Oscar De La Hoya Animo Charter High Cynthia Ybarra, Principal

Transcription

Oscar De La Hoya Animo Charter High
Cynthia Ybarra, Principal
Principal, Oscar De La Hoya Animo Charter High
About Our School
Contact
1114 South Lorena St.
Los Angeles, CA
90023
Phone: 323-780-1259
E-mail: [email protected]
View Larger Map
2012-13 SARC - Oscar De La Hoya Animo Charter High
Data and Access
Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about
the condition and performance of each California public school.
For more information about SARC requirements, see the California Department of Education (CDE) SARC W eb page.
For additional information about the school, parents and community members should contact the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest W eb page that contains additional information about this school and comparisons of the school to
the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance
Index [API], federal Adequate Yearly Progress [AYP]), 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
w orkstation may be used (depending on availability), the types of softw are programs available on a w orkstation, and the ability to print documents.
Additional Information
For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index Reports Information Guide
located on the CDE API W eb page.
Page 2 of 26
About This School
Contact Information (School Year 2012-13)
School
District
School Name
Oscar De La Hoya Animo Charter High
District Name
Los Angeles Unified
Street
1114 South Lorena St.
Phone Number
(213) 241-1000
City, State, Zip
Los Angeles, Ca, 90023
Web Site
w w w .lausd.net
Phone Number
323-780-1259
Superintendent
First Name
John
Principal
Cynthia Ybarra, Principal
Superintendent
Last Name
Deasy
E-mail Address
[email protected]
E-mail Address
[email protected]
County-District19647330101675
School (CDS) Code
Last updated: 2/13/2014
School Description and Mission Statement (School Year 2012-13)
The school’s goal is to prepare ethnically and economically diverse students for college, leadership, and life through innovative instruction, a rigorous curriculum,
and the use of technology. W e aim to achieve our mission by creating a student-centered environment that unifies the efforts of family, community, and school
to foster life-long learning, cross-cultural competency, social responsibility, and academic excellence. Our school follow s Green Dot’s “Six Tenets”:
1. Small, safe personalized schools
2. High expectations for all students
3. Local control w ith extensive professional development and accountability
4. Parent Participation
5. Get every dollar into the classroom; and
6. Keep schools open later for community use.
Opportunities for Parental Involvement (School Year 2012-13)
Families are invited and expected to participate in their children’s education experience at our school. Family involvement in a student’s education is one of the
most important ingredients to student success, and this school is committed to actively integrating parents and guardians into all aspects of their children’s
educational experiences. Education programs for parents are important because many are unfamiliar w ith or unable to access the college preparatory high school
experience.
Page 3 of 26
Student Performance
Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including:
California Standards Tests (CSTs), w hich include English-language arts (ELA) and mathematics in grades tw o through eleven; science in grades five, eight, and
nine through eleven; and history-social science in grades eight, and nine through eleven.
California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven;
mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed
to assess those students w hose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards w ith or
w ithout accommodations.
Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades tw o through eleven, and science for grades five, eight, and ten. The
CAPA is given to those students w ith significant cognitive disabilities w hose disabilities prevent them from taking either the CSTs w ith accommodations or
modifications or the CMA w ith accommodations.
The assessments under the STAR Program show how w ell students are doing in relation to the state content standards. On each of these assessments, student scores
are reported as performance levels.
For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR
Results W eb site.
Standardized Testing and Reporting Results for All Students - Three-Year
Comparison
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School
Subject
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
English-Language Arts
40%
49%
43%
44%
48%
47%
54%
56%
55%
Mathematics
26%
35%
20%
43%
44%
45%
49%
50%
50%
Science
34%
28%
34%
47%
51%
52%
57%
60%
59%
History-Social Science
46%
47%
52%
37%
39%
40%
48%
49%
49%
Note: Scores are not show n w hen 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.
English-Language Arts Percent of Students Scoring at Proficient or
Advanced
Math Percent of Students Scoring at Proficient or Advanced
40
50
35
40
30
25
30
20
15
20
10
10
0
2010-11
5
0
2010-11
2011-12
2011-12
2012-13
2012-13
Page 4 of 26
Science Percent of Students Scoring at Proficient or Advanced
History Percent of Students Scoring at Proficient or Advanced
35
60
30
50
25
40
20
30
15
20
10
10
5
0
2010-11
2011-12
0
2010-11
2012-13
2011-12
2012-13
Standardized Testing and Reporting Results by Student Group – Most Recent Year
Percent of Students Scoring at Proficient or Advanced
Group
Mathematics
Science
All Students in the LEA
47%
45%
52%
40%
All Students at the School
43%
20%
51%
52%
Male
41%
21%
58%
60%
Female
46%
20%
45%
45%
Black or African American
N/A
N/A
N/A
N/A
American Indian or Alaska Native
N/A
N/A
N/A
N/A
Asian
N/A
N/A
N/A
N/A
Filipino
N/A
N/A
N/A
N/A
Hispanic or Latino
43%
21%
51%
52%
Native Haw aiian or Pacific Islander
N/A
N/A
N/A
N/A
W hite
N/A
N/A
N/A
N/A
Tw o or More Races
N/A
N/A
N/A
N/A
Socioeconomically Disadvantaged
43%
20%
50%
52%
English Learners
16%
5%
17%
25%
Students w ith Disabilities
12%
8%
N/A
N/A
Students Receiving Migrant Education Services
N/A
N/A
N/A
N/A
Page 5 of 26
California High School Exit Examination Results for All Grade Ten Students –
Three-Year Comparison
The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. How ever, the grade ten results of this exam are also used to establish
the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the
federal ESEA, also know n as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE W eb site at http://cahsee.cde.ca.gov/.
Percent of Students Scoring at Proficient or Advanced
School
Subject
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
57%
55%
55%
48%
45%
49%
59%
56%
57%
Mathematics
65%
69%
61%
46%
50%
54%
56%
58%
60%
English-Language Arts Percent of Students Scoring at Proficient or
Advanced
Mathematics Percent of Students Scoring at Proficient or Advanced
80
60
70
50
60
50
40
40
30
30
20
20
10
10
0
2010-11
0
2010-11
2011-12
2011-12
2012-13
2012-13
Page 6 of 26
California High School Exit Examination Grade Ten Results by Student Group
Group
Mathematics
Not Proficient
Proficient
Advanced
Not Proficient
Proficient
Advanced
All Students in the LEA
52%
23%
25%
46%
35%
19%
45%
29%
26%
39%
37%
25%
Male
50%
18%
32%
30%
35%
35%
Female
41%
37%
22%
45%
38%
17%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Asian
N/A
N/A
N/A
N/A
N/A
N/A
Filipino
N/A
N/A
N/A
N/A
N/A
N/A
Hispanic or Latino
46%
28%
26%
39%
36%
25%
N/A
N/A
N/A
N/A
N/A
N/A
W hite
N/A
N/A
N/A
N/A
N/A
N/A
Tw o or More Races
N/A
N/A
N/A
N/A
N/A
N/A
46%
29%
25%
40%
36%
24%
English Learners
75%
18%
8%
68%
28%
5%
93%
7%
N/A
71%
29%
N/A
Students Receiving Migrant Education Services
N/A
N/A
N/A
N/A
N/A
N/A
Page 7 of 26
California Physical Fitness Test Results (School Year 2012-13)
The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students
meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and
state, see the CDE PFT W eb page.
Percent of Students Meeting Fitness Standards
Grade level
Four of Six Standards
Five of Six Standards
Six of Six Standards
5
N/A
N/A
N/A
7
N/A
N/A
N/A
9
18.7%
19.3%
15.7%
Page 8 of 26
Accountability
Academic Performance Index
The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000,
w ith a statew ide target of 800. For detailed information about the API, see the CDE API W eb page.
Academic Performance Index Ranks – Three-Year Comparison
This table displays the school’s statew ide and similar schools’ API ranks. The statew ide API rank ranges from 1 to 10. A statew ide rank of 1 means that the school has an
API score in the low est ten percent of all schools in the state, w hile a statew ide rank of 10 means that the school has an API score in the highest ten percent of all
schools in the state.
The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic
performance is comparable to the low est performing ten schools of the 100 similar schools, w hile a similar schools rank of 10 means that the school’s academic
performance is better than at least 90 of the 100 similar schools.
API Rank
2010-11
2011-12
2012-13
Statew ide
4
5
5
Similar Schools
7
9
8
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
Actual API Change 2010-11
35
0
-6
37
4
-12
39
2
-9
English Learners
36
11
-29
Asian
Filipino
Hispanic or Latino
W hite
Tw o or More Races
Note: “N/D” means that no data w ere available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Grow th or target
information. “C” means the school had significant demographic changes and there is no Grow th or target information.
Page 9 of 26
Academic Performance Index Growth by Student Group – 2012-13 Growth API
Comparison
This table displays, by student group, the number of students included in the API and the Grow th API at the school, LEA, and state level.
Group
Number of Students
School
Number of Students
LEA
Number of Students
State
455
738
407,864
749
4,655,989
790
0
34,995
698
296,463
708
0
1,557
756
30,394
743
Asian
0
17,001
908
406,527
906
Filipino
0
9,841
864
121,054
867
304,752
728
2,438,951
744
Hispanic or Latino
448
737
0
1,544
786
25,351
774
W hite
5
36,642
871
1,200,127
853
Tw o or More Races
0
1,289
564
125,025
824
450
738
283,245
731
2,774,640
743
English Learners
360
728
162,555
706
1,482,316
721
27
467
52,441
573
527,476
615
Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)
The federal ESEA requires that all schools and districts meet the follow ing Adequate Yearly Progress (AYP) criteria:
• Participation rate on the state’s standards-based assessments in ELA and mathematics
• Percent proficient on the state’s standards-based assessments in ELA and mathematics
• API as an additional indicator
• Graduation rate (for secondary schools)
For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP W eb page.
AYP Criteria
School
District
Made AYP Overall
No
No
Met Participation Rate - English-Language Arts
Yes
No
Met Participation Rate - Mathematics
Yes
No
Met Percent Proficient - English-Language Arts
No
No
Met Percent Proficient - Mathematics
No
No
Met API Criteria
No
Yes
Met Graduation Rate
Yes
N/A
Page 10 of 26
Federal Intervention Program (School Year 2013-14)
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for tw o consecutive years in the same content area (ELA
or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention w ith each additional
year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations W eb page .
Indicator
School
District
In PI
In PI
2013-2014
2010-2011
Year 1
Year 3
Number of Schools Currently in Program Improvement
N/A
658
Percent of Schools Currently in Program Improvement
N/A
83.1%
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement
Note: Cells shaded in black or w ith N/A values do not require data.
Page 11 of 26
School Climate
Student Enrollment by Grade Level (School Year 2012-13)
Grade Level
Number of Students
Grade 9
166
Grade 10
153
Grade 11
149
Grade 12
133
Total Enrollment
601
175
150
125
100
75
50
25
0
Grade 9
Grade 10
Grade 11
Grade 12
Student Enrollment by Student Group (School Year 2012-13)
Group
Percent of Total Enrollment
0.0
0.0
Asian
0.0
Filipino
0.0
Hispanic or Latino
98.3
0.0
W hite
0.0
Tw o or More Races
0.0
97.5
English Learners
77.5
6.3
Asian
Filipino
98.3%
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Page 12 of 26
Average Class Size and Class Size Distribution (Elementary)
2010-11
2011-12
Number of Classes *
Grade Level
Average Class Size
1-20
21-32
33+
2012-13
Number of Classes *
Average Class Size
1-20
21-32
33+
Number of Classes *
Average Class Size
1-20
21-32
33+
K
1
2
3
4
5
6
Other
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
Average Class Size and Class Size Distribution (Secondary)
2010-11
2011-12
Number of Classes *
Subject
2012-13
Number of Classes *
Number of Classes *
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
27.5
3
20
0
23.3
3
20
0
27.0
10
35
1
Mathematics
28.9
0
25
0
29.0
0
25
0
27.9
7
30
7
Science
28.1
1
19
0
28.4
0
20
0
28.7
7
23
10
Social Science
29.1
0
19
0
28.6
0
22
0
29.2
1
23
2
* 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.
School Safety Plan (School Year 2012-13)
The school has a comprehensive safety plan to ensure the health and safety of our students. This plan is available at the school site, and includes the follow ing:
• Emergency Preparedness
• Fire Prevention Plan
• Hazard Communication Plan
• Pest Prevention Plan
• Injury Illness Prevention Plan
• Blood-Borne Pathogens Plan
• Chemical Hygiene Plan
Page 13 of 26
Suspensions and Expulsions
School
Rate *
District
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
Suspensions
5.90
5.78
5.32
5.22
2.70
1.70
Expulsions
0.00
0.00
0.00
0.00
0.00
0.00
* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.
Suspensions
Expulsions
6.0
1.0
School Suspensions
School Expulsions
District Suspensions
District Expulsions
5.0
0.5
4.0
3.0
0.0
2.0
-0.5
1.0
0.0
-1.0
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
Page 14 of 26
School Facilities
School Facility Conditions and Planned Improvements (School Year 2013-14)
Green Dot Public Schools makes great effort to ensure that all of its school facilities are clean, safe, and functional w ithin the available resources. Green Dot’s
school operations and real estate development departments w ork w ith each school site to: 1) regularly monitor and inspect that all facilities meet appropriate
standards for cleanliness, safety and function; 2) supervise the maintenance, repair, or upgrade of facilities; and 3) plan and manage any and all corrective actions.
See section IV for more information on the school’s site inspection.
School Facility Good Repair Status (School Year 2013-14)
System Inspected
Repair
Status
Systems: Gas Leaks, Mechanical/HVAC,
Sew er
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
External: Playground/School Grounds,
W indow s/ Doors/Gates/Fences
Good
Repair Needed and
Action Taken or Planned
Overall Facility Rate (School Year 2013-14)
Overall Rating
Good
Page 15 of 26
Teachers
Teacher Credentials
Teachers
School
201011
201112
District
201213
201213
W ith Full Credential
21
26
27
516
W ithout Full Credential
3
1
0
18
Teachers Teaching Outside Subject
Area of Competence (w ith full
credential)
0
3
0
90
30
Teachers with Full Credential
Teachers without Full Credential
25
Teachers Teaching Outside Subject Area of Competence
20
15
10
5
0
2010-11
2011-12
2012-13
Teacher Misassignments and Vacant Teacher Positions
Indicator
201112
201213
201314
2
0
0
6.0
Misassignments of Teachers of English Learners
Misassignments of Teachers of English
Learners
Total Teacher Misassignments
5.0
Total Teacher Misassignments*
5
0
1
Vacant Teacher Positions
1
0
0
Vacant Teacher Positions
4.0
3.0
2.0
1.0
0.0
2011-12
2012-13
2013-14
Note: “Misassignments” refers to the number of positions filled by teachers w ho lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Page 16 of 26
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13)
The federal ESEA, also know n as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an
appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal
Quality W eb page.
Percent 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
100
0
All Schools in District
86
14
High-Poverty Schools
in District
86
14
Low -Poverty Schools
in District
0
0
Location of Classes
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.
Page 17 of 26
Support Staff
Academic Counselors and Other Support Staff (School Year 2012-13)
Title
Number of FTE* Assigned to School
Average Number of Students per Academic Counselor
Academic Counselor
2.0
300.0
Counselor (Social/Behavioral or Career Development)
2.0
N/A
Library Media Teacher (librarian)
0.0
N/A
Library Media Services Staff (paraprofessional)
0.0
N/A
Psychologist
1.0
N/A
Social W orker
0.0
N/A
Nurse
0.0
N/A
Speech/Language/Hearing Specialist
0.0
N/A
Resource Specialist (non-teaching)
0.0
N/A
Other
0.0
N/A
* One Full-Time Equivalent (FTE) equals one staff member w orking full-time; one FTE could also represent tw o staff members w ho each w ork 50 percent of full-time.
Page 18 of 26
Curriculum and Instructional Materials
Quality, Currency, Availability of Textbooks and Instructional Materials (Fiscal
Year 2013-14)
This section describes w hether the textbooks and instructional materials used at the school are from the most recent adoption; w hether there are sufficient textbooks
and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in w hich data w ere collected:
Core Curriculum Area
Textbooks and instructional
materials
Reading/Language Arts
From most recent
adoption?
Percent students lacking own assigned
copy
0.0
N/A
Mathematics
0.0
N/A
Science
0.0
0.0
N/A
Foreign Language
0.0
N/A
Health
0.0
N/A
Visual and Performing Arts
0.0
N/A
Science Laboratory Equipment (grades 912)
0.0
N/A
Page 19 of 26
School Finances
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)
Total Expenditures
Per Pupil
Expenditures Per Pupil (Supplemental
/ Restricted)
Expenditures Per Pupil (Basic /
Unrestricted)
Average Teacher
Salary
$7,847
$2,977
$4,870
$66,158
District
N/A
N/A
$10,045
$66,851
Percent Difference – School Site
and District
N/A
N/A
106.00%
1.00%
State
N/A
N/A
$5,537
$69,704
Percent Difference – School Site
and State
N/A
N/A
14.00%
5.00%
Level
School Site
Supplemental/Restricted expenditures come from money w hose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or
governing board is not considered restricted. Basic/unrestricted expenditures are from money w hose use, except for general guidelines, is not controlled by law or by a
donor.
For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending W eb page. For information on
teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits W eb page. To look up expenditures and salaries for a specific school district, see
the Ed-Data W eb site.
Types of Services Funded (Fiscal Year 2012-13)
N/A
Teacher and Administrative Salaries (Fiscal Year 2011-12)
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$39,788
$41,462
Mid-Range Teacher Salary
$63,553
$66,133
Highest Teacher Salary
$78,906
$85,735
Average Principal Salary (Elementary)
$106,214
$107,206
Average Principal Salary (Middle)
$116,011
$111,641
Average Principal Salary (High)
$113,459
$122,628
Superintendent Salary
$275,000
$225,176
Percent of Budget for Teacher Salaries
35.0%
38.0%
Percent of Budget for Administrative Salaries
5.0%
5.0%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits W eb page.
Page 20 of 26
Teacher Salary Chart
Principal Salary Chart
90000
120000
80000
100000
70000
80000
60000
50000
60000
40000
40000
30000
20000
20000
10000
0
Beginning Teacher Salary
Mid-Range Teacher Salary
Highest Teacher Salary
0
Average Principal Salary
(Elementary)
(Middle)
(High)
Page 21 of 26
School Completion and Postsecondary Preparation
Admission Requirements for California’s Public Universities
University of California
Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, w hich requires that the top one-eighth of the state’s high
school graduates, as w ell as those transfer students w ho have successfully completed specified college course w ork, be eligible for admission to the UC. These
requirements are designed to ensure that all eligible students are adequately prepared for University-level w ork.
For general admissions requirements, please visit the UC Admissions Information W eb page.
California State University
Eligibility for admission to the California State University (CSU) is determined by three factors:
Specific high school courses
Grades in specified courses and test scores
Graduation from high school
Some campuses have higher standards for particular majors or students w ho live outside the local campus area. Because of the number of students w ho apply, a few
campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students w ho
graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU
W eb page.
Dropout Rate and Graduation Rate
School
Indicator
District
State
2009-10
2010-11
2011-12
2009-10
2010-11
2011-12
2009-10
2010-11
2011-12
Dropout Rate
2.0
0.0
0.0
24.7
22.6
20.3
16.6
14.7
13.1
Graduation Rate
89
87
91
62.44
64.75
66.48
74.72
77.14
78.73
Dropout/Graduation Rate Chart
100
Dropout Rate (1 year)
Graduation Rate
80
60
40
20
0
2009-10
2010-11
2011-12
Page 22 of 26
Completion of High School Graduation Requirements
This table displays, by student group, the percent of students w ho began the 2011-12 school year in grade tw elve and w ere a part of the school’s most recent
graduating class, meeting all state and local graduation requirements for grade tw elve completion, including having passed both the ELA and mathematics portions of the
CAHSEE or received a local w aiver or state exemption.
Graduating Class of 2012
Group
School
District
State
131
37,532
418,598
3,790
28,078
199
3,123
Asian
1,831
41,700
Filipino
1,114
12,745
26,590
193,516
143
2,585
3,504
127,801
23
6,790
All Students
Hispanic or Latino
131
W hite
Tw o or More Races
131
29,650
217,915
English Learners
38
12,256
93,297
2,906
31,683
Note: “N/D” means that no data w ere available to the CDE or LEA to report.
Career Technical Education Programs (School Year 2012-13)
N/A
Career Technical Education Participation (School Year 2012-13)
Measure
Number of pupils participating in CTE
CTE Program Participation
0
Percent of pupils completing a CTE program and earning a high school diploma
0.0
Percent of CTE courses sequenced or articulated betw een the school and institutions of postsecondary education
0.0
Courses for University of California and/or California State University Admission
UC/CSU Course Measure
Percent
Page 23 of 26
2012-13 Students Enrolled in Courses Required for UC/CSU Admission
100.0
2011-12 Graduates W ho Completed All Courses Required for UC/CSU Admission
65.0
Page 24 of 26
Advanced Placement Courses (School Year 2012-13)
Subject
Number of AP Courses Offered*
Computer Science
English
N/A
1
Fine and Performing Arts
Foreign Language
Percent of Students In AP Courses
N/A
N/A
2
Mathematics
N/A
N/A
Science
1
N/A
Social Science
2
N/A
All Courses
6
17.0
*W here there are student course enrollments.
Page 25 of 26
Instructional Planning and Scheduling
Professional Development
This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.
The school has developed a comprehensive and rigorous professional development program that is led by the administration and lead teachers. The principal is the
instructional leader of the school and guides professional development: Below are the key components of the program:
• Peer Observation: Periodic observations of a colleague to observe and debrief on best practices in the classroom (buddy observations).
• Three full days of professional development for school staff to plan for the year, reflect on best practices and analyze data.
• Summer and Mid-year retreat: A half day to tw o – day retreat for school staff to evaluate progress, reflect, and adjust the school’s plan for the final semester.
• W eekly staff development: A late start is provided each w eek so that 90 minutes of professional development can be built into the school day.
• Netw ork-w ide staff development/ collaboration: Content area teachers meet to share best practices.
• New teacher orientation: tw o day intensive professional development session for all new teachers held before the start of the school year.
• New teacher support meetings: Monthly support and development groups held for new first and second year teachers.
A comprehensive professional development program is in place for Green Dot administrators w hich includes the follow ing:
• Coaching: Cluster Directors provide individualized coaching sessions for each school site administrator tw ice a month. These coaching sessions are focused on the
supervision of instruction.
• Key Results: Cluster Directors facilitate a Key Results session at one of their schools each month. During these sessions, the principals w ithin the cluster go to
another school in the cluster for 3 hours. During this time, the host principal provides a focus question for the session centered on instruction. Principals w alk
through classrooms w ith this focus question in mind and provide the host principal w ith feedback about this focus question. These sessions help principals share
ideas w ith regards to the supervision of instruction and all principals to generate next steps to be taken at their school sites as a result of w hat they see at the
host school.
• 95/5: There is a full-day professional development session for principals and assistant principals once a month. These sessions are focused on the themes the
cluster directors are most relevant based on their coaching sessions.
Page 26 of 26

Oscar De La Hoya Animo Charter High Cynthia Ybarra, Principal

Transcription

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