California Department of Education School Accountability Report Card Reported Using Data from the 2015 16 School Year Inspire Charter School - Central Address: 1781 E. Fir Ave Ste. 101, Fresno, CA 93720 Phone: 559-376-0215 Principal: Dr. Herbert Nichols, Executive Director 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 and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at 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 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 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. Throughout this document, the letters mean data provided by the LEA, and the letters mean data provided by the CDE.
About This School District Contact Information (School Year 2016 17) District Name Westside Elementary School District Phone 559-376-0215 Superintendent Baldomero Hernandez E-mail Address bhernandez@weside-elem.com Web Site School Contact Information (School Year 2016 17) www.westside-elem.k12.ca.us School Name Inspire Charter School - Central Street 1781 E. Fir Ave Ste. 101 City, State, Zip Fresno, CA 93720 Phone 559-376-0215 Principal Dr. Herbert Nichols, Executive Director E-mail Address info@inspirecschools.org Web Site www.inspireschools.org County-District-School (CDS) Code 10-62547 0135103
School Description and Mission Statement (School Year 2016 17) Dear Families, Thank you for considering Inspire Charter Schools as your independent study public charter school. At Inspire we strive to offer innovative personalized learning options for all styles of homeschool families and respect a family's right to educate their children. We understand the needs of the homeschool community and we are proud to be blazing the way for homeschoolers partnering with a public charter school in California and beyond. Please take a look around our website to find the program that best suits your family. Inspire Charter Schools is committed to supporting all families on their homeschooling journey and we look forward to supporting you and your children. Sincerely, Dr. Nick Nichols Founder & Executive Director School Description: Inspire Charter School - Central is a tuition-free, personalized learning public charter school for TK-12 th grade students. Offering both flexibility and choice, Inspire empowers families to tailor a school program that is designed around the specific and unique needs of each student. Under the direction of highly qualified credentialed teachers, students engage in learning models that could include 100% online coursework, offline textbook work, project based learning, and unique enrichment opportunities. Inspire Charter School - Central is authorized by Westside Elementary School District and began serving students on July 1, 2016. Mission Statement: Inspire Charter Schools provides a flexible personalized learning experience, empowering families to tailor a program designed around the specific needs of each student. In collaboration with highly qualified credentialed teachers, students engage in diverse and dynamic learning pathways and unparalleled enrichment opportunities to achieve personal and academic success. Vision Statement: Inspire Charter Schools develops the individual gifts of students to become critical thinkers, responsible citizens, and innovative leaders prepared for academic and real life success in the 21st century. Student by Grade Level (School Year 2015 16) Grade Level of Students Kindergarten Grade 1 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 Student by (School Year 2015 16) of Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races 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 2014 15 2015 16 2016 17 2016 17 With Full Credential 18 11 Without Full Credential 0 1 Teaching Outside Subject Area of Competence (with full credential) 0 0 0 Teacher Misassignments and Vacant Teacher Positions Indicator 2014 15 2015 16 2016 17 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. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015 16) 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 (School Year 2016 17) Year and month in which the data were collected: July 2016. Subject 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. Textbooks and Instructional Materials/year of Adoption McGraw-Hill 2016 Edgenuity 2016 Apex 2016 McGraw-Hill 2016 Edgenuity 2016 Apex 2016 McGraw-Hill 2016 Edgenuity 2016 Apex 2016 McGraw-Hill 2016 Edgenuity 2016 Apex 2016 McGraw-Hill 2016 Edgenuity 2016 Apex 2016 Edgenuity 2016 Edgenuity 2016 Apex 2016 McGraw-Hill 2016 Edgenuity 2016 Apex 2016 McGraw-Hill 2016 Edgenuity 2016 Apex 2016 From Most Recent Adoption? Students Lacking Own Assigned Copy Yes 0 Yes 0 Yes 0 Yes 0 Yes 0 Yes 0 Yes 0 Yes 0 School Facility Conditions and Planned Improvements School is not site based. School Facility Good Repair Status Using the most recently collected 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 of the most recent FIT report: System Inspected Repair Needed and Action Taken or Planned Good Fair Poor
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 Overall Facility Rate Year and month of the most recent FIT report: Overall Rating Exemplary Good Fair Poor
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 2015. 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 age of Students Meeting or Exceeding the State Standards Subject School District State 2014 15 2015 16 2014 15 2015 16 2014 15 2015 16 English Language Arts/ Literacy (grades 3-8 and 11) 14% 19% 44% 49% Mathematics (grades 3-8 and 11) 14% 9% 33% 37% Note: ages are not calculated when the number of students tested is ten or less, either because the number of students in this category CAASPP Test Results in ELA by Grades Three through Eight and Grade Eleven (School Year 2015 16) ELA Grade 3 All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races
English Learners Students with Disabilities Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The 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. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the ELA Grade 4 All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The 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. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the ELA Grade 5
All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The 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. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the ELA Grade 6 All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The 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. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the ELA Grade 7 All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The 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. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the ELA Grade 8 All Students Male Female Black or African American
Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The 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. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the ELA Grade 11 All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The 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.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the CAASPP Test Results in Mathematics by Grades Three through Eight and Grade Eleven (School Year 2015 16) Mathematics Grade 3 All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The 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. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the Mathematics Grade 4 All Students Male Female Black or African American
Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The 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. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the Mathematics Grade 5 All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The 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.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the Mathematics Grade 6 All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The 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. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the Mathematics Grade 7 All Students Male Female Black or African American Asian Filipino
Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The 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. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the Mathematics Grade 8 All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The 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.
Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the Mathematics Grade 11 All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The 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. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the CAASPP Test Results in Science for All Students Subject Science (grades 5, 8, and 10) age of Students Scoring at Proficient or Advanced School District State 2013 14 2014 15 2015 16 2013 14 2014 15 2015 16 2013 14 2014 15 2015 16 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 Test Results in Science by Grades Five, Eight, and Ten (School Year 2015 16) of Students with Valid Scores of Students with Valid Scores Proficient or Advanced All Students Male Female Black or African American Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities 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. Career Technical Education Programs (School Year 2015 16) Not applicable as we did not have this charter in the 2015-16 school year Career Technical Education Participation (School Year 2015 16) Measure 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 (UC) and/or California State University (CSU) Admission UC/CSU Course Measure 2015 16 Pupils Enrolled in Courses Required for UC/CSU Admission 2014 15 Graduates Who Completed All Courses Required for UC/CSU Admission
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 2015 16) Grade Level age of Students Meeting Four of Six Fitness Standards age of Students Meeting Five of Six Fitness Standards age 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
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 2016 17) Inspire Charter School - Central ensures parents, legal guardians, and teachers have an opportunity to participate in governance of the school. Parents and community members can participate in board meetings. Parents also elect two voting members of the board of directors. The parent representatives are charged with representing the needs and perspectives of other parents to inform school planning, program design, and implementation of Inspire Charter School - Central. In addition, Inspire Charter School - Central has created a Parent Teacher Organization (PTO) to encourage parent involvement. Parents and community members help with field trips, open house events, organize various tasks in the Enrichment Academy programs, fundraise, Yearbook Club, guest speak, and assist in organizing school events. Parents and community members do not need to be members of the PTO to participate in these events. Parent satisfaction surveys will be provided electronically to all parents annually in the spring quarter. The survey will be developed specifically to assess parent input on effectiveness of all aspects of the Inspire Charter School from their perspective, related to their experience. The results of this survey will be reviewed along with information on program effectiveness from other assessments of effectiveness such as student engagement reports, test results, and student success to identify the key program areas that may require modification for the coming school year. Feedback is given to parents to indicate how their survey suggestions were used. Information on how students can become involved is published on our school website www.inspireschools.org and is emailed directly to the parents of enrolled students. In addition, Inspire Charter School - Central has partnered with local community organizations and businesses to provide educational workshops, specialty program tracks, and outreach that enrich the students educational experience. 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 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 2012 13 2013 14 2014 15 Dropout Rate 11.4% 11.5% 10.7% Graduation Rate 80.4% 81.0% 82.3% Completion of High School Graduation Requirements Graduating Class of 2015 (One-Year Rate) School District State All Students Black or African American
Asian Filipino Hispanic or Latino Hawaiian or Pacific White Two or More Races English Learners Students with Disabilities Foster Youth 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 Rate School District State 2013 14 2014 15 2015 16 2013 14 2014 15 2015 16 2013 14 2014 15 2015 16 Suspensions 0.4% 0.3% 4.1% 3.8% Expulsions 0.0% 0.0% 0.1% 0.1% School Safety Plan (School Year 2016 17) The safety plan was updated in January 2016 and contains information concerning the areas of student and staff safety at our offices. The school is not site based, it is 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. Federal Intervention Program (School Year 2016 17) Indicator School District Program Improvement Status Not in PI First Year of Program Improvement Year in Program Improvement of Schools Currently in Program Improvement of Schools Currently in Program Improvement Note: Cells with NA values do not require data. Average Class Size and Class Size Distribution (Elementary) Grade Level Avg. Class 2013 14 of Avg. Class 2014 15 of Avg. Class 2015 16 of
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 * 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 2013 14 of Classes* Avg. Class 2014 15 of Classes* Avg. Class 2015 16 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 * 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 2015 16) Title of FTE* Assigned to School Average 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 2014 15) Level Expenditures Per Pupil Expenditures Per Pupil (Supplemental/ Restricted) Expenditures Per Pupil (Basic/ Unrestricted) Average Teacher Salary 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 2015 16) Not applicable as this school opened July 1, 2016.. Teacher and Administrative Salaries (Fiscal Year 2014 15) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $41,085 Mid-Range Teacher Salary $59,415 Highest Teacher Salary $75,998 Average Principal Salary (Elementary) $100,438 Average Principal Salary (Middle) $101,868 Average Principal Salary (High) Superintendent Salary $116,069 of Budget for Teacher Salaries 27% 32.25 of Budget for Administrative Salaries 10% 6.73 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
Advanced Placement (AP) Courses (School Year 2015 16) Subject 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 of at least one student. Professional Development Professional Development The Director of Curriculum and High School Directors facilitate professional development workshops/topics on research-based instructional methodology. Monthly professional development is built into the school calendar and recorded to support teachers. Professional development and collaboration are an integral part of our school program. It enables the stakeholders to be accountable and ensures that we are providing an efficient school for our students and families. Professional development needs are assessed through analysis of student assessment data, annual parent surveys, and formal staff discussions on recommended modifications to the educational program ICS has established strong instructional program by providing ample professional development in common core standards, intervention strategies, ongoing instructional support with planning a coherent standards-based curriculum, designing formative assessments that yield data for adjusting instruction per each student s individual needs, and procuring adequate instructional resources. Provide professional development in response to analysis of student performance data, school wide and by subgroup. In addition, ICS faculty is encouraged, both individually and as a group, to search for and attend professional development every year that will improve their teaching practice such as, the California Consortium for Independent Study (CCIS) conference, the National Council of Teachers of Mathematics conference, the California Association of Teachers of English conference, the Computer using Educators conference, and the Supporting Parents with CCSS for Math workshop. ICS believes that everyone is a lifelong learner, and that our teachers will continue to grow as educators every year. Professional development is planned to occur at the following times: An intensive training program during the summer to train teachers on the technology that is required for implementing the online program, independent student law compliance, attendance reporting, as well as instructional strategies that address the needs of our targeted student population. Regularly scheduled monthly staff meetings. Other designated professional development days are scheduled throughout the school year. Staff development training may be scheduled to respond to a specific event that requires more in-depth discussion, or training, than can be delivered during our regularly scheduled meeting. A handbook that offers ideas for self-guided study.