Dual Langauge Academy of the Monterey Peninsula Grades K-8 Tom Van Heukelem, Principal Normandy Rd., Seaside, Ca.

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1 Dual Langauge Academy of the Monterey Peninsula s K-8 Tom Van Heukelem, Principal Normandy Rd., Seaside, Ca School Accountability Report Card Published During the School Year Monterey Peninsula Unified School District 700 Pacific Street Monterey, CA District Governing Board Mr. Tom Jennings, President Dr. Jon Hill, Clerk Vice President Ms. Wendy Root Askew Mr. Tim Chaney Ms. Debra Gramespacher Dr. Bettye Lusk Ms. Alana Myles School Description The Dual Language Academy of the Monterey Peninsula (DLAMP) is a locally funded charter school serving 420 students in K-8 with a 50/50 dual language immersion program in English and Spanish. DLAMP offers a rigorous academic curriculum in both English and Spanish, ensuring a strong level of fluency in both languages. Additionally, students are given opportunities to develop creativity through programs in art and music, computer skills in our state of the art computer lab, and athletic skills in grades 6-8 on our athletics teams. District Administration Dr. P.K. Diffenbaugh Superintendent Dr. Rhoda Mhiripiri-Reed Associate Superintendent Educational Services Ms. Cresta McIntosh Assistant Superintendent Elementary Dr. Tony Shah Assistant Superintendent Student Support Services Mr. Dan Albert Associate Superintendent Business Services Ms. Judy Durand Executive Director Human Resources Ms. Marci McFadden Chief of Communication and Engagement Mr. Ryan Altemeyer Chief of Technology School Accountability Report Card for Dual Langauge Academy of the Monterey Peninsula Page 1 of 9

2 About the SARC 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 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 at or the district office Student Enrollment by Level Level Kindergarten Total Enrollment Student Enrollment by Group Group Percent of Total Enrollment Black or African American 5.8 Asian 0.8 Filipino 0.3 Hispanic or Latino 78.7 Native Hawaiian or Pacific Islander 0.3 White 9.4 Two or More Races 4.7 Socioeconomically Disadvantaged 68.1 English Learners 48.5 Students with Disabilities 2.2 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair. Teacher Credentials Dual Langauge Academy of the Monterey With Full Credential Without Full Credential 0 0 Teaching Outside Subject Area of Competence 1 1 Monterey Peninsula Unified School District With Full Credential Without Full Credential Teaching Outside Subject Area of Competence Teacher Misassignments and Vacant Teacher Positions at this School Dual Langauge Academy of the Teachers of English Learners 0 0 Total Teacher Misassignments 0 0 Vacant Teacher Positions 5 4 * 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. Core Academic Classes Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Core Academic Classes Taught by Highly Qualified Teachers Location of Classes Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers This School Districtwide All Schools High-Poverty Schools Low-Poverty Schools * High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program School Accountability Report Card for Dual Langauge Academy of the Monterey Peninsula Page 2 of 9

3 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Textbooks and Instructional Materials Year and month in which data were collected: Core Curriculum Area Reading/Language Arts Textbooks and Instructional Materials/Year of Adoption Units of Study have been developed are modified annually for greater learning. Percent of students lacking their own assigned textbook: 0 Mathematics Science History-Social Science Foreign Language Eureka Math Percent of students lacking their own assigned textbook: 0 Scott Foresman Percent of students lacking their own assigned textbook: 0 Houghton Mifflin Percent of students lacking their own assigned textbook: 0 Spanish Language Arts and Reading are taught through Units of Study developed and modified annually by our teaching teams School Facility Conditions and Planned Improvements (Most Recent Year) The school is maintained in good repair with a number of non-critical deficiencies noted. These deficiencies are isolated, and/or resulting from minor wear and tear, and/or in the process of being mitigated. During the summer of 2015, MPUSD did a major overhaul to scrub and clean all restrooms; many classrooms received new flooring and paint; the remainder of MPUSD schools will receive new flooring and paint during the summer of Additionally, new window curtains/blackout curtains will be replaced or repaired. Visit for details. More facts about the condition of our school buildings are available in an online supplement to this report called for by the Williams legislation of What you will find is an assessment of more than a dozen aspects of our buildings: their structural integrity, electrical systems, heating and ventilation systems, and more. The important purpose of this assessment is to determine if our buildings and grounds are safe and in good repair. If anything needs to be repaired, this assessment identifies it and targets a date by which we commit to make those repairs. The guidelines for this assessment were written by the Office of Public School Construction (OPSC) and were brought about by the Williams legislation. You can look at the six-page Facilities Inspection Tool used for the assessment on the Web site of the OPSC. 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 School Facility Good Repair Status (Most Recent Year) Year and month in which data were collected: January, 2016 Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor Repair Needed and Action Taken or Planned School Accountability Report Card for Dual Langauge Academy of the Monterey Peninsula Page 3 of 9

4 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], Science California s Tests); and The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study Subject CAASPP Results for All Students Percent of Students Meeting or Exceeding the State s (grades 3-8 and 11) School District State ELA Math * 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. Subject CAASPP Results for All Students - Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Science * Results are for grades 5, 8, and 10. 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. Level Percent of Students Meeting Fitness s 4 of 6 5 of 6 6 of * 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 CAASPP Results by Student Group Group Percent of Students Scoring at Proficient or Advanced Science (grades 5, 8, and 10) All Students in the LEA 45 All Student at the School 34 Male 58 Female 17 Black or African American -- Hispanic or Latino 30 White -- Two or More Races -- English Learners -- Students with Disabilities 33 Foster Youth -- * 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. School Year CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, s Three through Eight and Eleven All Students Student Group Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded Male School Accountability Report Card for Dual Langauge Academy of the Monterey Peninsula Page 4 of 9

5 Female Student Group Black or African American Asian Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged English Learners Foster Youth School Year CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded 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. The number of students tested includes students that did not receive a score; 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 students with scores School Accountability Report Card for Dual Langauge Academy of the Monterey Peninsula Page 5 of 9

6 School Year CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, s Three through Eight and Eleven Student Group All Students Male Female Black or African American Asian Hispanic or Latino White Two or More Races Socioeconomically Disadvantaged Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded School Accountability Report Card for Dual Langauge Academy of the Monterey Peninsula Page 6 of 9

7 English Learners Foster Youth Student Group School Year CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, s Three through Eight and Eleven Enrolled Tested Tested Not Met Percent of Students Nearly Met Met Exceeded 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. The number of students tested includes students that did not receive a score; 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 students with scores. C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement DLAMP provides multiple opportunities for student involvement from serving on our Charter Site Governance Council to assisting students in the lunchroom. Parents can serve on the English Language Advisory Committee, Budget Committee, Parent Outreach Committee, and Technology Committee. Our volunteer policy invites parents to assist in classrooms, on the playground, and in the lunchroom as well as providing opportunities to help with campus beautification and after school clubs and programs. DLAMP asks that all families commit to 30 hours of volunteer time per year to ensure an excellent experience for all of our students. State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): Pupil suspension rates, pupil expulsion rates; and other local measures on the sense of safety. Suspensions and Expulsions School Suspensions Rate 0.00 Expulsions Rate 0.00 District Suspensions Rate Expulsions Rate State Suspensions Rate Expulsions Rate School Accountability Report Card for Dual Langauge Academy of the Monterey Peninsula Page 7 of 9

8 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF Adequate Yearly Progress Overall and by Criteria AYP Criteria School District State English Language Arts Met Participation Rate Yes Yes Yes Met Percent Proficient N/A N/A N/A Mathematics Met Participation Rate Yes Yes Yes Met Percent Proficient N/A N/A N/A Made AYP Overall Yes No Yes Met Attendance Rate Yes Yes Yes Met Graduation Rate N/A No Yes Federal Intervention Program Indicator School District Program Improvement Status In PI First Year of Program Improvement Year in Program Improvement Year 3 Number of Schools Currently in Program Improvement 8 Percent of Schools Currently in Program Improvement Average Class Size and Class Size Distribution (Elementary) Average Class Size Number of Classrooms* K Professional Development provided for Teachers FY Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $39,728 $42,315 Mid-Range Teacher Salary $59,007 $66,451 Highest Teacher Salary $87,399 $85,603 Average Principal Salary (ES) $95,766 $105,079 Average Principal Salary (MS) $99,986 $111,005 Average Principal Salary (HS) $108,820 $121,310 Superintendent Salary $191,770 $189,899 Percent of District Budget Teacher Salaries 36% 39% Administrative Salaries 6% 6% * For detailed information on salaries, see the CDE Certificated Salaries & Benefits webpage at FY Expenditures Per Pupil and School Site Teacher Salaries Level Expenditures Per Pupil Total Restricted Unrestricted Average Teacher Salary School Site- District $7,211 $61,189 - State $5,348 $69,257 Percent Difference: School Site/District Percent Difference: School Site/ State * Cells with do not require data. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at 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., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners School Accountability Report Card for Dual Langauge Academy of the Monterey Peninsula Page 8 of 9

9 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 School Accountability Report Card for Dual Langauge Academy of the Monterey Peninsula Page 9 of 9