School Accountability Report Card Opportunities For Learning - Hacienda La Puente Charter School Reported for School Year

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1 Page 1 of 12 School Accountability Report Card Opportunities For Learning - Hacienda La Puente Charter School Reported for School Year Published During Notes regarding the source and currency of data: Data included in this School Accountability Report Card (SARC) are consistent with State Board of Education guidelines, which are available at the California Department of Education Web site at Most data presented in this report were collected from the school year or from the two preceding years ( and ). Due to the certification timelines for graduation, dropout, and fiscal information, the data for these sections of the report were collected in School Information District Information School Name Opportunities For Learning Hacienda La Puente Charter District Name Hacienda La Puente USD Principal Bill Toomey Superintendent Dr. Edward Lee Vargas Street 1150 Foothill Blvd., Suite A Street East Gale Avenue, PO Box City, State, Zip La Canada, CA City, State, Zip City of Industry, CA Phone Number 818 / Phone Number (626) Fax Number 818 / Fax Number (626) Web Site Web Site Address Btoomey@emsofl.com Address evargas@hlpusd.k12.ca.us CDS Code SARC Contact Bill Toomey School Description and Mission Statement Mission Statement Opportunities For Learning strives to be the best independent study public school empowering under-served students by unlocking their passions and dreams and moving them daily towards graduation. School Profile Opportunities For Learning Charter School is a non-classroom based charter school that offers independent study programs specifically tailored for at-risk students and other families seeking an alternative to traditional public schools. Students who may have previously experienced difficulty in traditional schools find success with the program. Opportunities For Learning Charter School combines personalized learning plans with self-esteem and leadership development. The educational programs at the school are designed to meet the needs of our changing society. Opportunities For Learning Charter School is dedicated to ensuring the academic success of every student and providing a safe and comprehensive educational experience. This Charter School is fully accredited by the Western Association of Schools and Colleges (WASC). Opportunities for Parental Involvement Contact Person Name Bill Toomey Contact Person Phone Number (818) Parents serve as part of the educational team with the school and their students. The school provides immediate feedback to parents when appointments are not kept or work not completed.

2 Page 2 of 12 I. Demographic Information Student Enrollment, by Grade Level Data reported are the number of students in each grade level as reported by the California Basic Educational Data System (CBEDS). Grade Level Enrollment Grade Level Enrollment Kindergarten 0 Grade Grade 1 0 Grade Grade 2 0 Grade Grade 3 0 Grade Grade 4 0 Ungraded Secondary 0 Grade 5 0 Grade 6 0 Grade 7 19 Grade 8 14 Ungraded Elementary 0 Total Enrollment 1157 Student Enrollment, by Ethnic Group Data reported are the number and percent of students in each racial/ethnic category as reported by CBEDS. Racial/Ethnic Category Number of Students Percent of Students Racial/Ethnic Category Number of Students Percent of Students African-American % Hispanic or Latino % American Indian or Alaska Native % Pacific Islander % Asian % White (Not Hispanic) % Filipino % Multiple or No Response % II. School Safety and Climate for Learning School Safety Plan Date of Last Review/Update May 2004 Date Last Discussed with Staff May 2004 Opportunities For Learning Charter Schools provides a safe, clean environment for students, staff, and volunteers. A scheduled maintenance program is administered by the school to ensure that all facilities are maintained to a degree of adequacy that provides for good learning. Safety of students and staff is a primary concern of Opportunities For Learning Charter Schools. All facilities are up-todate and provide adequate space for students and staff. In the evenings, a team of contracted custodians ensures the facilities are kept clean and safe. The school is in compliance with all applicable laws, rules, and regulations pertaining to its facilities. The school s disaster preparedness plan includes steps for ensuring student and staff safety during a disaster. Fire, earthquake, and other disaster drills are conducted on a regular basis throughout the school year. All visitors must check in with an administrator or designee before entering the school. Students must check in with their teacher when entering the school.

3 Extracurricular and Enrichment Activities Students are encouraged to participate in the school s additional academic and extracurricular activities that are an integral part of the educational program. These school-wide incentives promote positive attitudes, encourage achievement and aid in the prevention of behavioral problems. Extracurricular and enrichment activities, clubs and programs include: Field Trips Small Group Instruction Experiential Learning Certificates, prizes, t-shirts and various other awards are given to students throughout the school year. Activities, honors and programs include: Student of the Month Monthly Honor Award Presidential Academic Award Page 3 of 12 School Programs and Practices that Promote a Positive Learning Environment Discipline and Climate for Learning Opportunities For Learning Charter School has found that good discipline is a solid foundation on which to build an effective school; good discipline and school effectiveness seem to share many characteristics. The goal of Opportunities For Learning Charter School s discipline program is to provide students with opportunities to learn selfdiscipline through a system of consistent rewards and consequences for their behavior. Opportunities For Learning Charter School believes students who develop a sense of personal responsibility will mature both academically and emotionally. Students at Opportunities For Learning Charter School are expected to follow certain behavior expectations. These are: Follow all written and verbal agreements. Be courteous and respectful to others. Respect the property of others. Be prepared to learn at all times. Parents and students are informed of discipline policies at the beginning of each school year through parent orientations, the student handbook and parent/student agreement forms. Suspensions and Expulsions Data reported are the number of suspensions and expulsions (i.e., the total number of incidents that result in a suspension or expulsion). The rate of suspensions and expulsions is the total number of incidents divided by the school s total enrollment as reported by CBEDS for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school. School D istrict Number of Suspensions N/A N/A N/A Rate of Suspensions N/A N/A N/A Number of Expulsions N/A N/A N/A Rate of Expulsions N/A N/A N/A School Facilities Included in safety section. III. Academic Data Standardized Testing and Reporting (STAR) Through the California Standardized Testing and Reporting (STAR) program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English-language arts and mathematics in grades 2-11, science and history/social science in grades 9-11, and a norm-referenced test, which tests reading, language, and mathematics in grades 2-11, spelling in grades 2-8, and science in grades 9-11.

4 Page 4 of 12 California Standards Tests (CST) The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (approaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Detailed information regarding results for each grade and proficiency level and percent of students not tested can be found at the California Department of Education Web site at or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. CST - All Students Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standards). Subject 2001 School District State English Language Arts Mathematics Science History/Social Science CST - Racial/Ethnic Groups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standards). American Indian or Alaska White (not Hispanic) African- Subject Asian Filipino Hispanic Pacific American or Latino Islander N ative English Language Arts Mathematics Science 0 History/Social Science CST - Subgroups Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standards). Subject Male Female S ocioeconomically Students With English Disadvanta ged Disabilities Learners Yes No Yes No English Language Arts N/A Mathematics N/A Science N/A History/Social Science N/A Migrant Education Services Norm Referenced Test (NRT) Reading and mathematics results from the Norm Referenced Test (NRT), adopted by the State Board of Education (this was the Stanford 9 test up until 2003, but was changed to the California Achievement Test, Sixth Edition in 2003), are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at or by speaking with the school principal. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. NRT- All Students Dat a reported are the percent of students scoring at or above the 50th percentile. Subject S chool D istrict State Reading Mathematics

5 NRT- Racial/Ethnic Groups Data reported are the percent of students scoring at or above the 50th percentile. American African- Indian or Subject Asian Filipino Hispanic American Alaska or Latino Pacific Islander Page 5 of 12 White (not Hispanic) Native Reading Mathematics NRT- Subgroups Data reported are the percent of students scoring at or abo ve the 50th percentile. Subject Male Female S ocioeconomically Students With Migrant English Disadvanta ged Disabilities Education Learners Yes No Yes No Services Reading N/A Mathematics N/A California Physical Fitness Test Data reported are the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards). Detailed information regarding the California Physical Fitness Test may be found at the California Department of Education Web site at Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less. Grade School District State Level Total Female Male Total Female Male Total Female Male 5 N/A N/A N/A 13.7% 14.8% 12.5% 23.8% 25.2% 22.3% 7 7.7% 0% 0% 33.2% 36.7% 29.7% 27.8% 29.6% 26.0% 9 4.0% 2.9% 5.1% 33.0% 31.4% 34.6% 24.8% 23.3% 26.2% Academic Performance Index (API) The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet. Growth Targets: The annual growth target for a school is 5 percent of the distance between its Base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards. Schools that do not meet their targets and have a statewide API rank of one to five are eligible to participate in the Immediate Intervention/Underperforming Schools Program (II/USP), which provides resources to schools to improve their academic achievement. There was no money allocated to the II/USP Program in 2002 or Subgroup APIs and Targets: In addition to a school wide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school s target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to eligible for awards. Percent Tested: In order to be eligible for awards, elementary and middle schools must test at least 95 percent of their students in grades 2-8 and high schools must test at least 90 percent of their students in grades 9-11 on STAR. Statewide Rank: Schools receiving a Base API score are ranked in ten categories of equal size (deciles) from one (lowest) to ten (highest), according to type of school (elementary, middle, or high school). Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographic characteristics. Each set of 100 schools is ranked by API score from one (lowest) to ten (highest) to indicate how well the school performed compared to schools most like it. API criteria are subject to change as new legislation is enacted into law. Detailed information about the API and the Public Schools Accountability Act (PSAA) can be found at the California Department of Education Web site at h ttp:// or by speaking with the school principal.

6 Page 6 of 12 School wide API API Base Data API Growth Data to to to 2003 Percent Tested 69 Percent Tested 90 API Base Score API Growth Sco re 521 Growth Target 14 Actual Growth 28 Statewide Rank N/A N/A N/A Similar Schools Rank N/A N/A N/A API Subgroups Racial/Ethnic Groups API Base Data API Growth Data to to to 2003 African-American African-American API Base Score API Growth Sco re Growth Ta rget Actual Growth 455 American Indian or Alaska Native American Indian or Alaska Native API Base Score API Growth Sco re Growth Target Actual Growth Asian Asian API Base Score API Growth Sco re Growth Target Actual Growth Filipino Filipino API Base Score API Growth Sco re Growth Target Actual Growth Hispanic or Latino Hispanic or Latino API Base Score API Growth Sco re 491 Growth Target 11 Pacific Islander Actual Growth Pacific Islander 41 API Base Score 591 API Growth Sco re Growth Target Actual Growth White (not Hispanic) White (not Hispanic) API Base Score 605 API Growth Sco re 616 Growth Target 11 Actual Growth 25 API Subgroups Socioeconomically Disadvantaged API Base Data API Growth Data to to to 2003 API Base Score 481 API Growth Sco re 502 Growth Target Actual Growth 21 Awards and Intervention Programs Eligibility for statewide award or intervention programs is based on API growth data from the previous academic year. The Immediate Intervention/Underperforming Schools Program was not funded for the year 2002 or Opportunities for Learning is not a Title 1 school. School District Federal Programs Federal Programs Recognition for No No No Number of Schools Identified N/A N/A N/A Achievement (Title 1) Identified for Program Improvement (Title 1) No No No for Program Improvement Percent of Schools Identified for Program Improvement N/A N/A N/A

7 Page 7 of 12 Exited Title 1 Program Improvement No No No Years Identified for Program Improvement California Programs Eligible for Governor's Performance Award N/A N/A N/A Eligible for II/USP No Applied for II/USP Funding No Received II/USP Funding No Adequate Yearly Progress (AYP) The federal No Child Left Behind Act (NCLB) requires that all students perform at or above the proficient level on the state's standards-based assessments by In order to achieve this goal and meet annual performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made Adequate Yearly Progress (AYP). Detailed information about AYP can be found at the California Department of Education Web site at or by spea king with the school principal. School District Groups All Students No Yes African American No Yes American Indian or Alaska Native N/A N/A Asian N/A Yes Filipino N/A Yes Hispanic or Latino No Yes Pacific Islander N/A N/A White (not Hispanic) No Yes Socioeconomically Disadvantaged No Yes English Learners N/A Yes Students with Disabilities N/A No IV. School Completion (Secondary Schools) California High School Exit Exam (CAHSEE) Beginning with the graduating class of 2006, students in California public schools will have to pass the California High School Exit Exam (CAHSEE) to receive a high school diploma. The School Accountability Report Card for that year will report the percent of students completing grade 12 who successfully completed the CAHSEE. These data are not required to be reported until 2006 when they can be reported for the entire potential graduating class. When implemented, the data will be disaggregated by special education status, English language learners, socioeconomic status, gender, and ethnic group. Dropout Rate and Graduation Rate Data reported regarding progress toward reducing dropout rates over the most recent three-year period include: grade 9-12 enrollment, the number of dropouts, and the one-year dropout rate as reported by CBEDS. The formula for the oneyear dropout rate is (Grades 9-12 Dropouts divided by Grades 9-12 Enrollment) multiplied by 100. The graduation rate, required by the federal No Child Left Behind Act (NCLB), is calculated by dividing the number of high school graduates by the sum of dropouts for grades 9 through 12, in consecu tive years, plus the number of graduates. Based on CBEDS School District State Enrollment Enrollment (9-12) Number of Dropouts

8 Page 8 of 12 Dropout Rate (1-year) Graduation Rate This school serves a much larger population that what is reflected on counting day for CBEDS in October. Therefore, a dropout rate calculated by using the total number of students served during the course of the school year (Cumulative Enrollment) is also shown. Based on Cumulative School Enrollment Enrollment (9-12) Number of Dropouts Dropout Rate (1-year) Graduation Rate V. Class Size Average Class Size and Class Size Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by grade level as reported by CBEDS. No data are available for this section Average Teaching Load and Teaching Load Distribution Data reported are the average class size and the number of classrooms that fall into each size category (i.e., number of students), by subject area as reported by CBEDS. No data are available for this section Class Size Reduction California's K-3 Class Size Reduction Program began in 1996 for children in kindergarten and grades one through three. Funding is provided to participating school districts to decrease the size of K-3 classes to 20 or fewer students per certificated teacher. Data reported are the percent of students in each grade level in the school that are in a class size reduction classr oom. Percent of Students Participating Grade Level K VI. Teacher and Staff Information Teacher Credentials Data reported are the number of teachers (full-time and part-time). Each teacher is counted as '1'. If a teacher works at two schools, he/she is only counted a t one school. Data are not available for teachers with a full credential and teaching outside his/her subject area Total Teachers Teachers with Full Credential (full credential and teaching in subject area) Teachers Teaching Outside Subject Area (full credential but teaching outside subject area) Teachers with Emergency Credential (includes District Internship, University Internship, Pre-Interns, and Emergency Permits) Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit) *Our teachers teach Independent Study; Teaching multiple subjects * * *

9 Page 9 of 12 Highly Qualified Teachers The No Child Left Behind Act (NCLB) requires local educational agencies (LEAs) to report specific data regarding highly qualified teachers. As of December of 2003, the State Board of Education (SBE) had not approved a definition for use in reporting data pertaining to highly qualified teachers. Therefore, the requirement that LEAs include these data will not apply to reports published during the school year. The State Board of Education is scheduled to approve a definition for highly qualified teacher in Once approved, LEAs will be required to use the definition to provide data on report cards published during the school year. Professional Qualifications of Teachers Teachers in the Charter School are required to hold a Commission on Teacher Credentialing certificate, permit or other document equivalent to that which a teacher in other public schools would be required to hold. Teacher Evaluations A constructive evaluation process promotes quality instruction and is a fundamental element in a sound educational program. Evaluations and formal observations are designed to encourage common goals and to comply with the Charter School s evaluation criteria and policies. Teachers are evaluated at least once annually. Evaluations are conducted by an administrator, who has been trained and certified for competency to perform teacher evaluations. Substitute Teachers Opportunities For Learning Charter Schools-Hacienda La Puente has approximately 2 substitute teachers available from their current pool of substitutes. The Charter School requires that all substitutes have a Bachelor s degree, pass the CBEST exam, obtain a finger print clearance, and possess a valid Substitute Teaching Permit. In an effort to maintain an adequate pool of substitutes and recruit qualified teachers, the Charter School advertises employment opportunities on the internet, local newspapers and the school s website. In addition, the Charter School attends college job and recruitment fairs throughout the year. Counselors and Other Support Staff Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. Title FTE Counselor 0 Librarian 0 Psychologist Outsourced Provider Social Worker 0 Nurse Outsourced Provider Speech/Language/Hearing Specialist Outsourced Provider Resource Specialist (non-teaching) Outsourced Provider Other Academic Counselors Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person who is working 100 percent (i.e., full time). Two staff persons who each work 50 percent of full time also equal one FTE. The ratio of students per academic counselor is defined as enrollment as reported by CBEDS divided by the full-time-equivalent academic counselors. Number of Academic Ratio of Students Per Counselors (FTE) Academic Counselor 0 N/A VII. Curriculum and In struction School Instruction and Leadership Instruction and Assignments Opportunities For Learning Charter School believes properly administered assignments and instructional materials are a fundamental part of the learning process that help to develop basic academic and study skills as well as promote student responsibility and self-discipline. Upon registering at Opportunities For Learning Charter School, students and parents both sign a master agreement in which expectations are outlined and commitments are made to adhere to

10 Page 10 of 12 school guidelines. Formal and informal assessments are conducted consistently to determine student proficiency levels and to assign appropriate instructional materials and textbooks. School Leadership Leadership at Opportunities For Learning Charter School is a responsibility shared between directors, school administration, instructional staff, students and parents. The following school committees regularly assemble to address specific issues and afford insight into the school s programs: Curriculum Committee Leadership Team Program Quality Review Team WASC Committee Advisory Board Professional Development Professional development within the Charter School addresses individual needs of teachers as well as broader school concerns. In-services, professional conferences with guest speakers and consultants, and individual mentoring are methods by which professional development is delivered. For the school year, Opportunities For Learning Charter School will continue to make a strong commitment to providing guidance for all staff in an effort to develop an instructional program that fosters creativity and academic excellence. Quality and Currency of Textbooks and Other Instructional Materials Opportunities For Learning Charter Schools sets a high priority upon ensuring that sufficient and current textbooks and materials are available to support the school s instructional program, as well as provide students with their own textbooks. All textbooks and instructional materials used within the school are aligned with the California State Content Standards. The learning centers have books that are available for students to check out. In addition, the school s learning centers have a total of 64 computers that are connected to the Internet so students are able to access resources and information on-line. Computer skills and concepts integrated throughout standard curriculum prepare students for technological growth and opportunities. Students receive computer-assisted instruction on an individual basis. Instructional Minutes The California Education Code esta blishes a required number of instructional minutes per year for each grade. Data reported compares the number of instructional minutes offered at the school level to the state requirement for each grade. Grade Instructional Minutes Level Offered State Requirement K 36, , , , , , , , , , , , , , , , , , , , , , , , , ,800 Total Number of Minimum Days None

11 Page 11 of 12 VIII. Post-Secondary Preparation (Secondary Schools) Advanced Placement/ International Baccalaureate Courses Offered The Advanced Placement (AP) and International Baccalaureate (IB) programs give students an opportunity to take college-level courses and exams while still in high school. Data reported are the number of courses and classes offered, and the enrollment in various AP and IB classes. The data for Fine and Performing Arts include AP Art and AP Music, and the data for Social Science include IB Humanities. No data are available for this section Students Enrolled in Courses Required for University of California (UC) and California State University (CSU) Admission Data reported are the number and percent of students enrolled in courses required for UC and/or CSU admission. The percent of students is calculated by dividing the total number of students enrolled in courses required for UC and/or CSU admission by the total number of students enrolled in all courses. No data are available for this section Graduates Who Have Completed All Courses Required for University of California (UC) and California State University (CSU) Admission Data re ported are the number and percent of graduates who have completed all courses required for UC and/ or CSU admission. The percent of graduates is calculated by dividing the total number of graduates who have completed all courses requir ed for UC and/or CSU admission by the total numb er of graduates. Number of Graduates Percent of Graduates Number Who Have Completed All Courses Required Who Have Completed All Courses Required Of Graduates For UC and/or CSU Admission For UC and/or CSU Admission SAT I Reasoning Test Students may voluntarily take the SAT test for college entrance. The test may or may not be available to students at a given school. Students may take the test more than on ce, but only the highest sco re is reported at the year of graduation. Detailed information regarding SAT results may be found at the California Department of Education Web site at s/sp/ai/index.asp. School District State Grade 12 Enrollment Percent of Grade 12 Enrollment Taking Test % 34.27% 33.26% Average Verbal Score Average Math Score College Admission Test Preparation Course Program Opportunities For Learning Charter Schools offer college-bound students many opportunities to get a head start on their future. College preparation activities and programs are part of the school curriculum, enhanced by supplemental programs sponsored by local community colleges. Students at Opportunities For Learning Charter Schools are encouraged to take the required courses if they plan to attend a four-year university. Students are advised of admission requirements to colleges and universities including California State Universities and University of California campuses. Degree to Which Students Are Prepared to Enter Workforce It is the goal of Opportunities For Learning Charter School that students understand the importance of academic subjects and experience how employees apply subject learning to work situations. The school s programs focus on preparing students to think conceptually, communicate effectively, and apply skills in real-world contexts. Curriculum and instructional strategies that foster critical thinking, problem-solving, leadership, and academic skills are consistently taught to the students to ensure work-readiness skills. Opportunities For Learning Charter School s career-path and work experience classes include: Career Skills

12 Page 12 of 12 Leadership and Career Development General Work Experience Career Opportunities Enrollment and Program Completion in Career/Technical Ed ucation (CTE) Programs Dat a reported are from the Report of Career-Technical Education Enrollment and Program Completion for School Year (CDE 101 E-1). Data have been aggregated to the district level. CTE Participants Secondary CTE Students Grade 12 CTE Students Total Number Number Number Number Completion Graduation Course of of of Earning Rate Rate Enrollment Concentrators Completers Completers Diploma N/A N/A N/A N/A N/A N/A N/A IX. Fiscal and Expenditure Data Average Salaries (Fiscal Year ) Data reported are the district average salary for teachers, principals, and superintendents, compared to the state average salaries for districts of the same type and size, as defined by Education Code Section The district average principal salary is shown separately for elementary, middle, and high schools, but the state average principal salary is combined. State Average District Amount For Districts In Same Category Beginning Teacher Salary N/A $35,278 Mid-Range Teacher Salary N/A $56,381 Highest Teacher Salary N/A $72,141 Average Principal Salary (Elementary) N/A Average Principal Salary (Middle) N/A $88,747 Average Principal Salary (High) N/A Superintendent Salary N/A $145,316 Percent of Budget for Teachers' Salaries N/A Percent of Budget for Administrative Salaries N/A 5.44 Expenditures (Fiscal Year ) Data reported are total dollars expended in the district, and the dollars expended per student at the district compared to the state average. Detailed information regarding expenditures may be found at the California Department of Education Web si te at State Average State Average District District For Districts All Districts In Same Category Dollars per Student Dollars Per Student Dollars Per Student Total Dollars (ADA) (ADA) (ADA) $154,386,218 $6,520 $6,770 $6,719 Types of Services Funded For the school year, Opportunities For Learning Charter School spent an average of $3, to educate each studen t (based on the audited financial statements). In addition to general fund State funding, Opportunities For Learning Charter Schools receives State and Federal categorical funding for special programs. For the school year, the Charter School received approximately $100 per student in Federal and State aid for the following categorical, special education, and support programs: Math Small Group Instruction Classes Reading and Writing Small Group Instruction Classes Charter Schools Categorical Block Grant Educational Technology Assistance Grants