Aspire Centennial College Preparatory Academy

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1 Aspire Centennial College Preparatory 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. Delphine Sherman, Chief Financial Officer Principal, Aspire Centennial College Preparatory Academy About Our School About Our School Dear Aspire CCPA Students and Families, Welcome to the school year! Aspire CCPA opened its doors in 2013 to serve families in the Huntington Park Area. As a small, 6-8 grade, charter school, CCPA believes in College for Certain for all students. In order to ensure this promise, CCPA offers a wide variety of elective, sports, and academic programs to ensure its students are college-bound. In addition, all CCPA students enjoy visiting two different college campuses every year to help them be exposed to the variety of options they have for college. Here s to another great year! Jesicah Rolapp Principal, Aspire Centennial College Preparatory Academy Contact Aspire Centennial College Preparatory Academy 2079 Saturn Ave. Huntington Park, CA Phone: delphine.sherman@aspirepublicschools.org

2 About This School Contact Information (School Year ) Contact Information (School Year ) District Contact Information (School Year ) School Contact Information (School Year ) District Name Los Angeles Unified School Name Academy Aspire Centennial College Preparatory Phone Number (213) Street 2079 Saturn Ave. Superintendent Address Michelle King City, State, Zip Huntington Park, Ca, Phone Number Web Site Principal Delphine Sherman, Chief Financial Officer Address Web Site County-District-School (CDS) Code School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) English and Spanish SARCs can be found on the school's website. Aspire Centennial College Preparatory Academy is a 6-8 grade school in Huntington Park that is part of the Aspire Public Schools network. Aspire Centennial College Preparatory Academy opened in Aspire Public Schools is a non-profit organization that operates high performing charter schools that focus on one goal- preparing urban students for college. Vision Every student is prepared to earn a college degree. Mission Statement To open and operate small, high-quality charter schools in low-income neighborhoods, in order to: Increase the academic performance of underserved students Develop effective educators Share successful practices with other forward-thinking educators, and Catalyze change in public schools. Core Values Purposefulness: Deliberate action, focused on the organization s goals and priorities Collaboration: Working collectively to accomplish more than what is possible alone Ownership: Individual and group accountability for results, actions and decisions Quality: Commitment to excellence and the discipline to continually improve Customer Service: Responsiveness to the needs of external and internal customers Aspire Centennial College Preparatory Academy is a safe, caring, academically rigorous and inspiring learning environment where students develop the skills, knowledge and traits to become college-educated leaders in their communities. Aspire Centennial College Preparatory Academy (CCPA) is a 6-8 grade school in Huntington Park that is part of the Aspire Public Schools network. CCPA opened in 2013 with grades six and seven. CCPA is a safe, caring, academically rigorous and inspiring learning environment where students develop the skills, knowledge, and Page 2 of 19

3 traits to become college-educated leaders in their communities. The school s mission is to provide all students with an exceptional education that will allow them to excel inside and outside the classroom. CCPA seeks to achieve this mission by providing students a rigorous core curriculum, a well-trained staff, high standards and expectations, extended instructional hours and support, personalized learning opportunities, and early access to college-preparatory experiences. By ensuring students become voracious, self-motivated, competent, and lifelong learners, CCPA will prepare them not only for college but also from the 21st century learner. Page 3 of 19

4 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade Grade Grade Total Enrollment Grade 6 Grade 7 Grade 8 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Student Group Percent of Total Enrollment Black or African American 0.4 % American Indian or Alaska Native 0.0 % Asian 0.0 % Filipino 0.0 % Hispanic or Latino 99.1 % Native Hawaiian or Pacific Islander 0.0 % White 0.0 % Two or More Races 0.2 % Other 0.3 % Student Group (Other) Percent of Total Enrollment Socioeconomically Disadvantaged 92.1 % English Learners 18.4 % Students with Disabilities 9.9 % Foster Youth 0.0 % Page 4 of 19

5 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: 12/14/2017 Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* 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: 12/14/2017 Page 5 of 19

6 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Year and month in which the data were collected: November 2017 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts StudySync Yes 0.0 % Mathematics Eureka Yes 0.0 % Science NGSS aligned teacher lessons Yes 0.0 % History-Social Science TCI History Alive Yes 0.0 % Foreign Language 0.0 % Health 0.0 % Visual and Performing Arts 0.0 % Science Lab Eqpmt (Grades 9-12) Note: Cells with N/A values do not require data. N/A N/A 0.0 % Last updated: 11/30/2017 Page 6 of 19

7 School Facility Conditions and Planned Improvements School Facility Conditions and Planned Improvements The facilities at CCPA are in satisfactory condition. No major improvements were planned for the school year. However, the interior of the school was painted in summer 2016 and security cameras were updated. CCPA maintains general upkeep with one full-time employee and an outside vendor cleaning crew to maintain cleanliness and safety. School Facility Good Repair Status Year and month of the most recent FIT report: November 2017 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 Good Good Good Good Good Good Good Good Repair Needed and Action Taken or Planned Overall Facility Rate Year and month of the most recent FIT report: November 2017 Overall Rating Good Last updated: 11/30/2017 Page 7 of 19

8 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) 38% 48% 39% 40% 48% 48% Mathematics (grades 3-8 and 11) 21% 24% 29% 30% 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 8 of 19

9 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 % 48.12% Male % 39.76% Female % 55.76% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 48.20% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 47.54% English Learners % 35.89% Students with Disabilities % 21.43% 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. Last updated: 12/14/2017 Page 9 of 19

10 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 % 23.50% Male % 22.44% Female % 24.46% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 23.57% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 23.00% English Learners % 16.19% Students with Disabilities % 15.71% 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. Last updated: 12/14/2017 Page 10 of 19

11 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) 50.0% 24.0% 46.0% 46.0% 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. Page 11 of 19

12 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. Last updated: 12/14/2017 Page 12 of 19

13 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 ) Parents are important partners in the education of the students, and their input and involvement is sought and highly valued. At CCPA, parents can expect: A demonstrated improvement in their child s academic performance An open invitation to attend their child s classes Easy, open two-way communication with their child s teachers The opportunity to rate the performance of teachers and the school annually Eligibility to serve on the school s governing body, the School Site Council CCPA recognizes that children learn best when parents are engaged in their education. To help parents and guardians become great coaches for their children, and to invite parent participation in all aspects of school life, CCPA features: Monthly parent workshops: Scheduled at the beginning of the year, these workshops allow parents to be better informed on adolescent development, expectations in middle school, and best preparations and supports parents can offer Opportunities to evaluate school staff: Each spring, parents are asked to complete a survey evaluation the school, principal, and their child s teachers. The results are reviewed by the staff and Aspire s leadership team and are a factor in personnel and instructional decisions. Regular communication about student learning and behavior: Parents, students, and teachers meet twice a year during Student-led Conferences to plan and assess the student s learning progress and determine goals. In addition, CCPA teachers call parent regularly to provide positive reinforcement for academic growth and to inform parents when students make choices that do not match CCPA s behavior and academic expectations. In addition, the school creates ways for families to invest in volunteer service each year. CCPA prides a variety of opportunities to match different skill and interests with needs. Examples include helping in classrooms, leading family events, attending field trips, and attending school site council meetings. Finally, CCPA holds monthly school site council meetings. CCPA encourages all groups to participate in a shared responsibility for the education process and educational results. CCPA has a School Site Council which meets regularly, and consist of teachers, parents, and the principal. The council is intended to assist in developing and reviewing school policies, engaging the community, and fulfilling certain compliance requirements related to state and federal funding. The council also may make recommendations about issues related to the school. The school regularly communicates to families via flyers, signs, robo-calls, and an interactive web-based parent communication tool called ParentSquare. 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 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 11.5% 10.7% 9.7% Graduation Rate 0.0% 0.0% 0.0% 70.2% 72.2% 77.3% 81.0% 82.3% 83.8% Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 1.0 Page 13 of 19

14 1.0 Dropout Rate Graduation Rate Page 14 of 19

15 State Priority: School Climate Last updated: 12/14/2017 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 Suspensions and Expulsions Suspensions and Expulsions School District State Rate Suspensions 0.4% 0.2% 0.7% 0.9% 0.9% 0.8% 3.8% 3.7% 3.7% Expulsions 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.1% 0.1% 0.1% Suspensions Expulsions School Suspensions District Suspensions State Suspensions School Expulsions District Expulsions State Expulsions School Safety Plan (School Year ) Last updated: 12/14/2017 CCPA strives for the highest safety standards and to provide a safe workplace for all employees and a safe school for all students. Aspire has developed a comprehensive Injury and Illness Prevention Program (IIP) to achieve this end. The goal of the program is to minimize the frequency and severity of employee and student accidents and to comply with laws and regulations that pertain to our operations. The program has been designed to eliminate physical hazards from the work and school environment and train all employees in safe work practices. The principal and assistant principal are responsible for the implementation and enforcement of the IIP Program at CCPA. The office manager is responsible for the record keeping and coordinating of the safety training program. It is the responsibility of CCPA employees to bring any unsafe actions, practices, or conditions to the attention of his/her direct manager. Disaster Plans School Safety Plans are written and revised annually, and disaster plans are located in each classroom. The plan is specific to CCPA and covers such disasters as fire safety, earthquake safety, floods, severe weather, electrical failure, gal line problems, water main breaks, water contamination, chemical spoils, lockdown and shooting incidents, bomb threats, and intruders. The school safety plan was review, updated, and discussed with faculty in August Page 15 of 19

16 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 642 Percent of Schools Currently in Program Improvement N/A 69.0% Average Class Size and Class Size Distribution (Elementary) Last updated: 12/14/2017 Number of Classes * Number of Classes * Number of Classes * Grade Level Average Class Size Average Class Size Average Class Size K Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Page 16 of 19

17 Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size Average Class Size Average Class Size English Mathematics Science Social Science * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 0.0 Counselor (Social/Behavioral or Career Development) 2.0 N/A Library Media Teacher (Librarian) 0.0 N/A Library Media Services Staff (Paraprofessional) 0.0 N/A Psychologist 1.0 N/A Social Worker 0.0 N/A Nurse 0.0 N/A Speech/Language/Hearing Specialist 0.5 N/A Resource Specialist (non-teaching) 4.0 N/A Other 1.0 N/A Note: Cells 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. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Last updated: 11/30/2017 Level Total Expenditures Per Pupil Expenditures Per Pupil (Restricted) Expenditures Per Pupil (Unrestricted) Average Teacher Salary School Site $ $ $ $ District N/A N/A $0.0 $ Percent Difference School Site and District N/A N/A 200.0% -18.1% State N/A N/A $ $ Percent Difference School Site and State N/A N/A 32.3% -25.3% Note: Cells with N/A values do not require data. Last updated: 12/14/2017 Page 17 of 19

18 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) CCPA s master schedule includes core classes (English language arts, math, science, and social studies) and an elective/intervention period (technology, art, digital art, physical education, reading intervention, ELD). During the elective/intervention period, students received differentiation instruction in English languages arts or English language development if diagnostic testing has shown a need. Testing includes CAASP, CELDT, and STAR Reading. The periods allows for teacher to provide targeted instruction for students who need additional instruction in specific skills. In addition, CCPA offers an after-school program for enrichment and intervention, an after-school sports program, and clubs ran by teachers. Priority for enrollment in the after-school program is based on student need using these same assessments listed above. Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $43,913 $47,808 Mid-Range Teacher Salary $70,141 $73,555 Highest Teacher Salary $87,085 $95,850 Average Principal Salary (Elementary) $116,684 $120,448 Average Principal Salary (Middle) $131,969 $125,592 Average Principal Salary (High) $133,725 $138,175 Superintendent Salary $350,000 $264,457 Percent of Budget for Teacher Salaries 32.0% 35.0% Percent of Budget for Administrative Salaries 5.0% 5.0% 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) Professional Development Professional development for the year is determined based upon the specific and differentiated needs of the staff (determined through the evaluation process and survey data), the goals of the organization, relevant student achievement, multiple survey data analysis and the mission of the school. In-services and workshops for the school year are focused on knowledge and skill building for the CCSS, especially in non-fiction reading in ELA and concepts and procedures in math. In addition, significant focus has been put on meeting the needs of English learners. Page 18 of 19

19 Across the organization, equity and restorative practices are a major focus area. Teachers also take advantage of multiple offerings in the community through LACOE and LAUSD. The lead team of teachers also attending the weeklong Professional Learning Communities training led by DuFour and DuFour. Instructional assistants and after-school teachers are also encouraged to participate in professional development at the site or regional level, and non-teaching staff receive annual training in operational and organizational topics, as well as instructionally relevant matters. Teachers also receive bi-weekly observations with debriefs by the principal and/or Assistant Principal or Dean of Instruction to provide differentiated support to increase the accelerated of teacher effectiveness. Page 19 of 19