Arts In Action Community Charter

Transcription

1 Arts In Action Community Charter 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 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. Elysa Vargas, Principal Principal, Arts In Action Community Charter About Our School About Our School Arts in Action Community Charter School is a K-5 elementary located in the heart of the Boyle Heights neighborhood in Los Angeles. AIA is a school committed to providing students with an arts enriched educational experience that fosters creativity, self-expression and community action. Contact Arts In Action Community Charter 1241 Soto St., Ste. 212 Los Angeles, CA Phone: elysav@artsinactioncharter.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 Arts In Action Community Charter Phone Number (213) Street 1241 Soto St., Ste. 212 Superintendent Michelle King City, State, Zip Los Angeles, Ca, Address Phone Number Web Site Principal Elysa Vargas, Principal Address Web Site County-District School (CDS) Code School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) Arts in Action Community Charter Schools mission is to empower, prepare, and inspire urban students to achieve their highest potential and become active citizens who work toward building a more just, humane, and sustainable world by providing a democratic, arts-enriched, and nurturing school environment. Page 2 of 21

3 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten 67 Grade 1 50 Grade 2 58 Grade 3 54 Grade 4 67 Grade 5 39 Total Enrollment Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Student Group Percent of Total Enrollment Black or African American 0.6 % 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 0.3 % Two or More Races 0.0 % Other 0.0 % Student Group (Other) Percent of Total Enrollment Socioeconomically Disadvantaged 97.6 % English Learners 49.3 % Students with Disabilities 10.4 % Foster Youth 1.2 % Page 3 of 21

4 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) Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions 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. Page 4 of 21

5 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 100.0% 0.0% All Schools in District 92.0% 8.0% High-Poverty Schools in District Low-Poverty Schools in District 92.0% 9.0% 98.0% 2.0% Note: 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. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Year and month in which data were collected: July 2016 Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Percent Students Lacking Own Assigned Copy Reading/Language Arts Teacher's College Press, Units of Study for Reading and Writing Levelled Classroom Libraries istation, computer software Yes 0.0 % Mathematics Singapore Math, Primary Mathematics Yes 0.0 % Science Full Options Science Program Yes 0.0 % History-Social Science 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 % Page 5 of 21

6 School Facility Conditions and Planned Improvements School Facility Conditions and Planned Improvements The school grounds are maintained clean and in working order through the work of the Operations Manager and the Custodian. There are no planned facilities improvements. School Facility Good Repair Status Year and month of the most recent FIT report: December 2016 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: December 2016 Overall Rating Good Page 6 of 21

7 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. CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students Percent of Students Meeting or Exceeding the State Standards School District State Subject English Language Arts / Literacy (grades 3-8 and 11) 18.0% 29.0% 34.0% 39.0% 44.0% 48.0% Mathematics (grades 3-8 and 11) 19.0% 25.0% 25.0% 29.0% 34.0% 36.0% 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 7 of 21

8 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 ) ELA - Grade 3 ELA - Grade 3 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 39.6% Male % 29.2% Female % 48.3% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 39.6% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 38.5% English Learners % 20.0% Students with Disabilities 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 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. 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. Page 8 of 21

9 ELA - Grade 4 ELA - Grade 4 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 27.0% Male % 30.3% Female % 23.3% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 27.4% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 25.8% English Learners % 8.0% Students with Disabilities 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 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. 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. Page 9 of 21

10 ELA - Grade 5 ELA - Grade 5 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 20.0% Male % 21.1% Female % 19.1% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 20.5% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 18.9% English Learners % -- Students with Disabilities 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 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. 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. Page 10 of 21

11 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 ) Mathematics - Grade 3 Mathematics - Grade 3 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 45.3% Male % 33.3% Female % 55.2% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 45.3% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 44.2% English Learners % 33.3% Students with Disabilities 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 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. 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. Page 11 of 21

12 Mathematics - Grade 4 Mathematics - Grade 4 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 15.9% Male % 24.2% Female % 6.7% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 16.1% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 14.5% English Learners % -- Students with Disabilities 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 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. 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. Page 12 of 21

13 Mathematics - Grade 5 Mathematics - Grade 5 Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded All Students % 10.3% Male % 10.5% Female % 10.0% Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino % 10.5% Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged % 11.1% English Learners % -- Students with Disabilities 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 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. 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. Page 13 of 21

14 CAASPP Test Results in Science for All Students CAASPP Test Results in Science for All Students Percentage of Students Scoring at Proficient or Advanced School District State Subject Science (grades 5, 8, and 10) 11.0% 23.0% 20.0% 50.0% 46.0% 46.0% 60.0% 56.0% 54.0% 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. CAASPP Tests Results in Science by Student Group Grades Five, Eight and Grade Ten (School Year ) Student Group Total Enrollment Number of Students with Valid Scores Percent of Students with Valid Scores Percent Proficient or Advanced All Students % 20.0% Male % 26.3% Female % 14.3% Black or African American American Indian or Alaska Native % 0.0% Asian % 0.0% Filipino % 0.0% Hispanic or Latino % 20.5% Native Hawaiian or Pacific Islander % 0.0% White % 0.0% Two or More Races % 0.0% Socioeconomically Disadvantaged % 18.9% English Learners % 0.0% Students with Disabilities Students Receiving Migrant Education Services % 0.0% Foster Youth Note: 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. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 14 of 21

15 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 Standards Five of Six Standards Six of Six Standards % 20.0% 2.5% 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 15 of 21

16 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 have many opportunities to remain involved in the school. There are provided with educational workshops, trainings and volunteer opportunities. AIA also has a United Parent Council that meets to dicuss isses at the school and to give their ideas and feedback to the administrations. The President of the United Parent Council serves as a parent representative on the school's Board of Directors. In addition, AIA gives parents the opportunity to meet with Principal during Coffee with Principal meetings, and opportunities to visit classrooms during parent nights. 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 Page 16 of 21

17 State Priority: School Climate 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 Expulsions Suspensions Expulsions School Suspensions District Suspensions State Suspensions School Expulsions District Expulsions State Expulsions School Safety Plan (School Year ) The intent of the Emergency Disaster Plan at Arts in Action Community Charter School is to clarify school procedure in the case of an emergency. The objective of our plan is to provide action which will minimize injuries and loss of life of students, and school and emergency personnel if an emergency occurs at school. As well as to respond to physical, psychological and emotional need manifested as a result of an emergency, e.g., a death, serious accident, suicide, earthquake, a weapon and/or deadly force being used on campus, chemical seepage, etc. Our plan includes proper procedures in case of fire, earthquake, campus protection or lockdown (intruder on campus, hostage situation), bomb threats, sexual harassment, injury plan, bullying and harassment, child abuse and reporting, discipline policy and attendance policy. In August 2016 we had an all staff meeting in which all procedures were explained and the Emergency Disaster was given to all staff members. It was last updated in July Page 17 of 21

18 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 645 Percent of Schools Currently in Program Improvement N/A 71.2% Note: Cells with NA values do not require data. Average Class Size and Class Size Distribution (Elementary) 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). Academic Counselors and Other Support Staff (School Year ) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) 1.0 N/A Library Media Teacher (librarian) Library Media Services Staff (paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist N/A N/A N/A N/A N/A N/A Resource Specialist (non-teaching) 1.0 N/A Other N/A Page 18 of 21

19 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 ) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site $ $ $ $ District N/A N/A $0.0 $ Percent Difference School Site and District State N/A N/A $ $ Percent Difference School Site and State % Note: Cells with N/A values do not require data. Page 19 of 21

20 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) Arts in Action Community Charter School's After School Education and Safety Program (ASES) is an after school program that is meant to serve up to 120 students free of cost. AIA's goal for the ASES program is that every student that is admitted to the program and attends everyday will learn and adopt the necessary skills in order to excel as students and future role models of their community. Through the ASES program students will have the opportunity and exposure to additional academic support, enrichment classes (provided by AIA's partnership with City Hearts: Kids Say Yes to the Arts) and leadership activities. The after school program is funded by the state ASES grant, school funds, and private donations. The school also provides students with a robust intervention program both during the school day and after school. Title I funds are used to hire Instructional Assistants that provide students with much needed support that is targeted to the students needs. Students are identified for participation in the program through the use of benchmark assessments, teacher and parent referral and state exams. AIA also offers a month long summer enrichment program to support students academically and to minimize summer learning loss. 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 $42,207 $45,092 Mid-Range Teacher Salary $67,417 $71,627 Highest Teacher Salary $83,703 $93,288 Average Principal Salary (Elementary) $107,190 $115,631 Average Principal Salary (Middle) $121,149 $120,915 Average Principal Salary (High) $124,798 $132,029 Superintendent Salary $350,000 $249,537 Percent of Budget for Teacher Salaries 34.0% 37.0% 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) Page 20 of 21

21 Professional Development Professional Development Our staff development focus is in the area of data driven instruction, English learner instructional practices as well as Common Core standards. The staff and Principal chose these areas due to our demographics and due to the inexperience of some of the teachers. We assessed both our needs as well as analyzed the data from authentic assessments and standardized testing information. We use varied methods of delivery for professional development from administrative directed to workshops and conferences. The school adopted the Guided Language Acquisition Design (GLAD) as our ELD curriculum, and teachers receive ongoing support in their ability to support English Learners more effectively. Every summer new and returning teachers also attend professional development around the common core standards and best instructional practices. Teachers are supported in their development through in-class coaching, teacher-principal meetings and observations, peer coaching and student performance data analyses. Page 21 of 21