate) Student Group School District State All Students 100.0% 100.0% 87.1% Black or African American 0.0% 0.0% 79.2% American Indian or Alaska Native 0.0% 0.0% 80.2% Asian 0.0% 0.0% 94.4% Filipino 0.0% 0.0% 93.8% Hispanic or Latino 100.0% 100.0% 84.6% Native Hawaiian or Pacific Islander 0.0% 0.0% 86.6% White 100.0% 100.0% 91.0% Two or More Races 0.0% 0.0% 90.6% Socioeconomically Disadvantaged 100.0% 100.0% 85.5% English Learners 100.0% 100.0% 55.4% Students with Disabilities 100.0% 100.0% 63.9% Foster Youth 0.0% 0.0% 68.2% Page 13 of 16

14 State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety Page 14 of 16

15 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. Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Indicator School District Program Improvement Status Not in PI In PI First Year of Program Improvement Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement N/A 2 Percent of Schools Currently in Program Improvement N/A 66.7% Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Last updated: 1/31/2018 Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $37,611 $42,598 Mid-Range Teacher Salary $58,477 $62,232 Highest Teacher Salary $83,263 $80,964 Average Principal Salary (Elementary) $ $102,366 Average Principal Salary (Middle) $103,010 $104,982 Average Principal Salary (High) $ $ Superintendent Salary $136,521 $117,868 Percent of Budget for Teacher Salaries 32.0% 32.0% Percent of Budget for Administrative Salaries 12.0% 7.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Teacher Salary Chart Principal Salary Chart Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Page 15 of 16

16 Advanced Placement (AP) Courses (School Year ) Advanced Placement (AP) Courses (School Year ) Subject Number of AP Courses Offered* Percent of Students In AP Courses Computer Science 0 N/A English 0 N/A Fine and Performing Arts 0 N/A Foreign Language 0 N/A Mathematics 0 N/A Science 0 N/A Social Science 0 N/A All Courses 0 0.0% Note: Cells with N/A values do not require data. *Where there are student course enrollments of at least one student. Professional Development The focus for professional development at GSDA was determined by a combination of our 2012 WASC Accreditation self-study and the creation of the Local Contral Accountability Plan (LCAP), which were both written based on the most recent student achievement data. There are three critical areas around which professional development is centered: 1) Student achievement in math 2) College and career readiness 3) Student achievement in English language arts In addition to the three primary areas of focus. Our school also participated in training in growth mindset. The staff at each GSDA resource center meet weekly for a staff meeting. In addition, the staff from both resource centers meet monthly for a staff meeting, which includes professional development. Staff members who attend conferences and workshops present the information they received at monthly staff meetings. As new curriculum or programs are adopted, staff particpates in training from subject experts and continual training is offered through webinars and/or trainings at the monthly staff meetings. As part of the yearly evaluation process, individual staff professional development goals are developed. Each staff member meets with administration monthly to discussed progress toward individual goals as well as student progress. Last updated: 1/31/2018 Page 16 of 16