Sycamore Academy of Science and Cultural Arts

Transcription

1 Sycamore Academy of Science and Cultural Arts California Department of Education School Accountability Report Card Reported Using Data from the School Year Published During 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, 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. 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. Barbara Hale, Excutive Director/Principal Principal, Sycamore Academy of Science and Cultural Arts About Our School About Our School Sycamore Academy of Science and Cultural Arts is a highly collaborative environment creating the highest quality learning community for our students. Our focus is always on meeting the individual needs of each and every child; socially, emotionally and academically. In doing so, we develop strong relationships with our families. As a California Public Charter school, we operate independently of any district, however, we have a strong relationship with our authorizing district, Lake Elsinore Unified School District. LEUSD honors parent choice in education and supports our innovative option for the community. The school year was an exciting year in education as California continued the transition from the California State Standards to the Common Core Standards. Faculty of Sycamore Academy have been immersed in the Common Core Standards and developed a student-centered, problem-based, experiential, collaborative curriculum plan aligned to Common Core expectations. Additionally, we have continued to increase technology and technology training throughout our school to ensure that every child has the opportunity to grow his/her skills in preparation for academics and careers in the 21st Century. The Ronald Reagan Charter School Alliance, governing board to Sycamore Academy, has emphasized the need to obtain real property for the students we serve. During the school year, the board and administration worked diligently to secure funding and locate property with the intent on building a new school site. In September of 2015, we moved into our beautiful new site in Wildomar, CA. Service Learning projects are as important to the provider as they are to the recipient. Through Service Learning, students learn important organization, leadership, management and inter-personal skills, in addition to learning about the community and population that they are serving. Sycamore Academy consistently supports several outreach and charity organizations, however, we also support student generated/student led projects. Over our brief history students have initiated disaster relief support, Animal Shelter drives, community food and coat collections and several other community benefit events.

2 Each Friday we gather as a school to recognize successes within our learning community and enjoy student performances. Our students develop personal and academic goals at the beginning of each year and receive recognition as each goal is achieved. Students are provided the opportunity to perform in front of the school and celebrate each other's unique talents. We believe in transparency and the benefit of honest feedback. We are happy to hear from you regarding the information contained within this SARC or answer any questions you have about our program. Contact Sycamore Academy of Science and Cultural Arts Palomar St. Wildomar, CA Phone: faxes@sascak8.com Page 2 of 26

3 About This School Contact Information - Most Recent Year Contact Information - Most Recent Year District Contact Information - Most Recent Year School Contact Information - Most Recent Year District Name Lake Elsinore Unified School Name Sycamore Academy of Science and Cultural Arts Phone Number (951) Street Palomar St. Superintendent Doug Kimberly City, State, Zip Wildomar, Ca, Address doug.kimberly@leusd.k12.ca.us Phone Number Web Site Principal Barbara Hale, Excutive Director/Principal Address faxes@sascak8.com Web Site County-District School (CDS) Code Last updated: 1/25/2016 School Description and Mission Statement - Most Recent Year School Description and Mission Statement - Most Recent Year The mission of the Sycamore Academy of Science and Cultural Arts is to prepare a diverse K-8 student population for secondary education, college, careers and global citizenship by providing each child with knowledge, critical skills and fundamental dispositions to become a self-motivated, competent, lifelong learner. The vision of our learning community is to provide a setting for learning based on constructivist principles. Students, teachers, staff, community members and parents are active participants in a community of learners working in a collaborative and democratic manner. To accomplish this we focus on: how students learn best; how teachers guide and challenge students to think and construct meaning from their studies; how students develop memory and connect information, knowledge and understanding in such a way tat they will demonstrate and defend their understandings; connecting and expanding studetn learning through school and community based projects. The staff of Sycamore Academy models life-long learning by promoting and encouraging a dynamic environment where all members of the staff demonstrate the knowledge, critical skills and fundamental dispositions that are the core of our educaitonal and organizational values. We push the boundaries of learning beyond the classroom and into the school and local community. Through robust service-learning, we make real world connections that add value to our community. Last updated: 1/25/2016 Page 3 of 26

4 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Kindergarten 46 Grade 1 56 Grade 2 58 Grade 3 52 Grade 4 59 Grade 5 51 Grade 6 44 Grade 7 28 Total Enrollment KindergartenGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Last updated: 1/25/2016 Student Group of Total Enrollment Black or African American 4.6 % American Indian or Alaska Native 0.5 % Asian 1.8 % Filipino 0.3 % Hispanic or Latino 42.1 % Native Hawaiian or Pacific Islander 0.3 % White 40.1 % Two or More Races 10.4 % Socioeconomically Disadvantaged 31.7 % English Learners 5.8 % Students with Disabilities 9.1 % Foster Youth 0.8 % Page 4 of 26

5 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair Teacher Credentials Teacher Credentials Teachers School District With Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Without Full Credential Teachers Teaching Outside Subject Area of Competence (with full credential) 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 5 of 26

6 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Location of Classes of Classes In Core Academic Subjects Taught by Highly Qualified Teachers of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 100.0% 0.0% All Schools in District 100.0% 0.0% High-Poverty Schools in District Low-Poverty Schools in District 100.0% 0.0% 100.0% 0.0% 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. Page 6 of 26

7 School Facility Conditions and Planned Improvements - Most Recent Year Sycamore Academy moved into a brand new facility in September 2015! PJHM Architects designed a new site specifically to support the collaborative, busy program at our school. Hamel Contracting, Inc. began construction in May and worked double-time to get students in seats during the month of September. The City of Wildomar accommodated the extremely fast-paced construction by providing frequent inspections, even on weekends. The new school is a beautiful country style facility with twenty-two classrooms, a Student Center with an indoor/outdoor stage, an enormous play area, and an administration building. There are four buildings that house the classrooms and all classrooms within each building are separated by barn doors that are opened when students work collaboratively with neighboring classes. The site has drought-tolerant landscaping and a slanted roof to capture more natural, northern light. The entire facility has LED lighting and energy efficient HVAC units. A complete School Safe Plan has been developed and staff has received thorough training. Students and staff participate in monthly disaster drills and are educated on health, safety, nutrition, Internet safety, etc. The facility is inspected regularly and is in excellent condition. School Facility Good Repair Status - Most Recent Year Year and month in which data were collected: 2015 Last updated: 1/25/2016 System Inspected Systems: Gas Leaks, Mechanical/HVAC, Sewer Rating Good Repair Needed and Action Taken or Planned The facility is four months old and in excellent condition. 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 Good Good Good Good Good Good Good Overall Facility Rate - Most Recent Year Year and month in which data were collected: 2015 Overall Rating Exemplary Page 7 of 26

8 B. Pupil Outcomes State Priority: Pupil The SARC provides the following information relevant to the State priority: Pupil (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards 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 California Assessment of Student Performance and Progress Results for All Students (School Year ) California Assessment of Student Performance and Progress Results for All Students (School Year ) of Students Meeting or Exceeding the State Standards Subject School District State English Language Arts / Literacy (grades 3-8 and 11) 26.0% 35.0% 44.0% Mathematics (grades 3-8 and 11) 18.0% 23.0% 33.0% Note: ages 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. Double dashes (--) appear in the table when the number of students tested is ten or less. Page 8 of 26

9 CAASPP Assessment Results - English Language Arts (ELA) CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) ELA - Grade 3 ELA - Grade 3 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 49.0% 36.0% 7.0% 5.0% Male % 58.0% 29.0% 6.0% 3.0% Female % 38.0% 46.0% 8.0% 8.0% Black or African American % American Indian or Alaska Native % Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 63.0% 29.0% 8.0% 0.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 30.0% 50.0% 0.0% 15.0% Two or More Races % Socioeconomically Disadvantaged % 43.0% 57.0% 0.0% 0.0% English Learners % Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 9 of 26

10 ELA - Grade 4 ELA - Grade 4 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 57.0% 19.0% 19.0% 6.0% Male % 63.0% 13.0% 17.0% 7.0% Female % 48.0% 26.0% 22.0% 4.0% Black or African American % American Indian or Alaska Native % Asian % Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 55.0% 25.0% 15.0% 5.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 58.0% 13.0% 21.0% 8.0% Two or More Races % Socioeconomically Disadvantaged % 77.0% 15.0% 8.0% 0.0% English Learners % Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 10 of 26

11 ELA - Grade 5 ELA - Grade 5 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 45.0% 31.0% 16.0% 8.0% Male % 50.0% 29.0% 14.0% 7.0% Female % 38.0% 33.0% 19.0% 10.0% Black or African American % American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 53.0% 32.0% 11.0% 5.0% Native Hawaiian or Pacific Islander % White % 35.0% 35.0% 17.0% 13.0% Two or More Races % Socioeconomically Disadvantaged % 67.0% 14.0% 14.0% 5.0% English Learners % Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 11 of 26

12 ELA- Grade 6 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 20.0% 33.0% 35.0% 13.0% Male % 30.0% 22.0% 43.0% 4.0% Female % 6.0% 47.0% 24.0% 24.0% Black or African American % American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 27.0% 40.0% 27.0% 7.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 15.0% 35.0% 35.0% 15.0% Two or More Races % Socioeconomically Disadvantaged % 33.0% 33.0% 22.0% 11.0% English Learners % Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 12 of 26

13 ELA - Grade 7 ELA - Grade 7 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 50.0% 21.0% 25.0% 4.0% Male % 67.0% 11.0% 22.0% 0.0% Female % Black or African American % American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 55.0% 27.0% 9.0% 9.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 54.0% 15.0% 31.0% 0.0% Two or More Races % Socioeconomically Disadvantaged % 33.0% 42.0% 17.0% 8.0% English Learners % 0.0% 0.0% 0.0% 0.0% Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 13 of 26

14 CAASPP Assessment Results - Mathematics CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Mathematics - Grade 3 Mathematics - Grade 3 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 48.0% 28.0% 22.0% 2.0% Male % 47.0% 27.0% 23.0% 3.0% Female % 50.0% 29.0% 21.0% 0.0% Black or African American % American Indian or Alaska Native % Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 50.0% 25.0% 25.0% 0.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 47.0% 32.0% 16.0% 5.0% Two or More Races % Socioeconomically Disadvantaged % 50.0% 29.0% 21.0% 0.0% English Learners % Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 14 of 26

15 Mathematics - Grade 4 Mathematics - Grade 4 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 45.0% 38.0% 13.0% 4.0% Male % 47.0% 30.0% 20.0% 3.0% Female % 43.0% 48.0% 4.0% 4.0% Black or African American % American Indian or Alaska Native % Asian % Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 40.0% 45.0% 15.0% 0.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 54.0% 25.0% 13.0% 8.0% Two or More Races % Socioeconomically Disadvantaged % 46.0% 46.0% 8.0% 0.0% English Learners % Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 15 of 26

16 Mathematics - Grade 5 Mathematics - Grade 5 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 59.0% 29.0% 4.0% 8.0% Male % 54.0% 32.0% 4.0% 11.0% Female % 67.0% 24.0% 5.0% 5.0% Black or African American % American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 53.0% 42.0% 0.0% 5.0% Native Hawaiian or Pacific Islander % White % 61.0% 26.0% 4.0% 9.0% Two or More Races % Socioeconomically Disadvantaged % 76.0% 24.0% 0.0% 0.0% English Learners % Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 16 of 26

17 Mathematics - Grade 6 Mathematics - Grade 6 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 53.0% 23.0% 13.0% 13.0% Male % 43.0% 30.0% 17.0% 9.0% Female % 65.0% 12.0% 6.0% 18.0% Black or African American % American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 60.0% 27.0% 7.0% 7.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 50.0% 20.0% 15.0% 15.0% Two or More Races % Socioeconomically Disadvantaged % 67.0% 22.0% 0.0% 11.0% English Learners % Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 17 of 26

18 Mathematics - Grade 7 Mathematics - Grade 7 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % 50.0% 39.0% 4.0% 7.0% Male % 56.0% 33.0% 6.0% 6.0% Female % Black or African American % American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % 55.0% 36.0% 0.0% 9.0% Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 54.0% 31.0% 8.0% 8.0% Two or More Races % Socioeconomically Disadvantaged % 33.0% 50.0% 8.0% 8.0% English Learners % 0.0% 0.0% 0.0% 0.0% Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth 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 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. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 18 of 26

19 California Standards Tests for All Students in Science Three-Year Comparison of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State Subject Science (grades 5, 8, and 10) 79.0% 72.0% 64.0% 58.0% 61.0% 55.0% 59.0% 60.0% 56.0% 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. Double dashes (--) appear in the table when the number of students tested is ten or less. California Standards Tests Results by Student Group in Science (School Year ) Student Group of Students Scoring at Proficient or Advanced All Students in the LEA 55.0% All Students at the School 64.0% Male 61.0% Female 68.0% Black or African American -- American Indian or Alaska Native -- Asian -- Filipino -- Hispanic or Latino 55.0% Native Hawaiian or Pacific Islander -- White 71.0% Two or More Races -- Socioeconomically Disadvantaged 50.0% English Learners -- Students with Disabilities -- Students Receiving Migrant Education Services -- Foster Youth -- 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. Double dashes (--) appear in the table when the number of students tested is ten or less. Page 19 of 26

20 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 areas of English, mathematics, and physical education California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) of Students Meeting Fitness Standards Grade Level Four of Six Standards Five of Six Standards Six of Six Standards % 33.3% 47.1% % 25.0% 50.0% Note: ages 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 20 of 26

21 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 - Most Recent Year Opportunities for Parental Involvement - Most Recent Year Parents are a vital part of our learning community and we encourage participation in any way that the parent feels comfortable, including but not limited to: School Site Council membership (elected position) Classroom volunteer Event coordination or assistance Guest Instructor Board member representation (elected position) Volunteer for preparation work 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 21 of 26

22 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 7 6 School Suspensions District Suspensions State Suspensions 0.25 School Expulsions District Expulsions State Expulsions School Safety Plan - Most Recent Year The school maintains a comprehensive safety plan, Safe School Plan, which is available on our website: The plan is reviewed and discussed with faculty and staff at the beginning of each school year and at any time during the year as determined appropriate by faculty, staff or administration. Sycamore staff worked collaboratively with a variety of outside agencies when developing the Safe School Plan and continues to collaborate with organizations as new information regarding student safety becomes available. The plan outlines rules, policies and procedures for maintaing student and staff safety as well as disaster procedures. Page 22 of 26

23 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 (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District State Made AYP Overall Yes Yes Met Participation Rate - English Language Arts Yes Yes Met Participation Rate - Mathematics Yes Yes Met Proficient - English Language Arts N/A N/A Met Proficient - Mathematics N/A N/A Met Attendance Rate Met Graduation Rate N/A Yes 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 1 Number of Schools Currently in Program Improvement N/A 11 of Schools Currently in Program Improvement N/A 84.6% 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 Page 23 of 26

24 Academic Counselor Counselor (Social/Behavioral or Career Development) Library Media Teacher (librarian) Library Media Services Staff (paraprofessional) N/A N/A N/A Psychologist 0.3 N/A Social Worker N/A Nurse 0.1 N/A Speech/Language/Hearing Specialist 0.3 N/A Resource Specialist (non-teaching) 1.0 N/A Other N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) 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 $ Difference School Site and District N/A N/A State N/A N/A $ $ Difference School Site and State N/A N/A Note: Cells with N/A values do not require data. Last updated: 1/25/2016 Page 24 of 26

25 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) In , we contracted Special Education services through Lake Elsinore Unfied School District (LEUSD). LEUSD provided the full continuum of services for students with IEPs and supported the general education teachers at Sycamore Academy with a "push in" model of services. In 2014, we notified the District, County and State that beginning with the school year, Sycamore would become an LEA for special education and begin providing services independently of the District. Students that perform below gradel level standards receive additional interventions, modifications, and accommodations from our highly qualified general edcuation teachers. Under the superviison of credentialed teachers, support staff may also provide students with intervention services. Certificated faculty provide after school tutoring two days per week, most weeks of the school year. This service is provided at no charge to families. Integrated Studies is a program designed by faculty that allows opportunities for multi-age interactions in "elective" type courses, twice per week for six weeks each trimester. Health and Wellness is a major focus at Sycamore Academy. Our facility in , Sycamore was housed at a temporary site and our "playground" was not ideal. We still ensured that all student received more than the minimum requirement of fitness training in a well-focused, cooperative and goal-oriented physical education program. Students identified as GATE have several choices for additional enrichment such as digital media, photography, tutoring, news reporting, environmental impact activities, etc. English language learners (ELL) are instructed in the mainstream classroom with additional support and interventions throughout integrated thematic units. Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) Last updated: 1/25/2016 Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $37,173 $43,165 Mid-Range Teacher Salary $68,201 $68,574 Highest Teacher Salary $89,763 $89,146 Average Principal Salary (Elementary) $115,279 $111,129 Average Principal Salary (Middle) $123,496 $116,569 Average Principal Salary (High) $126,916 $127,448 Superintendent Salary $205,000 $234,382 of Budget for Teacher Salaries 42.0% 38.0% of Budget for Administrative Salaries 4.0% 5.0% For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Teacher Salary Chart Principal Salary Chart Page 25 of 26

26 Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary 0 Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Professional Development Most Recent Three Years Promoting and demonstrating what it is to be a life-long learner is an essential part of our learning community. Teachers meet every Friday, after student earlyrelease, to review data, plan instruction, receive professional development, collaborate on projects or complete other tasks neceessary to provide quality, individualized instruction to our students. Teachers meet 15 full days, in addition to the annual number of school days, to collaborate, provide and receive professional development. Sycamore teachers also support professional development for several other schools, within districts and charters. Teachers are supported in the quest for ongoing growth and development and the school often sends teachers to workshops, trainings, conventions, etc. in addition to our onsite trainings. Sycamore Academy employs a Curriculum Specialist to work with teachers in the classroom throughout the year. Teachers develop individual goals at the beginning of the year. The teacher and principal meet and discuss goals, collect data and then reflect upon the teacher's progress toward his/her goals. Teachers maintain personal portfolios to document their progress. Last updated: 1/25/2016 Page 26 of 26