sarc report for equitas academy charter school · equitas academy charter school by february 1 of...

Equitas Academy Charter School

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2014-15 School Year

Published During 2015-16

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, highschool graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Kelli Kilty, DirectorPrincipal, Equitas Academy Charter School

Mission Statement

Equitas Academy provides a structured, achievement-based community that prepares students to graduate from four-yearcolleges and universit ies.

About Equitas Academy Charter School

Equitas Academy Charter School is a free public elementary school for parents who believe their child deserves a high-quality educat ion and challenging school experience. Our school model offers credent ialed, passionate, and dedicatedteachers and staff who are experts in their field.

Equitas Academy Charter School has a strong focus on the follow ing:

High Expectations. We believe in structured and disciplined classrooms, have school-w ide behavioral code of conduct,and school uniforms. Our school has an educat ional program that enables students, despite obstacles, to learn to read,write, and compute at or above grade level. We have a strong character educat ion component that w ill serve ourstudents through the many life challenges they may face in accessing higher educat ion.

College Readiness. Equitas Academy has an extended school day and year, enrichment act ivit ies, and providespreparat ion to enter top-performing middle, high schools and ult imately college. We believe students must have access toan achievement-oriented learning environment, beginning in kindergarten and extending to the doors of high school toensure all students make a smooth transit ion to the demands of college preparatory high schools w ith the ult imate goal ofcollege graduat ion. We created a school w ith a college preparatory focus in the elementary grades so students are ableto develop the foundat ional skills necessary for entrance into high-performing secondary schools.

A Family Partnership. We focus on ongoing communicat ion w ith parents about academic and behavioral progress, at-home visits by staff, and family workshops. Equitas Academy enriches the lives of students and their families by helping ourfamilies support their children on their journey to college.

A Safe & Supportive School Community. We help our children make posit ive choices through our focus on our schoolvalues of curiosity, opt imism, grat itude, grit , self-control, social intelligence, and zest.

About Our SchoolAbout Our School

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

Results. Our scholars have outperformed the State and District on the CSTs. Our API for 2012-2013 is 894.We arefocused on using data-driven instruct ion in order to meet the needs of each an every child who attends EquitasAcademy. Consistent and targeted intervent ion is provided to all students based on individual needs.

At Equitas Academy we are determined in accomplishing our mission of preparing 100% of our students to be successfulin college and beyond.

Equitas Academy Charter School1700 West Pico BlvdLos Angeles, CA 90015-2412

Phone: 213-201-0440E-mail: [email protected]

ContactContact

2014-15 SARC - Equitas Academy Charter School

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mailto:[email protected]

Last updated: 2/1/2016


About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name Los Angeles Unified School District

Phone Number (213) 241-1000

Superintendent Michelle King

E-mail Address [email protected]

Web Site www.lausd.net

School Contact Information - Most Recent Year

School Name Equitas Academy Charter School

Street 1700 West Pico Blvd

City, State, Zip Los Angeles, Ca, 90015-2412

Phone Number 213-201-0440

Principal Kelli Kilty, Director

E-mail Address [email protected]

Web Site www.equitasacademy.org

County-District-School (CDS) Code

19647330119982

School Description and Mission Statement - Most Recent YearSchool Description and Mission Statement - Most Recent Year

Equitas Academy provides a structured, achievement-based community that prepares students to graduate from college-preparatory high schools, four-yearcolleges and universit ies

Equitas Academy believes students must have access to an achievement-oriented learning environment, beginning in kindergarten to ensure all students make asmooth transit ion to cope w ith the demands of college preparatory middle and high schools w ith the ult imate goal of college graduat ion. We envision a schoolw ith a college preparatory focus in the primary grades, so students are able to develop the foundat ional skills necessary for entrance into high-performing middleand secondary schools. The vision is a school w ith a grade span, curriculum, and educat ional program that w ill allow students, despite any obstacles, to learn toread, write, and compute on or above grade level, to develop the academic and character skills that w ill serve them through the many life challenges they mayface in accessing higher educat ion.


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www.lausd.net


www.equitasacademy.org



Student Enrollment by Grade Level (School Year 2014-15)Student Enrollment by Grade Level (School Year 2014-15)

Grade Level Number of Students

Kindergarten 85

Grade 1 76

Grade 2 124

Grade 3 101

Grade 4 63

Total Enrollment 449

Kindergarten Grade 1 Grade 2 Grade 3 Grade 40

20

40

60

80

100

120

140

Student Enrollment by Student Group (School Year 2014-15)Student Enrollment by Student Group (School Year 2014-15)

Student Group Percent of Total Enrollment

Black or African American 1.3 %

American Indian or Alaska Nat ive 0.0 %

Asian 0.9 %

Filipino 0.7 %

Hispanic or Lat ino 94.9 %

Native Hawaiian or Pacific Islander 0.0 %

White 1.8 %

Two or More Races 0.2 %

Socioeconomically Disadvantaged 95.8 %

English Learners 46.8 %

Students w ith Disabilit ies 10.5 %

Foster Youth 0.2 %

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Foster Youth

1%

94%

1%95%

46%

10%


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2013-14

2014-15

2015-16

2015-16

With Full Credent ial 17 17 17

Without Full Credent ial 0 0 0

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0

2013-14 2014-15 2015-160.0

2.5

5.0

7.5

10.0

12.5

15.0

17.5Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2013-

142014-

152015-

16

Misassignments of Teachers of EnglishLearners

Total Teacher Misassignments*

Vacant Teacher Posit ions

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: September 2015

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 88.0% 12.0%

High-Poverty Schoolsin District

93.0% 7.0%

Low-Poverty Schoolsin District

45.0% 55.0%

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?

PercentStudentsLacking

OwnAssigned

Copy

Reading/LanguageArts Teachers design rigorous, Common Core aligned units and lessons for reading comprehension, language, vocabulary,

and foundat ional skills using Ready Common Core. All students receive different iated reading lessons via the onlinereading program Lexia. Students are assessed using teacher and district created assessments, as well as the NWEA

MAP assessments. Reading is also taught in small groups using the Fountas and Pinnell guided reading model. Allstudents have access to leveled books for their reading group studies. We use the Fountas and Pinnell BenchmarkAssessment system to track reading growth. Students in kindergarten through third grade w ill receive intensive

phonics and phonemic awareness instruct ion using SRA Reading Mastery to ensure they have a solid foundat ion infundamental reading skills.’ Teachers in Kindergarten and First Grade supplement the Reading Mastery Program w iththe Jolly Phonics to support the learning of the alphabet and the sound/symbol correlat ion. For writ ing, we adopted

Units of Study in Opinion, Information, and Narrat ive Writ ing by Lucy Calkins, publish by Heinemann as our corecurriculum in 2014. Teachers in grades 2-4 supplement the Lucy Calkin’s units w ith academic writ ing units from ReadyCommon Core. For grammar, our teachers create lessons using resources from SchoolW ide Grammar as well as ReadyCommon Core. Students are assessed using program assessments, teacher and district created assessments, as well

as the NWEA MAP assessments.

Yes 0.0 %

MathematicsTeachers develop rigorous, Common Core aligned units and lessons using Eureka Math as the core math curriculum.All students receive different iated math lessons via the online math program DreamBox. Students are assessed using

program assessments, teacher and district created assessments, as well as the NWEA MAP assessments.

Yes 0.0 %

ScienceTeachers use FOSS kits to write rigorous science units and lessons. Teachers supplement their lessons w ith videos

from BrainPOP and PBS Learning Media. To align our science program to the Common Core standards, they alsointegrate the reading of science art icles from various sources into their lessons.

Yes 0.0 %

History-SocialScience Teachers write rigorous social studies units and lessons based on the California State Standards. Teachers supplement

their lessons w ith videos from BrainPOP and PBS Learning Media as well as primary sources from various sites such asCalisphere and the Nat ional History Archive. To align our social studies program to the Common Core standards, they

also integrate the reading of art icles from various sources into their lessons.

Yes 0.0 %

Foreign Language 0.0 %

Health 0.0 %

Visual andPerforming Arts

0.0 %

Science LabEqpmt (Grades 9-12)

0.0 %


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School Facility Good Repair Status - Most Recent YearYear and month in which data were collected: January 2015

Overall Facility Rate - Most Recent YearYear and month in which data were collected: January 2015

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

Equitas Academy resides in a brand new facility located in the Pico Union area of Los Angeles less then a mile away from Downtown Los Angeles. The schoolbuilding has 18 classrooms, a main office, a teacher’s workroom space, a large mult i purpose room, a lunch distribut ion room and a playground. The building is fullyenclosed w ith a rear gated parking lot. The facility is equipped w ith a security alarm and cameras. In 2013-2014 Equitas Academy received a grant from KaBOOMthat allowed for the installat ion of a permanent shade system over the playground.

System Inspected RatingRepair Needed and Action

Taken or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, HazardousMaterials

Good

Structural: Structural Damage, Roofs FairEquitas is working w ith

Everlast to repair, clean andseal roof.

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

English Language Arts / Literacy (grades 3-8 and 11) 61.0% 33.0% 44.0%

Mathematics (grades 3-8 and 11) 48.0% 25.0% 33.0%


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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 stat ist icalaccuracy 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 tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

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 2014-15)Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

ELA - Grade 3ELA - Grade 3

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 102 102 100.0% 22.0% 25.0% 34.0% 19.0%

Male 102 49 48.0% 27.0% 29.0% 29.0% 16.0%

Female 102 53 52.0% 17.0% 23.0% 40.0% 21.0%

Black or African American 102 2 2.0% -- -- -- --

American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 102 100 98.0% 22.0% 25.0% 34.0% 19.0%

Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Socioeconomically Disadvantaged 102 98 96.1% 22.0% 27.0% 34.0% 17.0%

English Learners 102 29 28.4% 38.0% 38.0% 24.0% 0.0%

Students w ith Disabilit ies 102 12 11.8% 58.0% 25.0% 17.0% 0.0%

Students Receiving MigrantEducat ion Services

0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 63 63 100.0% 10.0% 16.0% 17.0% 57.0%

Male 63 36 57.1% 17.0% 19.0% 19.0% 44.0%

Female 63 27 42.9% 0.0% 11.0% 15.0% 74.0%



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 63 1 1.6% -- -- -- --



White 63 1 1.6% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



Students w ith Disabilit ies 63 7 11.1% -- -- -- --


0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --

Black or African American -- -- -- -- -- -- --

American Indian or Alaska Nat ive -- -- -- -- -- -- --

Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --

Hispanic or Lat ino -- -- -- -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- -- -- -- --

White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --

Socioeconomically Disadvantaged -- -- -- -- -- -- --

English Learners -- -- -- -- -- -- --

Students w ith Disabilit ies -- -- -- -- -- -- --


-- -- -- -- -- -- --

Foster Youth -- -- -- -- -- -- --


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ELA- ELA- Grade 6Grade 6

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





-- -- -- -- -- -- --

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





-- -- -- -- -- -- --

Foster Youth -- -- -- -- -- -- --


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CAASPP Assessment Results - Mathematics CAASPP Assessment Results - Mathematics

Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Mathematics - Grade 3Mathematics - Grade 3

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 102 102 100.0% 25.0% 38.0% 25.0% 12.0%

Male 102 49 48.0% 24.0% 35.0% 29.0% 12.0%

Female 102 53 52.0% 26.0% 42.0% 21.0% 11.0%



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



Students w ith Disabilit ies 102 12 11.8% 42.0% 42.0% 17.0% 0.0%


0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 63 63 100.0% 3.0% 30.0% 44.0% 22.0%

Male 63 36 57.1% 6.0% 33.0% 42.0% 19.0%

Female 63 27 42.9% 0.0% 26.0% 48.0% 26.0%



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 63 1 1.6% -- -- -- --



White 63 1 1.6% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



Students w ith Disabilit ies 63 7 11.1% -- -- -- --


0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


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Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students -- -- -- -- -- -- --

Male -- -- -- -- -- -- --

Female -- -- -- -- -- -- --



Asian -- -- -- -- -- -- --

Filipino -- -- -- -- -- -- --



White -- -- -- -- -- -- --

Two or More Races -- -- -- -- -- -- --





-- -- -- -- -- -- --

Foster Youth -- -- -- -- -- -- --


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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 stat ist icalaccuracy 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 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 stat ist icalaccuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests for All Students in Science – Three-Year ComparisonCalifornia Standards Tests for All Students in Science – Three-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Science (grades 5, 8, and 10) -- -- -- -- -- -- -- -- 56.0%

Student Group Percent 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 Nat ive --

Asian --

Filipino --

Hispanic or Lat ino --

Nat ive Hawaiian or Pacific Islander --

White --

Two or More Races --

Socioeconomically Disadvantaged --

English Learners --

Students w ith Disabilit ies --

Students Receiving Migrant Educat ion Services --

Foster Youth --

Career Technical Education Participation (School Year 2014-15)Career Technical Education Participation (School Year 2014-15)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma --

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion --

Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission

UC/CSU Course Measure Percent


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2014-15 Pupils Enrolled in Courses Required for UC/CSU Admission 0.0%

2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0%


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion

Not applicable


California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

English Language Arts 0.0% 0.0% 0.0% 49.0% 47.0% 49.0% 57.0% 56.0% 58.0%

Mathematics 0.0% 0.0% 0.0% 54.0% 56.0% 53.0% 60.0% 62.0% 59.0%

English Language Arts Percent of Students Scoring at Proficient orAdvanced

2012-13 2013-14 2014-15-1.0

-0.5

0.0

0.5

1.0

Mathematics Percent of Students Scoring at Proficient or Advanced

2012-13 2013-14 2014-15-1.0

-0.5

0.0

0.5

1.0


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Not applicable


Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (if

applicable)applicable)

Student Group

English Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA -- -- -- -- -- --

All Students at the School -- -- -- -- -- --

Male -- -- -- -- -- --

Female -- -- -- -- -- --

Black or African American -- -- -- -- -- --

American Indian or Alaska Nat ive -- -- -- -- -- --

Asian -- -- -- -- -- --

Filipino -- -- -- -- -- --

Hispanic or Lat ino -- -- -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- -- -- --

White -- -- -- -- -- --

Two or More Races -- -- -- -- -- --

Socioeconomically Disadvantaged -- -- -- -- -- --

English Learners -- -- -- -- -- --

Students w ith Disabilit ies -- -- -- -- -- --

Students Receiving Migrant Educat ionServices

-- -- -- -- -- --

Foster Youth -- -- -- -- -- --

California Physical Fitness Test Results (School Year 2014-15)California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing 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

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

Parent engagement in a child’s educat ion direct ly supports a child’s academic success. To support parental engagement, Equitas Academy provides familyorientat ions, home visits, parent workshops, family nights, school volunteer opportunit ies, Cafecitos (coffee talks) and School Site Council meet ings. Weencourage part icipat ion w ith school fieldtrips and attendance of any and all school events to promote family involvement in various ways. Nurturing andstrengthening our parent relat ionships is a strategy to facilitat ing our student academic success now and in the future.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 13.1% 11.4% 11.5%

Graduat ion Rate 0.00 0.00 0.00 66.60 68.10 70.20 78.87 80.44 80.95

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2011-12 2012-13 2013-14-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


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Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Student Group

Graduating Class of 2014


All Students -- 88 84

Black or African American -- 86 76

American Indian or Alaska Nat ive -- 87 78

Asian -- 94 92

Filipino -- 92 96

Hispanic or Lat ino -- 88 81

Native Hawaiian or Pacific Islander -- 92 83

White -- 91 89

Two or More Races -- 92 82

Socioeconomically Disadvantaged -- 89 81

English Learners -- 32 50

Students w ith Disabilit ies -- 74 61

Foster Youth -- -- --


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan - Most Recent Year

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Suspensions 1.4 1.5 0.0 1.7 1.3 0.9 5.1 4.4 3.8

Expulsions 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1

Suspensions

2012-13 2013-14 2014-150.0

1.0

2.0

3.0

4.0

5.0

6.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2012-13 2013-14 2014-150.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

Equitas Academy Charter School is dedicated to ensuring that every effort is made in providing our scholars w ith a safe and organized learning environment. Theclassroom is a bridge to learning and the instruct ional program, for these reasons there are procedures and regular rout ines that help keep our school safe. Schoolsafety and climate are a part of student life from day one. Students are expected to follow a set of rules, “The Equitas Way,” that facilitate student and schoolsafety. The expectat ion is to always “be safe” which permeates through our school culture of not running, showing respect and keeping hands to oneself byusing the STAR posit ion. Daily morning meetings that focus around developing core values and safety help further the internalizat ion of an overall safe schoolclimate and works as a prevent ion program. This school cultural environment along w ith regularly scheduled emergency drills are pract iced to prepare students andstaff for earthquake and fire evacuat ions.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Average Class Size and Class Size Distribution (Elementary)

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes Yes

Met Part icipat ion Rate - English Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics Yes Yes

Met Percent Proficient - English Language Arts N/A No

Met Percent Proficient - Mathematics N/A No

Met Attendance Rate Yes

Met Graduat ion Rate N/A N/A

Federal Intervention Program (School Year 2015-16)Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2004-2005

Year in Program Improvement Year 5

Number of Schools Current ly in Program Improvement N/A 654

Percent of Schools Current ly in Program Improvement N/A 82.6%

2012-13 2013-14 2014-15

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 29.0 5 28.0 3 28.0 3

1 28.0 4 26.0 5 25.0 3

2 22.0 3 26.0 4 25.0 5

3 22.0 3 21.0 3 25.0 4

4 33.0 2 34.0 2 31.0 2

5

6

Other


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* 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 isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2014-15)

Note: Cells w ith N/A values do not require data.

*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2012-13 2013-14 2014-15

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English

Mathematics

Science

Social Science

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 0.0 0.0

Counselor (Social/Behavioral or Career Development) 0.5 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.0 N/A

Psychologist 0.5 N/A

Social Worker 0.0 N/A

Nurse 0.5 N/A

Speech/Language/Hearing Specialist 0.5 N/A

Resource Specialist (non-teaching) 2.0 N/A

Other 1.5 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $9586.3 $3285.6 $6300.7 $52028.8

District N/A N/A $6300.7 $52028.8

Percent Difference – School Site andDistrict

N/A N/A -- --

State N/A N/A $5348.0 $72971.0

Percent Difference – School Site and State N/A N/A -- --


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2014-15)Types of Services Funded (Fiscal Year 2014-15)

The type s of s e rvi ce s a nd progra ms tha t a re provi de d a t Equi ta s Aca de my through ca te gori ca l a nd othe r s ource fundi ng he l p provi de s upports tha t a l l ow s tude nta chi e ve me nt a nd s ucce s s . Thos e s upports a nd progra ms i ncl ude da i l y s tude nt i nte rve nti on (RTI ), Stude nt Succe s s Te a m (SST), Spe ci a l Educa ti on (SPED)de ve l opme nt, a fte rs chool progra mmi ng (ASES) a nd a n e nri chme nt progra m.

RTI

Addi ti ona l da i l y, ta rge te d s tude nt s upport i s provi de d by te a che rs for pe rformi ng fa r be l ow or a bove gra de l e ve l , s tude nts wi th l ow s oci oe conomi c s ta tus , Engl i s hLa ngua ge Le a rne rs , a nd Spe ci a l Educa ti on s tude nts .

SST

Stude nts i de nti fi e d for a ddi ti ona l s upports a re re fe rre d to the Stude nt Succe s s Te a m (SST) ba s e d on the i r e duca ti ona l ne e ds . The SST proce s s i ncl ude s a ddi ti ona li ns tructi ona l s upports , a ti me l i ne for i mpl e me nta ti on, a nd goa l s for the s tude nt.

SPED

Stude nts who qua l i fy for SPED s e rvi ce s re ce i ve a ddi ti ona l e duca ti ona l s e rvi ce s a ccordi ng to qua l i fi ca ti ons .

Enrichment Program

Equi ta s be l i e ve s tha t provi de d opportuni ti e s to e xpe ri e nce a cti vi ti e s outs i de the a ca de mi cs he l ps s tude nts pre pa re for the i r future e nde a vors to a nd i n col l e gea nd i n the i r l i ve s . Equi ta s i s a bl e to provi de e nri chme nt cl a s s e s to a l l s tude nts 4 da ys a we e k.

ASES

Equi ta s Aca de my s tude nts ha ve a cce s s e s to a da i l y a fte rs chool progra m tha t offe rs a ca de mi c s upport i n ma th, ELA a nd home work whi l e offe ri ng e nri chi ng a cti vi ti e stha t a ddre s s the whol e s tude nt s uch a s te chnol ogy a nd photogra phy cl ubs .

Teacher and Administrative Salaries (Fiscal Year 2013-14)Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $39,788 $43,165

Mid-Range Teacher Salary $63,553 $68,574

Highest Teacher Salary $78,906 $89,146

Average Principal Salary (Elementary) $105,723 $111,129

Average Principal Salary (Middle) $115,222 $116,569

Average Principal Salary (High) $116,595 $127,448

Superintendent Salary $350,000 $234,382

Percent of Budget for Teacher Salaries 35.0% 38.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%


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http://www.cde.ca.gov/ds/fd/cs/


Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

90000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000


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Equitas Academy serves grade K-4th only.


*Where there are student course enrollments.

Note : AP means Advanced Placement.

Professional Development – Most Recent Three Years

Advanced Placement Courses (School Year 2014-15)Advanced Placement Courses (School Year 2014-15)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 0 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 0 N/A

All Courses 0 0.0%

To ensure that we are able to hold students to a clear promotion policy that expects our students w ill meet rigorous academic standards, Equitas Academyprovides extended professional development t ime to develop our staff and to support our educat ional program. Annually, teachers receive 29 days of professionaldevelopment. Addit ionally, students are dismissed on day per week at 1:45pm to allow for two hours of weekly professional development for teachers.

Professional Development is central to ensuring curriculum and teaching is delivered effect ively. Upon hiring, all teachers w ill part icipate in four weeks of summerprofessional development training. This training: lays the foundat ion for a consistent and structured school culture; ensure common classroom managementstrategies and class procedures; establish school-w ide expectat ions for behavior; and establish common lesson planning formats, standardized curriculum andassessments, and effect ive instruct ional delivery.

* Full day Professional Development Days (excludes weekly Professional Development)

2015-16:

September 25, 2015 (8 hours)

October 26, 2015 (8 hours)

January 4, 2016 (8 hours)

March 28, 2016 (8 hours)

April 18, 2016 (8 hours)

2014-15:


November 18, 2013 (8 hours)


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December 6, 2013 (8 hours)


February 7, 2014 (8 hours)



June 9, 2014 (8 hours)

2013-14:



December 6, 2013 (8 hours)





June 9, 2014 (8 hours)

2012-13:








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