Loma Vista Immersion Academy

Transcription

1 Loma Vista Immersion Academy Carlos Ulloa, Ed.D. Principal, Loma Vista Immersion Academy About Our School About Our School Thank you for choosing Loma Vista Immersion Academy (LVIA) for your child s education. We know you have many choices and we welcome your entire family to LVIA! If you have driven by our campus, you may have noticed the demolition of the classrooms and renovation of our school. Over the last six months, all of our classrooms have undergone a complete remodel. Our library, computer lab and science lab are also new. Our school has undergone a $3 million bond renovation. We are currently K-5 school wide dual immersion school. Over the next few years we will be working with the board to become a K-8 school. Please call to schedule a tour if you have an entering kinder student or are interested in our late entry program. Contact 207 Maria Dr. Petaluma, CA Phone: culloa@oldadobe.org View Larger Map

2 Data and Access 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. For additional information about the school, parents 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, 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. Page 2 of 15

3 About This School Contact Information (School Year ) Contact Information (School Year ) School District School Name Loma Vista Immersion Academy District Name Old Adobe Union Street 207 Maria Dr. Phone Number (707) City, State, Zip Petaluma, Ca, Web Site Phone Number Superintendent First Name Kimberly Principal Carlos Ulloa, Ed.D. Superintendent Last Name Harper Address Address County-District School (CDS) Code Last updated: 1/28/2014 School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) Although Loma Vista Immersion Academy is a new school, the community s commitment to dual immersion is not new. The Old Adobe Union School District s Dual Immersion Program was founded five years ago on our current campus when it was formerly known as Bernard Eldredge (B.E.). A grassroots parent group started attending the Old Adobe School Board meetings and also met with our district Superintendent about starting a Spanish/English Dual Immersion Program. With the support of the Superintendent and the Board, the parent group hit the ground running. The program became a reality but due to the declining school enrollment at Bernard Eldredge, the dual immersion program was moved to Miwok Valley Language Academy. On May 23, 2013, the Old Adobe Union School District Governing Board approved the dual immersion program s K-8 charter and the campus formerly known, as Bernard Eldredge (B.E) from 1961 to 2008 became Loma Vista Immersion Academy. We are currently one of three K-8 dual immersion schools in Sonoma County. Over the next few years we will be adding a grade until we reach the 8th grade. Our school is focused on creating a bilingual, biliterate and bicultural community of learners with positive cross-cultural attitudes and behaviors. We embrace family engagement and strive to create an enriched learning environment for all students. Learning a second language stimulates the brain to develop high level reasoning skills, which transfer to complex critical thinking in math, science and language arts. I look forward to serving your family as we work together to provide your child a rigorous and engaging 21st century learning experience. Together we will embark on this life-long benefit of bilingualism and biculturalism. Respectfully, Carlos Ulloa, Ed. D. Principal Opportunities for Parental Involvement (School Year ) Opportunities for Parental Involvement (School Year ) Last updated: 1/28/2014 Page 3 of 15

4 Loma Vista Immersion Academy's PTA charter was founded in Our school community embraces parent involvement. We welcome your presence in the classroom as a room parent or assisting the classroom teacher, joining a committee on the PTA or serviing as an advisor or co-advisor to one of our many after school activities. If you have any questions about our school community, please do not hesitate to me at culloa@oldadobe.org. Parents Tracy Perlich and Rosa Spangler are also available to answer any of your parent questions. Tracy can be reached at nvrnrml2000@gmail.com and Rosa can be reached at rosa1@neteze.com. Last updated: 1/28/2014 Page 4 of 15

5 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 history-social 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. 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. Standardized Testing and Reporting Results by Student Group Most Recent Year Standardized Testing and Reporting Results by Student Group Most Recent Year Percent of Students Scoring at Proficient or Advanced Group English-Language Arts Mathematics Science History-Social Science All Students in the LEA 58% 57% 53% N/A All Students at the School N/A N/A N/A N/A Male N/A N/A N/A N/A Female N/A N/A N/A N/A Black or African American N/A N/A N/A N/A American Indian or Alaska Native N/A N/A N/A N/A Asian N/A N/A N/A N/A Filipino N/A N/A N/A N/A Hispanic or Latino N/A N/A N/A N/A Native Hawaiian or Pacific Islander N/A N/A N/A N/A White N/A N/A N/A N/A Two or More Races N/A N/A N/A N/A Socioeconomically Disadvantaged N/A N/A N/A N/A English Learners N/A N/A N/A N/A Students with Disabilities N/A N/A N/A N/A Students Receiving Migrant Education Services N/A N/A N/A N/A 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 5 of 15

6 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. Page 6 of 15

7 Academic Performance Index Growth by Student Group Growth API Comparison This table displays, by student group, the number of students included in the API and the Growth API at the school, LEA, and state level. Group Number of Students School Number of Students LEA Number of Students State All Students at the School 1, ,655, Black or African American , American Indian or Alaska Native 2 30, Asian , Filipino 9 121, Hispanic or Latino ,438, Native Hawaiian or Pacific Islander 7 25, White ,200, Two or More Races , Socioeconomically Disadvantaged ,774, English Learners ,482, Students with Disabilities , Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) 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. AYP Criteria School District Made AYP Overall Met Participation Rate - English-Language Arts Met Participation Rate - Mathematics Met Percent Proficient - English-Language Arts Met Percent Proficient - Mathematics Met API Criteria Met Graduation Rate No Yes Yes No No Yes N/A Page 7 of 15

8 School Climate Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten Grade 1 46 Grade Grade 3 18 Grade 4 20 Grade 5 19 Total Enrollment Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Page 8 of 15

9 School Facilities School Facility Conditions and Planned Improvements (School Year ) School Facility Conditions and Planned Improvements (School Year ) The facility is in excellent condition. Both safety and cleanliness are excellent. Entire site and parking lot have been remodeled. All mainteneance issues are kept up through a work order system. This school is in good repair School Facility Repair Status (School Year ) 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 Status Repair Needed and Action Taken or Planned Overall Facility Rate (School Year ) Overall Rating Exemplary Page 9 of 15

10 Teachers Teacher Credentials Teacher Credentials Teachers School District With Full Credential 8 75 Without Full Credential 0 0 Teachers Teaching Outside Subject Area of Competence (with full credential) Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* 0 Vacant Teacher Positions 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. Last updated: 1/28/2014 Page 10 of 15

11 Support Staff Academic Counselors and Other Support Staff (School Year ) Academic Counselors and Other Support Staff (School Year ) Academic Counselor Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Counselor (Social/Behavioral or Career Development) 0.5 N/A Library Media Teacher (librarian) N/A Library Media Services Staff (paraprofessional) 0.6 N/A Psychologist 0.2 N/A Social Worker N/A Nurse 0.2 N/A Speech/Language/Hearing Specialist 0.2 N/A Resource Specialist (non-teaching) 0.2 N/A Other N/A Note: Cells shaded in black or with N/A 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. Last updated: 1/31/2014 Page 11 of 15

12 Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal Year ) 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: August 2013 Core Curriculum Area Textbooks and instructional materials From most recent adoption? Percent students lacking own assigned copy Reading/Language Arts Kindergarten through 5th Grade Macmillan/McGraw Hill Publishing - Tesoros Reading Program (Spanish) Yes 0.0 Mathematics Kindergarten through 5th Grade Scott Foresman- Envision Math (Spanish) Yes 0.0 Science Kindergarten through 5th Grade Macmillan McGraw Hill- California Science (English) Yes 0.0 History-Social Science Kindergarten through 5th Grade Macmillan McGraw Hill- California Vistas (English and Spanish) Yes 0.0 Foreign Language N/A 0.0 Health N/A 0.0 Visual and Performing Arts Visual Thinking Strategies Arts Attack Yes 0.0 Science Laboratory Equipment (grades 9-12) N/A 0.0 Last updated: 1/28/2014 Page 12 of 15

13 School Finances Page 13 of 15

14 School Completion and Postsecondary Preparation Admission Requirements for California s Public Universities University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information Web page. California State University Eligibility for admission to the California State University (CSU) is determined by three factors: Specific high school courses Grades in specified courses and test scores Graduation from high school Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page. Page 14 of 15

15 Instructional Planning and Scheduling Professional Development Professional Development This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. Three full days per school year have been dedicated to professional development during the school year. In addition to the full staff development days, teachers were released from classrooms for two to three more days. Most professional development work focused on the adoption of new Language Arts curriculum. In the training, teachers worked with representatives from the publisher and teachers using the curriculum from neighboring districts. District teachers also visited neighboring schools in year two or three of implementation to observe the materials in use in the classroom. Professional development topics with this adoption included differentiated instruction, meeting the needs of English learners and other student groups, making home-school connections, and working with small groups. In addition, teachers also worked on bridging the new curriculum to the Common Core State Standards. Teachers are supported through a Curriculum Resource Teacher and English Language Arts Committee Representatives during implementation. As a new dual immersion school our teachers have been working with Silvia Reyes to develop lessons for English and Spanish Transference of Skills and teaching to the Rigor of the Spanish Common Core Standards. Our teachers have also been working with Joan Feltes Carlson to develop our integrated English Science Scope and Sequence, English & Spanish Social Studies Scope and Sequence, and our English & Spanish Writing Scope and Sequence. Page 15 of 15