Inspire Charter School-South California Department of Education School Accountability Report Card Reported Using Data from the 2014 15 School Year Published During 2015 16 Address: 4612 Dehesa Road, El Cajon, CA 92019 Phone: 626-932-1802 Principal: Herbert Nichols Grade Span: TK-12 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 http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. 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 at http://dq.cde.ca.gov/dataquest/ 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 firstcome, 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.
Page 3 of 28 About This School District Contact Information Most Recent Year District Name Dehesa School District Phone Number 619-444-2161 Superintendent Nancy Hauer E-mail Address nancy.hauer@dehesasd.net Web Site www.dehesasd.net School Contact Information Most Recent Year School Name Inspire Charter School-South Street 1740 Huntington Drive #205 City, State, Zip Duarte, CA 91010 Phone Number 626-932-1802 Principal Herbert Nichols, Executive Director E-mail Address nick@inspirecschools.org Web Site www.inspireschools.org County-District-School (CDS) Code 37 68049 0132506 Principal s Message Dear Students and Parents, Welcome to Inspire Charter Schools! Inspire Charter Schools is committed to providing a positive, challenging, and academic learning environment, with our amazing curriculum choices, for all students. Our goal is to provide learning activities which require high levels of critical thinking and reasoning, accompanied by application of learning to real-world situations. Additionally, our teachers provide support to our students on their home schooling journey by monitoring progress, tutoring as needed and providing online workshops. Along with a strong academic program, reading and writing skills are evident in all content areas. Our teachers are experienced and dedicated professionals who are committed to helping all students reach their full potential. Success is not a matter of luck, but planning and organization. Our parents are an integral part of their student s success. Our consistent support and encouragement of parents result in greater success for all students. I look forward to another successful school year. Please stay involved, and call on your child s teacher or administrator for any assistance you may need during this school year. We are here to help and support you in your schooling journey! Sincerely, Diane Beran Deputy Executive Director
Page 4 of 28 School Description and Mission Statement Most Recent Year Inspire Charter Schools is a public charter school authorized by Dehesa School District but operates independently with its own mission and program. Inspire Charter School-South opened in July 2015 with Home School teachers spread throughout San Diego and adjacent counties, to inspire elementary, middle, and high school children to realize their potential to become extraordinary and active members of society. Our school takes great pride in its ethnic diversity and diverse student population. ICS s student and parent/guardian population is a cross-section of primarily suburban residents, which span socio-economic tiers. Inspire Charter Schools offers independent study and small group instruction online programs. Students who have not been successful or satisfied with their experience in traditional schools can achieve their educational goals in this program. ICS focuses on creating individualized learning plans to ensure that all students, regardless of their school experiences in the past, can grow academically. Enrollment in this public independent study program is voluntary and free. The unique features of the program provide students with several opportunities. Learn at home, or on the go, with flexible scheduling with state approved online curriculum. (TK-8 th grade students- Embark, K12 or Odysseyware; High School students- Apex) Receive guidance, support and instruction from an assigned credentialed teacher whether in person or by electronic means. Attend regular educational field trips and social get-togethers. Participate weekly, if desired, in the Enrichment Academy program or Specialty programs in which students receive instruction, project-based learning, and social activities facilitated by credentialed Inspire teachers. The mission of Inspire Charter Schools (ICS) is to provide a high standard of education to students through comprehensive curriculum supported by energetic, dynamic, and caring teachers. This mission will be accomplished through a virtual curriculum model that emphasizes meeting individual students needs for mastering the California Common Core State Standards (CCCS) and California Contents Standards (CCS) for their grade level, including Next Generation Science Standards. ICS will prepare self-motivated, competent, lifelong learners for the 21st century. Inspire will employ online learning methods to ensure all students gain the knowledge and skills that are valued in the modern workplace and necessary for future success. Student Enrollment by Grade Level (School Year 2014 15) Grade Level Number of Students Kindergarten Grade 1
Page 5 of 28 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Ungraded Elementary Grade 9 Grade 10 Grade 11 Grade 12 Ungraded Secondary Enrollment
Page 6 of 28 Student Enrollment by Student Group (School Year 2014 15) Student Group of Enrollment Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Foster Youth 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 Teachers School School School District 2013 14 2014 15 2015 16 2015 16 With Full Credential 50 DPL Without Full Credential 0 DPL Teaching Outside Subject Area of Competence (with full credential) 0 DPL Teacher Misassignments and Vacant Teacher Positions Indicator 2013 14 2014 15 2015 16 Misassignments of Teachers of English Learners 0 Teacher Misassignments* 0 Vacant Teacher Positions 0 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. * Teacher Misassignments includes the number of Misassignments of Teachers of English learners.
Page 7 of 28 Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014 15) 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 All Schools in District High-Poverty Schools in District Low-Poverty Schools in District 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. Low-poverty 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 Most Recent Year Year and month in which the data were collected:. Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Students Lacking Own Assigned Copy Reading/Language Arts Mathematics Science History-Social Science Foreign Language Health Visual and Performing Arts Science Laboratory Equipment (grades 9-12) Note: Cells with values do not require data. School Facility Conditions and Planned Improvements Most Recent Year Our school is not site-based.
Page 8 of 28 School Facility Good Repair Status Most Recent Year Using the most recent FIT data (or equivalent), provide the following: Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The overall rating Year and month in which the data were collected: 1/2016. Repair Needed and System Inspected Action Taken or Planned Good Fair Poor Systems: Gas Leaks, Mechanical/HVAC, Sewer DPL DPL DPL Interior: Interior Surfaces DPL DPL DPL Cleanliness: Overall Cleanliness, Pest/ Vermin DPL DPL DPL Infestation Electrical: Electrical DPL DPL DPL Restrooms/Fountains: Restrooms, Sinks/ Fountains DPL DPL DPL Safety: Fire Safety, Hazardous Materials DPL DPL DPL Structural: Structural Damage, Roofs DPL DPL DPL External: Playground/School Grounds, Windows/ Doors/Gates/Fences DPL DPL DPL Overall Facility Rate Most Recent Year Year and month in which the data were collected: - our school is not site-based. Overall Rating Exemplary Good Fair Poor DPL DPL DPL DPL 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
Page 9 of 28 California Assessment of Student Performance and Progress Results for All Students (School Year 2014 15) Subject of Students Meeting or Exceeding the State Standards School District State English Language Arts/ 38 Literacy (grades 3-8 and 11) Mathematics (grades 3-8 and 11) 23 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. CAASPP Assessment Results English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014 15) ELA - Grade 3 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 28 ELA - Grade 4 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 28 ELA - Grade 5 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 28 ELA - Grade 6 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 28 ELA - Grade 7 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 28 ELA - Grade 8 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 28 ELA - Grade 11 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 28 CAASPP Assessment Results Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014 15) Mathematics - Grade 3 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 28 Mathematics - Grade 4 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 28 Mathematics - Grade 5 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 19 of 28 Mathematics - Grade 6 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 20 of 28 Mathematics - Grade 7 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 21 of 28 Mathematics - Grade 8 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 22 of 28 Mathematics - Grade 11 Enrollment Number Level 1* Level 2* Level 3* Level 4* Student Groups All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services 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 23 of 28 California Standards Tests for All Students in Science Three-Year Comparison Subject Science (grades 5, 8, and 10) of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 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. California Standards Tests Results by Student Group in Science (School Year 2014 15) Student Group of Students Scoring at Proficient or Advanced All Students in the LEA All Students at the School Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically 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.
Page 24 of 28 Career Technical Education Programs (School Year 2014 15) Not applicable as we did not have this charter in the 2014-15 school year. Career Technical Education Participation (School Year 2014 15) Measure Number of Pupils Participating in CTE of Pupils Completing a CTE Program and Earning a High School Diploma of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education CTE Program Participation Courses for University of California and/or California State University Admission UC/CSU Course Measure 2014 15 Pupils Enrolled in Courses Required for UC/CSU Admission 2013 14 Graduates Who Completed All Courses Required for UC/CSU Admission State Priority: Other Pupil Outcome 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 High School Exit Examination Results for Grade Ten Students Three-Year Comparison (if applicable) of Students Scoring at Proficient or Advanced Subject School District State 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 English Language Arts Mathematics 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. California High School Exit Examination Grade Ten Results by Student Group (School Year 2014 15) (if applicable) Student Group Not Proficient English Language Arts Proficient Advanced Not Proficient Mathematics Proficient Advanced All Students in the LEA All Students at the School
Page 25 of 28 Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth 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. California Physical Fitness Test Results (School Year 2014 15) Grade Level of Students Meeting Four of Six Fitness Standards of Students Meeting Five of Six Fitness Standards of Students Meeting Six of Six Fitness Standards 5 7 9 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 26 of 28 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 In this school year 2015-2016 students/parents become involved by participating in our many field trip opportunities organized by our PTO group or their teachers. 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 Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Indicator School District State 2011 12 2012 13 2013 14 2011 12 2012 13 2013 14 2011 12 2012 13 2013 14 Dropout Rate Graduation Rate Completion of High School Graduation Requirements Graduating Class of 2014 Group School District State All Students Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically English Learners Students with Disabilities Foster Youth State Priority: School Climate
Page 27 of 28 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 Rate School District State 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 Suspensions Expulsions School Safety Plan Most Recent Year Our safety plan was recently updated in January 2016 and contains information concerning the areas of student and staff safety at our offices. We are not site based, we are an independent study school. 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 2014 15) AYP Criteria School District State Made AYP Overall Met Participation Rate English Language Arts Met Participation Rate Mathematics Met Proficient English Language Arts Met Proficient Mathematics Met Attendance Rate Met Graduation Rate Federal Intervention Program (School Year 2015 16) Indicator School District Program Improvement Status First Year of Program Improvement Year in Program Improvement Number of Schools Currently in Program Improvement of Schools Currently in Program Improvement Note: Cells with values do not require data. Average Class Size and Class Size Distribution (Elementary) Grade Level Avg. Class 2012 13 Number of Avg. Class 2013 14 Number of Avg. Class 2014 15 Number of
Page 28 of 28 Size Classes* Size Classes* Size Classes* 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ K 1 2 3 4 5 6 Other * Number of classes indicates how many classes fall into each size category (a range of total students per class). Average Class Size and Class Size Distribution (Secondary) Subject Avg. Class 2012 13 Number of Classes* Avg. Class 2013 14 Number of Classes* Avg. Class 2014 15 Number of Classes* Size 1-22 23-32 33+ Size 1-22 23-32 33+ Size 1-22 23-32 33+ 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. Academic Counselors and Other Support Staff (School Year 2014 15) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor Counselor (Social/Behavioral or Career Development) Library Media Teacher (librarian) Library Media Services Staff (paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other Note: Cells with 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 2013 14) Level Expenditures Expenditures Per Pupil Expenditures Per Pupil Average Teacher
Page 29 of 28 Per Pupil (Supplemental/ (Basic/ Salary Restricted) Unrestricted) School Site District Difference School Site and District State Difference School Site and State Note: Cells with values do not require data. Types of Services Funded (Fiscal Year 2014 15) Not applicable as this school opened July 1, 2015. Teacher and Administrative Salaries (Fiscal Year 2013 14) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Superintendent Salary of Budget for Teacher Salaries of Budget for Administrative Salaries For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
Page 30 of 28 Advanced Placement Courses (School Year 2014 15) Subject Number of of Students AP Courses Offered* In AP Courses Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science All Courses Note: Cells with values do not require data. * Where there are student course enrollments. Note: AP means Advanced Placement. Professional Development Most Recent Three Years Professional Development Common Core training Intervention Strategies presented to teachers in the fall and continuous follow up through the school year by our intervention specialist Training in new curriculum for this year follow up by our curriculum experts who hold workshops and office hours