temple city alternative · temple city alternative california department of education school...

Temple City Alternative

California Department of Education School Accountability Report Card

Reported Using Data from the 2014-15 School Year Published During 2015-16

By February 1 of each year, every school in Cafifornia is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each Cafifornia 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 annua! 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 httD://www.cde.ca.aov/fa/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 onfine data tool located on the CDE DataQuest Web oaoe that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest Is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

Mr. Chris Sewell, Principal 9 Principal, Temple City Alternative

About Our School —— ——

Welcome to the Temple City Alternative School. We invite you to share our enthusiasm for learning and student success in a safe, positive, technology-rich environment. The school is known for its positive climate, high academic expectations, enthusiastic teachers, and the strong partnership that exists between school, home, and community.

The Alternative School is designed to provide a setting where students with a wide range of needs and educational abilities can excel in a non-traditional setting. Providing a safe and caring learning environment is a high priority of the Alternatie school staff. Students are given an opportunity to achieve success, earn credits toward a high school diploma and develop feelings of self-worth and responsibility. We celebrate the multi-cultural experiences of our students and community. The Temple City Alternative School served a transient population of 34 students in Grades 1-12 throughout 2014-15, with an official enrollment of 13 in Grades 8-12 based on CBEDS information as of October 1, 2014.

Contact Temple City Alternative 9229 Pent/and St. Temple City, CA 91780-3736

Phone: 626-548-S101 E-mail: csewelllStcusd. net

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

http://www.cde.ca.aov/fa/aa/lc/

About This School Contact Information - Most Recent Year

Temple City Alternative School Name District Name Temple City Unified

9229 Pentland St. Phone Number Street (626) 548-5000

City, State, Zip Temple City, Ca, 91780-3736 Superintendent Kathryn Perini

Phone Number E-mail Address [email protected] 626-548-5101

Principai Mr. Chris Sewell, Principal Web Site www.tcusd.net

E-mail Address [email protected]

Web Site www.tcusd.net

County-District- 19650521995976 School (CDS) Code_

District Contact Information;^- Most Recent Year School Contact Information - Most Recent Year

Last updated: 1/12/2016

School Description and Mission Statement - Most Recent Year

School Mission

To provide a balanced and rigorous curriculum in a flexible, student-centered, individualized learning environment that is engaging, and reparing students with 21st century skills essential for college and career readiness.

School Vision

To empower students to become productive citizens by devebping the skills necessary to promote self-worth and independence, knowledge and the creativity necessary to adapt to a world of accelerating change within a safe, secure, and supportive environment.

Schoolwide Learning Results (SLO's)

The Temple City Alternative School student is a:

Responsible, self-directed learner who:

• Creates a positive vision for themselves and their future in order to set priorities and achieve goals.

• Exhibits good study/work habits that include regular schoolwork, attendance, and effective time management.

• Exhibits self-motivation, self-discipline, and accepts individual and group responsibility.

Complex thinker who:

• Identifies, analyzes, integrates and uses a wide variety of resources and information to complete projects.

• Uses logical problem-solving processes and critical thinking skife.

201J-15 SARC - Tentite City ARemaiivs

• Uses self-evaluatton while implementing ideas or plans.

Technologically skilled student who:

• Locates and accesses the necessary information from appropriate online information sources to complete assignments.

• Uses technological skills to gather, analyze, and organize information to complete assignments.

• Utilizes technological skills to efficiently produce, publish, and present assignments.

Last updated: J/13/2016

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

Grade Level Number of Students

Grade 8 1

Grade 9 1

Grade 10 1

Grade 11 5

Grade 12 5

Total Enrollment 13

Grade 8 Gratis 9 Grade 10 Grade 31 Grade 12


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

Student Group Percent of Total Enrollment

Black or African American 0.0 %

American Indian or Alaska Native 7.7 %

Asian 46.2 %

Filipino 0.0 %

Hispanic or Latino 30,8 %

Native Hawaiian or Pacific Islander 0.0 %

White 15.4 %

Two or More Races 0.0 %

SocioeconomkraiV Disadvantaged 15.4 %

English Learners 0.0 %

Students with Disabilities 0.0 %

Foster Youth ' 0.0 %

ill! Black or African American American Indian or Alaska Native

1® Asian !fi|Filiplna jjjjjjjjjjHispanic or latino i§|§j Native Hawaiian or Pacific Islander Hwh«te H TWO or More Races ilBjSocioeconomicaliy Disadvantaged •] English Learners '» I Students with Disabilities I.. I Foster Youth


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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 District

2013-14

2014-15

2015-16

2015-16

With Full Credential 1 1 1 254

Without Full Credential 0 0 0 2

Teachers Teaching Outside Subject Area of Competence (with full credential)

1 i 6

ggjTeachfe'S'.Vfth Futi Credential jlUlTeachers without Full Credential iiS|Te2chers Teaching Outside Subject Area of Competence

2014-15


Teacher Misalignments and Vacant Teacher Positions

Indicator 2013-

14 2014-

15 2015-

16

Misassignments of Teachers of English Learners

0 0 Q

Total Teacher Misassignments* 0 0 0

Vacant Teacher Positions 0 Q 0

0.0$

!§|§Misassf Total 7

jBSjVacan

gnments of Teachers of English Learners eacher Misalignments Teacher Positions

Note: "Misassignments" refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.

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


Rags 5 of 25

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15} 2014-15 SARC - Tentfe G;y AtenBijus

Perce Location of Classes

nt of Classes In Core Academic Subjects Taught by Highly Qualified Teachers

Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers

This School 38.0% 63.0%

All Schools in District 97.0% 3.0%

High-Poverty Schools in District

99.0% 1.0%

Low-Poverty Schools in District

88.0% 12.0%

Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. 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 data were collected: September 2015

Subject

Reading/Language Arts

Textbooks and Instructional Materials/year of Adoption

Grades K-2 SRA - Open Court Adopted 2002

Grades 3-5 Houghton Mifflin - Reading Adopted 2002

Grade 6 Prentice Hall Literature - Writing and Grammar Adopted 2002

Grades 7-8 McDougal Littell - California Literature Adopted 2010

Grades 9-12:

English 1 McDougal Littell-The Language of Literature Adopted 2004

English 2 Glencoe McGraw Hill - Literature Course 5 Adopted 2010

English 3 Holt, Rinehatt, Winston - Elements'of Literature Adopted 2005

English 4 Dialogues of Plato, Hamlet, and Siddhartha

From Most Recent Adoption?

Yes

Percent Students Lacking Own I Copy

0.0 %

Grades K-5 Harcourt - Math Adopted 2008

Grade 6 Holt - Course 1: Numbers to Algebra Adopted 2008

Grade 7 Glencoe McGraw - CA Math: Course 2 Adopted 2015

Grades 7/8 Holt - Algebra Readiness Adopted 2008

Grade 8 McDougal Littell - Algebra 1 Adopted 2008

Grades 9-12:

Algebra A/B (2 year) McDougal Littell - Algebra 1 Adopted 2008

Geometry McDougal Littell - Geometry Adopted 2008

0.0 %

Science Grades K-5 Houghton Mifflin - California Science Adopted 2007

Grade 6 Houghton Mifflin - Earth Science Adopted 2007

Grade 7 Prentice Hall - Life Science Adopted 2007

Grade 8 CPO - Physical Science Adopted 2007

Grades 9-12:

Earth Science Pearson Prentice Hall - Earth Science/California Adopted 2005

0.0 %

Biology Prentice HaO - Biology Adopted 2007 2014-15 SARC - TeinpM Cky AliSfiKiM

History-Social Science Grade K Houghton Mifflin - My World Adopted 2006

Grade 1 Houghton Mifflin - School and Family Adopted 2006

Grade 2 Houghton Mifflin - Neighborhoods Adopted 2006

Grade 3 Houghton Mifflin - Communities Adopted 2006

Grade 4 Houghton Mifflin - California Studies Adopted 2006

Grade 5 Houghton Mifflin - U. S. History, The Early Years Adopted 2006

Grade 6 Holt - World History, Ancient Civilization Adopted 2006

Grade 7 Holt - World History, Medieval to Early Modem Times Adopted 2006

Grade 8 Holt - U. S. History, Independence to 1914 Adopted 2006

Grades 9-12:

World History Hoft McDougal - World History: Human Legacy Adopted 2010

U. S. History Holt McDougal - American Anthem Adopted 2010

Government Giencoe/McGraw Hiil - United States Government Adopted 2009

Economics Pearson - Economics; Principals in Action Adopted 2009

Yes 0.0 %

Foreign Language 0.0 %

Health 0.0 %

Visual and Performing Arts 0.0 %

Science Lab Eqpmt (Grades 9-12) ...

0.0 %


School Facility Conditions and Planned improvements - Most Recent Year 2014-15 SARD - lenipte City Alternatives

Administration building was replaced in 2015 using bond proceeds.


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

System Xnspeeted Rating Repair Needed and Action

Taken or Planned

Systems: Gas Leaks, ' Mechanical/HVAC, Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness, Pest/Vermin Infestation

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms, Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials

Good

Structural: Structural Damage, Roofs

Good Old administration building

demolished and replaced with new building.

External: Playground/School Grounds, Windows/Doors/Gates/Fences

Good

<

Overall Facility Rate - Most Recent Year Year and month in which data were collected: August 2015

Overall Rating Good Last updated: 1/15/2016

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B. Pupil Outcomes

State Priority: Pupil Achievement

2014-15 SARC - Tempi* City Altenisir-^

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], Science California Standards Tests); and • The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California

State University, or career technical education sequences or programs of study

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

Percent of Stud ents Meeting or Exceed ing the State Standards

Subject School District State

English Language Arts / Literacy (grades 3-8 and 11) -- 66.0% 44.0%

Mathematics (grades 3-8 and 11) - 63.0% 33.0%

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


201-M5 SARC- Tsnpte City Alternative ELA - Grade 7

Student Group Total

Enrollment Number Tested

Percent Tested

Percent Achievement

Level 1*

Percent Achievement

Level 2*

Percent Achievement

Level 3*

Percent Achievement

Level 4*

All Students 2 1 50.0% - - - -

Male 2 1 50.0% - - -

Female 2 0 0.0% - - - .

Black or African American 0 0 0.0% 0.0% 0.0% 0.0% . 0.0%

American Indian or Alaska Native 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 Latino 2 i 50.0% - - -

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

White 2 0 0.0% - - - -

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

Socioeconomically Disadvantaged 2 i 50,0% - - - -

English Learners 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Students with Disabilities 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Students Receiving Migrant Education Services

0 0 0.0% 0.0% 0.0% 0.0% 0,0%

Foster Youth - - - - - - -

Double dashes (-) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Note: The number of students tested includes students that did not receive a,score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores.

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


P0.3& 10 of 25

2014-15 SARC - 'Temple City

ELA - Grade 8

Student Group Total

Enrollment Tested Percent Tested

Percent Achievement

Level 1*

Percent

Level 2*

Percent

Level 3*

Percent Achievement

Level 4*

All Students 1 1 100.0% - - - -Male 1 1 100.0% - - - -

Female 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Black or African American 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 Latino 1 100.0% - - - -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 1 1 100.0% - - -

English Learners 1 100.0% - - - -



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


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 i = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level A = Standard exceeded


2014-15 SARC ~ lenipis City Aftsrnalh&

ELA - Grade 11

Student Group Total


Percent Tested

Percent Achievement

Level 1*

Percent Achievement

Level 2*

Percent Achievement

Level 3*

Percent Achievement

Level 4*

All Students 7 6 85.7% - - - -

Male 7 4 57.1% - - - -

Female 7 2 28.6% - - - -

Black or African American 0 0 0.0% 0.0% 0.0% 0,0% 0.0%


Asian 7 3 42.9% - - - -

Filipino 0 0 0.0% 0.0% 0.0% G.0% 0.0%

Hispanic or Latino 7 2 28.6% - - - -

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

White 7 1 14.3% - - - -

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

Socioeconomically Disadvantaged 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

English Learners 0 0 0,0% 0.0% 0.0% 0.0% 0.0%



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

Foster Youth - - - - - - - -

Double dashes (-) appear in the table when the number of students is ten or less, either because the number of students in this category is too smali 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


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Mathematics - Grade 7 - - -

Student Group Totai


Percent Tested

Percent Achievement

Level 1*

Percent Achievement

Level 2*

Percent Achievement

Level 3*

Percent Achievement

Level 4*

All Students 2 1 50.0% - - - --

Male 2 1 50.0% - - - -

Female 2 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 Latino 2 1 50.0% - - - -

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

White 2 0 0.0% - - - -Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Socioeconomically Disadvantaged 2 1 50.0% - - - -




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



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 A = Standard exceeded


2014-15 SAPC - lenipfe City Ataiali\e

Mathematics - Grade 8

Student Group Total


Percent Tested

Percent Achievement

Level 1*

Percent Achievement

Level 2*

Percent Achievement

Level 3*

Percent Achievement

Level 4*

All Students x 0 0.0% - - -

Male 0 0.0% - - - -

Female 0 0 0.0% 0,0% 0.0% 0.0% 0.0%

Black or African American 0 0 0.0% 0.0% 0.0% 0,0% 0.0%


Asian Q 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 Latino 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%

Socioeconomicalfy Disadvantaged 1 0 0.0% - - - -

Engfeh Learners 1 0 0.0% - - - -



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


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 smalt 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 A - Standard exceeded


Pa<14 ot25

. / s • •

Mathematics - Grade 11

Student Group Total


Percent Tested

Percent Achievement

Level i*

Percent * Achievement

Level 2*

Percent Achievement

Level 3*

Percent Achievement

Level 4*

All Students 7 6 85.7% - - - -

Male 7 4 57.1% - - - -

Female 7 2 28.6% - - -


American Indian or Alaska Native 0 0 0.0% 0.0% 0.0% 0.0% "0.0%

Asian 7 3 42.9% - - - -

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

Hispanic or Latino 7 2 28,6% - - - -


White 7 1 14.3% - - -Two or More Races Q 0 0.0% 0.0% 0.0% 0.0% 0.0%

Socioeconomicalty Disadvantaged 0 0 0.0% 0.0% 0.0% 0.0% 0.0%




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



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 -1 = Standard exceeded


2014-15 SARC - Tsmpte G;y AJterr.si.i-v9 California Standards Tests for All Students in Science - Three-Year Comparison

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

School District State

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

Science (grades 5, 8, and 10) - 80.0% 79.0% 81.0% 59.0% 60.0% 56.0%

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too smail for statistical accuracy or to protect student privacy. Double dashes {--) appear in the table when the number of students tested is ten or less.


California Standards Tests Results by Student Group in Science (School Year 2014-15) Student Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 81,0%

AH Students at the School -

Male -

Female -

8lack or African American -

American Indian or Alaska Native -

Asian -

Filipino

Hispanic or Latino —

Native Hawaiian or Pacific Islander

White -

Iwo or More Races -

Socioeconomically Disadvantaged -

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 smail for statistical accuracy or to protect student privacy. Double dashes (-) appear in the table when the number of students tested is ten or less.


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

UC/CSU Course-Measure Percent

2014-15 Puplis Enrolled in Courses Required for UC/CSU Admission 71.4%

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

State Priority: Other Pupil Outcomes

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

• Pupil outcomes in the subject areas of English, mathematics, and physical education

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

Percent of Students Scoring at Proficient or Advanced


Subject 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% 72.0% 39.0% 42.0% 57.0% 56.0% 58.0%

Mathematics 0.0% 0.0% 0.0% 88.0% 42.0% 46.0% 60.0% 62.0% 59.0%

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

EnglU Adva

h Language Arts Percent of Students Scoring at Proficient or need.

1.0

0.5

0.0

-O.S

-1.0 201

1.0

0.5

0.0

-O.S

-1.0 201

1.0

0.5

0.0

-O.S

-1.0 201

1.0

0.5

0.0

-O.S

-1.0 201

1.0

0.5

0.0

-O.S

-1.0 201

1.0

0.5

0.0

-O.S

-1.0 201 2-13 . 2013-14 2014-15

Math ematics Percent of Students Scoring at Proficient or Advanced

1.0

0.5

0.0

-0.5

-1,0 201

1.0

0.5

0.0

-0.5

-1,0 201

1.0

0.5

0.0

-0.5

-1,0 201

1.0

0.5

0.0

-0.5

-1,0 201

1.0

0.5

0.0

-0.5

-1,0 201

1.0

0.5

0.0

-0.5

-1,0 201 2-13 2013-14 2014-15


P/XB 17 of 25

2014-15 SARC- Tends City Allen isii-© California High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (if

applicable)

English Language Arts Mathematics

Student Group Percent Not

Proficient Percent

Proficient Percent

Advanced Percent Not Proficient

Percent Proficient

Percent

All Students in the LEA 23.0% 24.0% 54.0% 12.0% 30.0% 58.0%

All Students at the School 0.0% 0,0% 0.0% 0.0% 0.0% 0.0%

Male 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Female 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Black or African American 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

American Indian or Alaska Native 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 Latino 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

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%

Socioeconomicaily Disadvantaged 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

English Learners 0,0% 0.0% 0.0% 0.0% 0.0% 0.0%

Students with Disabilities 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%


0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

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


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 •—— —

Parents and community members are involved in all aspects of our school program. This includes frequent parent/student conferences, a number of community-based partnerships, and local service club recognition of students. Learning partnerships provide students with a link to business and the community, placing an emphasis on school-to-career transition. For more information, visit our school on the District's website.

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

Dropout Rate 4.2% 4.1% 3.8% 4.2% 4.1% 3.8% 13.1% 11.4% 11.5%

Graduation Rate 94.90 94,60 94.90 ' 94.90 94.60 94.90 78.87 80.44 80.95

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

Dr°P°,Jt!Rate i j§J|;Graduation Rate

• ' x..,.,.... Y ...

2011-12 2012-13 2013-14


2014-15 SARC - lempte City Alters lau^

Completion of High School Graduation Requirements — —-——————___

Graduating Class of 2014

Student Group School District State

All Students 114 95 84

Black or African American 0 100 76

American Indian or Alaska Native 100 100 78

Asian 0 94 92

FfUpino 100 140 96

Hispanic or Latino 0 • 95 81

Natwe Hawaiian or Pac/ffc Islander 200 0 83

White 95 98 89

Two or More Races 100 75 82

Socioeconomicalty Disadvantaged 100 94 81

English Learners 94 55 50

Students with Disabilities 140 90 61

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

Suspensions 0.0 0.0 0.0 0.7 0.5 0.8 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

llftySchool Suspensions District Suspensions

l|§S) State Suspensions

§ M £

1 1 1

11 IS

1 1 1 1

Bilf

tia

i

ill |||.

#8

r;i Hi : #8

r;i Hi

2012-13 2013-14 2014-15

Expulsions

[§||School Expulsions I! District Expulsions [SHI State Expulsions

w~ 3

i

\ X

11 tfl

2012-13 2013-14 2014-15


School Safety Plan - Most Recent Year

In accordance with SB 187 and EC 35294.6, all schools have adopted a Safe School Action Plan. These plans will remain in effect through the school year, are reviewed annually, and are available for public view in the school office. Key elements and goals of the Safe School Action Plans are:

• All students and staff members are provided a safe teaching and learning environment.

• All students are safe and secure while at school, when traveling to and from school, and when traveling to and from school-related activities.

• District programs and approved community resources are made available to students and parents.

• Schools provide an educational environment where students, parents, staff and community members shall effectively communicate in a manner that is respectful to all cultural, racial and religious backgrounds.


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D. Other SARC Information The information In this sectton 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 Yes Yes

Met Participation Rate - English Language Arts Yes Yes

Met Participation Rate - Mathematics Yes Yes

Met Percent Proficient - English Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate Yes Yes

Met Graduation Rate N/A Yes


Federal Intervention Program (School Year 2015-16}

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2013-2014

Year in Program Improvement Year 1

Number of Schools Currently in Program Improvement N/A 4

Percent of Schools Currently in Program Improvement N/A 80.0%

Note: Cells with NA values do not require data.


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Average Class Size and Class Size Distribution (Secondary)

2012-13 2013-14 2014-15

Number of Classes * Number of Classes * Number of Classes *

Subject Average Class Size 1-22 23-32 33 + Average Class Size 1-22 23-32 33+ Average Class Size 1-22 23-32 33+

English 5.0 5 3.0 5

Mathematics 3.0 5 3.0 5

Science 1.0 6 1.0 6

Social Science 4.0 6 2.0 7

* 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

Academfc Counselor 0.1 15.0

Counselor (Social/Behavioral or Career Development) 0.1 N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofesstonal) N/A

Psychologist N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) ' N/A

Other N/A

Note: Ceils with N/A values do not require data.

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


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

Level Total Expenditures Per

Pupil Expenditures Per Pupil

(Supplemental/Restricted)

Expenditures Per Pupil

(Basic/Unrestricted) Average Teacher

Salary

School Site ,$9675.9 $441.5 $9234.4 $72150.6

District N/A N/A • $5877.1 $73975.0

Percent Difference - School Site and District

N/A N/A 57.1% -2.5%

State N/A N/A $5348.0 $69257,0

Percent Difference - School Site and State N/A N/A 72.7% 4.2%

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


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Types of Services Funded (Fiscal Year 2014-15)

Types of services funded, including categorical and other special programs (e.g., Special Education, counseling, Instructional Resource Centers, psychology, child welfare and attendance, and Limited English Proficient (LEP) services, and before-and-after-school intervention programs for Mathematics, Language Arts, and English Language Learners.


Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $39,266 $42,315

Mid-Range Teacher Salary $72,113 $66,451

Highest T eacher Salary $85,146 $85,603

Average Principal Salary (Elementary) $103,708 $105,079

Average Principal Salary (Middle) $116,736 $111,005

Average Principal Salary (High) $124,260 $121,310

Superintendent Salary $180,000 $189,899

Percent of Budget for Teacher Salaries 45.0% 39,0%

Percent of Budget for Administrative Salaries 6.0% 6.0%

For detailed information on salaries, see the CDE Certificated Salaries Benefits Web Daae at htto://www.cde.ca.aov/ds/fd/cs/ .

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary

Principal Salary Chart

Average Principal Salary Average Principal Salary Average Principal Salary (Elementary) (Middle) (High)


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2014-15 SARC - lands! City Alien saliva

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 o N/A

Foreign Language 0 N/A

Mathematics 1 N/A

Science 0 N/A

Social Science 1 N./A

All Courses 2 2.9%

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

•Where there are student course enrollments.

Note : AP means Advanced Placement.


Professional Development - Most Recent Three Years

Staff attends regularly scheduled in-service workshops, conferences, and District-wide articulations. Modified Wednesdays and three staff development days are utilized to provide necessary staff training in order to maximize services to a unique student population. We have targeted integrating technology throughout the curriculum as our instructional focus. We wili evaluate student progress as a Professional Learning Community and implement differentiated and individual instructional plans as a Response to Intervention,

We also focus on developing communication, collaboration, critical thinking and creativity skills in order to prepare our students to learn across the curriculum in order to meet Common Core standards.


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