School Accountability Report Card Published During the School Year

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1 College Connection Academy 1855 Lucretia Avenue San Jose CA, (408) Grades 7-8 Amber N. Andrade, Principal cca.fmsd.org School Accountability Report Card Published During the School Year Franklin-McKinley Elementary School District 645 Wool Creek Drive San Jose CA, (408) District Governing Board John Lindner, Board President George Sanchez, Board Vice President Thanh Tran, Board Clerk Omar Torres, Board Member Rudy Rodriguez, Board Member District Administration Juan Cruz Superintendent Megan Lamken Assistant Superintendent, Business Services Paula Boling Deputy Superintendent, Human Resources Dr. Stella Kemp Assistant Superintendent, Educational Services Dr. Tracy Rohlfing Director, State & Federal Projects & Assessment Karen Allard Director, Curriculum & Instruction Dr. Mariam Galvarin Director, Special Services Hung Nguyen Director, IT Services Principal's Message Academy Description: College Connection Academy (CCA) is a partnership between Franklin- McKinley School District, East Side Union High School District, Evergreen Valley College and San Jose State University. The school opened a Partnership School, grades 7-12/13 in the fall of College Connection Academy has autonomy and freedom to implement curriculum, teaching and learning to meet individual student needs. CCA Partners have combined and integrated resources to ensure the Academy's success. The College Connection Academy (CCA) is based on the values of leadership and civic engagement. As a result of a multi faceted integrated series of experiences, CCA students will be global and critical thinkers who are ethical, courageous and compassionate. They will possess the leadership skills that allow them to navigate and succeed in a complex and challenging world with selfconfidence and awareness of their responsibility to the collective community. CCA is a small learning community comprised of a group of 7th and 8th grade students who will study in a period day setting having classes of Math, English Language Arts, Science, Social Studies, PE, and an Elective. A pre-high school college preparatory curriculum will be offered and required for the students to master. Incoming 7th grade students will be placed in Integrated Math, Science, History and 7th grade English Language Arts. Eighth grade students will be placed in core classes of Geometry/Algebra/ Integrated Math, Science, US History and 8th grade English Language Arts. Students needing additional instruction will be expected to stay after school to complete assignments or participate in intervention classes. Students that are achieving above grade level are given high school classes to continue their academic advancement. Mission Statement: Recognizing the need to foster a more educated workforce to meet the demands of a changing economy inspired the creation of an innovative partnership between the Franklin-McKinley School District, the East Side Union High School District and Evergreen Valley College. These three communities will increase the number of first-generation college graduates, equipping them with the education and experience needed to succeed in life and family-supporting careers. Through the support and involvement of the Bill and Melinda Gates Foundation, the College Connection Academy welcomed its first 7th grade class in Since its inception, CCA has supported three graduating classes with all students graduating high school with a year of college units completed School Accountability Report Card for College Connection Academy Page 1 of 10

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 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 Student Enrollment by Grade Level Grade Level Number of Students Grade 7 75 Grade 8 70 Total Enrollment Student Enrollment by Group Group Percent of Total Enrollment Black or African American 0.7 American Indian or Alaska Native 0 Asian 39.3 Filipino 6.2 Hispanic or Latino 53.1 Native Hawaiian or Pacific Islander 0 White 0.7 Two or More Races 0 Socioeconomically Disadvantaged 77.2 English Learners 11.7 Students with Disabilities 3.4 Foster Youth 0 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 College Connection Academy With Full Credential Without Full Credential Teaching Outside Subject Area of Competence Franklin-McKinley Elementary School District With Full Credential 9 Without Full Credential 0 Teaching Outside Subject Area of Competence 0 Teacher Misassignments and Vacant Teacher Positions at this School College Connection Academy Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions * 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 College Connection Academy Page 2 of 10

3 Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Textbook and instructional Materials: The local governing board of the Franklin-McKinley School District has certified that each pupil in the District, in kindergarten through eighth grade, has been provided with standards-aligned textbooks and/or instructional materials in each of the following areas: reading/language arts, mathematics, science and history/social studies. Health is included in the science curriculum. All District textbook adoptions are within the scope of the most recent State Board of Education adoptions and comply with California Education Code provisions. In accordance with the California Education Code and the Williams Settlement mandates, procedures, monitoring processes and reporting practices by principals and District departments have ensured that all students have access to the current, standards-based textbooks and instructional materials. In order to comply with the mandates to provide students with the most recent state-approved adoptions in the core areas of Reading/Language Arts, Mathematics, Science and History/Social Studies (Health is included in the Science curriculum), a textbook inventory was conducted at every school by August Each principal was responsible for ensuring that every student was provided with the necessary textbooks and instructional materials. In addition, the updated inventory count was also verified by each site for every classroom in September In addition, principals were responsible for the replenishment of needed textbooks at every grade level (K-8). All ordering and delivery materials are through an established set of procedures with the District Service Center. As part of the monitoring of sufficiency of textbooks and instructional materials, principals submit a school wide and an individual classroom report to the Curriculum, Instruction and Assessment Department annually. The Superintendent signs the final verification form for each site. As a result of the inventories, the Franklin-McKinley Board of Education certified that each student in grades K-8, inclusive, including English learners, have been furnished a complete set of core instructional materials and textbooks that meet the requirements of the California Education Code. A public hearing regarding the sufficiency of said materials that are consistent with state-adopted frameworks was held on September 22, A Resolution on Sufficiency of Materials, according to the Williams Act mandates, was passed at a public hearing on September 22, Core Curriculum Area Reading/Language Arts McDougal Littell (7-8) Adopted 2003; National Geographic (7-8) Adopted 2010; Scholastic (7-8) Adopted 2010; Textbooks and Instructional Materials Year and month in which data were collected: 6/2014 Textbooks and Instructional Materials/Year of Adoption Mathematics College Preparatory Math (6-8) Adopted 2014 Science Pearson Prentice Hall (7-8) Adopted 2008 History-Social Science Glencoe/McGraw-Hill (6-8) Adopted 2007 The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% The textbooks listed are from most recent adoption: Yes Percent of students lacking their own assigned textbook: 0% School Accountability Report Card for College Connection Academy Page 3 of 10

4 School Facility Conditions and Planned Improvements (Most Recent Year) This school has 9 classrooms, a staff room with a pull out room for counselors, and an administration building. The campus shares restrooms with the Yerba Buena staff and students. They also use the theater for guest presentations. The portable campus was built in 2006 with expansion to the current size. The site has one custodian, who cleans the site on a daily basis. The day custodian is on site from 1:30 to 9:30 p.m. This campus is on the Yerba Buena High School campus. THIS SITE IS INSPECTED BY EAST SIDE UNION HIGH SCHOOL DISTROCT. SEE LINK BELOW. The Yerba Buena High School SARC is located at: 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: Repair Status Good Fair Poor Overall Rating Exemplary Good Fair Poor Repair Needed and Action Taken or Planned INSPECTED BY EAST UNION HIGH SCHOOL DISTRICT. SEE LINK ABOVE School Accountability Report Card for College Connection Academy Page 4 of 10

5 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. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with 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 Subject CAASPP Results for All Students Percent of Students Meeting or Exceeding the State Standards (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 * Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. 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. Grade Level Percent of Students Meeting Fitness Standards 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. Group CAASPP Results by Student Group Science (grades 5, 8, and 10) Number of Students Percent of Students Enrolled with Valid Scores w/ Valid Scores Proficient or Advanced All Students Male Female Asian Hispanic or Latino Socioeconomically Disadvantaged * Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The Proficient or Advanced is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. 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 Accountability Report Card for College Connection Academy Page 5 of 10

6 All Students Male Female Student Group Black or African American Asian Filipino Hispanic or Latino White Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth School Year CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students Enrolled Tested Tested Percent of Students Standard Met or Exceeded 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 on the CAAs divided by the total number of students who participated in both assessments. 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 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. All Students Male Student Group School Year CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students Enrolled Tested Tested Percent of Students Standard Met or Exceeded School Accountability Report Card for College Connection Academy Page 6 of 10

7 Female Student Group Black or African American Asian Filipino Hispanic or Latino White Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth School Year CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven Grade Number of Students Enrolled Tested Tested Percent of Students Standard Met or Exceeded 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 on the CAAs divided by the total number of students who participated in both assessments. 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 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 School Accountability Report Card for College Connection Academy Page 7 of 10

8 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 (School Year ) CCA believes that all stakeholders must work together to ensure every chid's success. Therefore, collaboration is of high importance at CCA. CCA has an open door policy where parents may drop in the school at any time and view classroom instruction with the principal. The principal is available to all parents by phone, , text, and in person Monday- Friday from 7am- 6pm. A true parent collaboration is a constant work in progress and a needs assessment is done monthly with the parents. Based on the needs assessment results, the principal plans future academy meetings. Currently, parents have multiple ways to become involved and collaborate with each other, their child and the school. If parents who are interested in becoming formal stakeholders are encouraged to join one of the governance organizations: the School Site Council (SSC) or the English Language Learner Advisory Committee (ELAC). Parents may also provide input and collaborate with school officials by attending or leading the CCA Parent Academy for that is held the first Thursday evening of the month. Parents also have the opportunity to volunteer in classrooms, the front office, and at community outreach events. CCA offers parent computer classes for those parents who want to monitor a child's progress electronically and need support and CCA also offers family nutrition classes. CCA believes in developing the whole child, that parental involvement is crucial and that it takes school and home to guide young adults into becoming responsible adults. CCA operates with a family/village mantra that it takes the entire community to raise a child and offers family field trips to colleges and art events throughout the school year. For more information on how to become involved, contact Amber Andrade, Principal at (408) 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. School Safety Plan All schools in the Franklin-McKinley School District are constructed to meet California earthquake codes and each school has a Safety Plan in place. The School Safety Plan as reviewed, updated, and discussed with the school faculty and approved by the Board of Trustees each year before March 1. Our first priority is to provide a safe, orderly and clean environment for students and staff. Fire, Disaster, and Shelter-In-Place drills, and other safety routines for staff and students, are conducted on a regular basis according to the California Ed. Codes. Visitors to the campus are required to check in at the office. Each classroom has directions for evacuation posted. Red emergency backpacks are in each classroom and fire extinguishers are in place. Security persons, administrators and custodians are equipped with two-way radios for emergency communications. In an emergency, students must remain at the school site until a designated person (parent, guardian or emergency contact) signs for their release. Crisis response boxes have been created for each site. The crisis response box includes information regarding students, staff, schedules, and building details that may be helpful to fire and police officials in the event of an emergency. The school administration is responsible for training of students, staff and parents and the training is conducted annually. Suspensions and Expulsions School Suspensions Rate Expulsions Rate District Suspensions Rate Expulsions Rate State Suspensions Rate Expulsions Rate School Accountability Report Card for College Connection Academy Page 8 of 10

9 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 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 12 Percent of Schools Currently in Program Improvement 54.5 Average Class Size Academic Counselors and Other Support Staff at this School Number of Full-Time Equivalent (FTE) Academic Counselor Counselor (Social/Behavioral or Career Development) 0.0 Library Media Teacher (Librarian) 0.0 Library Media Services Staff (Paraprofessional) 0.00 Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist Other Average Class Size and Class Size Distribution (Secondary) Average Number of Students per Staff Member Academic Counselor * 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. Number of Classrooms* Subject 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. Professional Development provided for Teachers Our professional development consists of a variety of opportunities for teachers and administrators to deepen their understanding of best practices and build capacity to meet the needs of our students. We provide these opportunities in the context of job embedded learning experiences, usually with colleagues, coupled with support for implementation. This model is consistent with Professional Learning Communities (PLCs), which maximizes opportunities for collaboration with a focus on student learning. As part of the growth process, opportunities for training and staff development are provided at the district and individual school sites to administrators, teachers, and classified staff. After analyzing district data, it was evident that FMSD students were struggling in reading. Many students were not proficient in reading by the end of third grade, and middle school adolescents were struggling to comprehend and analyze text. Throughout the school year, our Curriculum Support Specialists (CSS) led ongoing presentations based on best reading practices and instructional approaches. Topics included close reading, reciprocal teaching, higher level questioning and collaborative conversations. After workshops, CSSs helped teachers implement the taught content by planning lessons, modeling strategies and providing feedback. Several FMSD campuses also worked with Partners in School Innovation, (PSI) a non-profit organization that accelerates, strengthens and sustains improved teaching, learning and achievement in public schools and districts. Working side-by-side, schools developed best practices, systems for professional learning, and focused on improving their core instructional program. PSI intensively supported schools and helped plan and implement productive Instructional Leadership Teams (ILTs) where teacher-leaders and site administrator's set goals for student learning and collaborated regularly to close the achievement gap at their sites. Several principals, curriculum support specialists and ILT members also had the opportunity to work one-on-one with a National consultant from the International Center for Leadership Education (ICLE). Four times a year, the consultant worked with schools to improve classroom instruction. Using the ICLE Collaborative Instructional Review rubric, walkthrough teams visited classrooms and gathered concrete data focused on rigorous, relevant and student engagement. Results were shared and discussed with staff members and as a result positive academic changes took place in classrooms. To align systems at the school and district level, district administrators also participated in site walkthrough visits. Once a week, district leaders visited school sites and provided feedback to ILT teams. Through this process, a culture of collaboration developed and follow-up conversations focused on what high-quality instruction looks like in a 21st century classroom. This approach created a shared practice and understanding of observing, discussing and analyzing learning and teaching School Accountability Report Card for College Connection Academy Page 9 of 10

10 Our Curriculum Support Specialists continued to attend quality professional development sessions focused on based on coaching. CSSs attended Cognitive Coaching, Facilitating Professional Learning Communities and the Art of Coaching workshops. These workshops helped our CSSs To promote 21st Century Teaching and Learning FMSD envisions an active learning environment where technology supports students in their preparation for an increasingly connected and digital world. To support this vision, several teachers attended a variety if hands-on professional development workshops including Project Based Learning, ipad integration, teaching apps, MacBook training, Google Classroom and personalized learning. These trainings have helped teachers create innovative opportunities for students to create, think critically, communicate, collaborate and ultimately prepare them to become lifelong, global learners. FMSD Curriculum Support Specialists support professional development sessions. They attend and lead multiple trainings throughout the school year. To support implementation, they coach and support their colleagues in and outside the classroom and have full coaching cycles that guide their work. To ensure our CSSs are using the best research based coaching strategies, they have attending The Art of Coaching, Cognitive Coaching and PLC Facilitation workshops. Finally, professional development opportunities do no stop when school ends. Throughout the summer and during school breaks teachers had the opportunity to attend a variety of professional development sessions that aligned to district initiatives. These trainings provided additional professional growth and supported teachers as they continued to close the achievement gap in Franklin McKinley. FY Teacher and Administrative Salaries Category District Amount State Average for Districts In Same Category Beginning Teacher Salary $47,266 $44,573 Mid-Range Teacher Salary $81,708 $72,868 Highest Teacher Salary $95,546 $92,972 Average Principal Salary (ES) $111,353 $116,229 Average Principal Salary (MS) $121,952 $119,596 Average Principal Salary (HS) $121,883 Superintendent Salary $216,000 $201,784 Percent of District Budget Teacher Salaries 40% 39% Administrative Salaries 6% 5% * 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- $4,818 $570 $4,248 $67,682 District $5,154 $80,675 State $5,677 $75,137 Percent Difference: School Site/District Percent Difference: School Site/ State * Cells with do not require data. Types of Services Funded The following is a list of Federal and State funded programs that are provided to students at Franklin-McKinley School District: Title I (Basic Grant) Title II (Teacher & Principal Training and Recruiting) Title III (for Limited English Proficient Students) After School Education and Safety Program (ASES) Beginning Teacher Support and Assessment (BTSA) Hourly Programs (extended day/year education) Local Control Funding Formula (LCFF) Special Education Starting Smart and Strong Grant National School Lunch Program 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 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 School Accountability Report Card for College Connection Academy Page 10 of 10