School Accountability Report Card

Transcription

VI EW P A R K
P R EP A R A TO R Y
ACCELERATED CHARTER ELEMENTARY SCHOOL
SCHOOL ACCOUNTABILITY REPORT CARD
School Year 2012-2013
(Published January 2014)
This document is available on the Internet at http://www.icefps.org/about_us/school_accountability_report_cards_.
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 information about SARC requirements, see the California Department
of Education (CDE) SARC website at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should
contact the school director or the ICEF office. (See school and organization contact information below.)
I. DATA AND ACCESS
DataQuest
Internet Access
DataQuest is an online data tool located on the CDE DataQuest website at
http://data1.cde.ca.gov/dataquest/ that contains additional information
about this school and comparisons of the school to the district, the county,
and the state. Specifically, DataQuest is a dynamic system that provides
reports for accountability including 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 is available at public libraries and other locations that are
publicly accessible (e.g., the California State Library). Access to the
Internet at libraries and public locations is generally provided on a firstcome, first-served basis. Other use restrictions may include the hours of
operation, the length of time that a workstation may be used (depending on
availability), the types of software programs available on a workstation, and
the ability to print documents.
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 website at http://www.cde.ca.gov/ta/ac/ap/ .
II. ABOUT THIS SCHOOL
Contact Information (School Year 2013-2014)
School Information
School Name
Year Opened
Street
Charter Organization Information
View Park Preparatory Accelerated
Charter Elementary School
Charter Organization Name
ICEF Public Schools
Street
5120 W. Goldleaf Circle, Suite 350
1999-2000
3751 W. 54th Street (K-3)
3855 Slauson Avenue (4-5)
City, State, Zip
Los Angeles, CA 90043
City, State, Zip
Los Angeles, CA 90056
Phone Number
323-290-6950 (K-3) / 323-290-6960 (4-5)
Phone Number
323-290-6900
FAX Number
888-317-2844 (K-3) / 323-686-5312 (4-5)
FAX Number
323-293-9092
Director
Kenneth Wheeler
Chief Executive Officer
Parker Hudnut
Email Address
[email protected]
Email Address
[email protected]
Website
http://icefvppes.sharpschool.net/
Website
http://www.icefps.org/
CDS Code
19-64733-6117048
SARC Contact
[email protected]
ICEF Public Schools Administration
Chief Executive Officer
Chief Operating Officer /
Chief Financial Officer
Director of Operations and
Administration
Parker Hudnut
Vice President of Instruction
Marie Morelock
Greg Brendel
Vice President of Schools
Jacqueline Woods
Linda Christiansen
Director of Human Resources
Kesia Irvine
School Description and Mission Statement
This section provides information about the school’s goals and programs.
ICEF Public Schools
The Inner City Education Foundation (ICEF) is a Charter Management Organization, operating in South Los Angeles, which provides students from
under-performing public schools with excellent academic options in their own community. Founded in 1994, ICEF currently operates twelve schools
serving nearly 4,200 students. ICEF Public Schools’ mission is to prepare all students to attend and compete academically at the top colleges and
universities in the nation.
ICEF is conscious of the relationship between education and the economic prospects of the neighborhood. ICEF serves an 81 percent AfricanAmerican and 18 percent Hispanic student population with over 80 percent of students eligible for the federal free and reduced price lunch program, a
nationally recognized measure of economic poverty. ICEF provides high-quality college preparatory educational opportunities for children in their own
communities, increasing the high school graduation rate, reducing the number of high school dropouts, and improving college entrance rates of
students in South Los Angeles. Our hope is to return well-educated college graduates as highly productive adults to the local community. To best
achieve this vision, ICEF is focused on three main objectives:
Academic Excellence. Our goal is to have 100% of all ICEF graduates accepted into college. Under the guidance of the Vice-President of Instruction,
the academic team was restructured with the addition of experts in math, literacy and common core instruction, as well as in teacher development.
ICEF is focused on supporting teachers with frequent observation, professional development, consistent analysis of student performance data and
constructive feedback from principals.
Promote and Support our Culture. In addition to academic rigor, ICEF stands out from the crowd by providing students with rich extracurricular
offerings. ICEF gives students the opportunity to participate in athletics and an outstanding performing and visual arts program that enriches and
supports their academic experience. At ICEF, music, dance, sports, and drama are not optional “extras.” We truly believe that by encouraging our
students to participate in these activities—along with their academic studies—we are developing not just stellar students, but interesting and talented
members of society.
Financial Stewardship. In an effort to decentralize financial operations and give schools more control over their own budgets, ICEF moved to a
school-based budgeting model. ICEF is transparent with faculty, staff, and the board about the financial state of the organization through regular
updates and open dialogue. We are focused on long-term financial stability while investing heavily in students’ current needs.
Academic Leadership
ICEF principals function as the instructional leaders on campus. The principals’ responsibilities include teacher support and training, student academic
counseling and programming, master schedule creation, and culture building.
To implement this program requires dedicated staff for which the success of the principals is tied directly to his or her job performance assessment.
ICEF has therefore created the role of Vice-President of Instruction. The primary responsibility of the VP of Instruction is the training and development
of the principals and teacher leaders in the understanding of the essential elements of an ICEF Educational Program and the transition to the Common
Core Standard, as well as the day-to-day operations of the school.
Success will be defined as reaching agreed-to goals of training and performance. Measures of individual school success will include API scores,
stakeholder (teacher, parent and student) satisfaction surveys, student retention, and 360 reviews. Overall success will be monitored through charter
renewal and WASC Accreditation processes. The Vice-President of Instruction is assigned oversight responsibility for these processes.
Key responsibilities of the Vice-President of Instruction include:
• Develop and implement educational model for ICEF
• Guide education team’s key initiatives, specifically Teacher Development, Principal Training and the transition to the Common Core Standards
• Work with principals to codify and continually enhance ICEF’s Academic Model based on internal and external best practices related to Curriculum,
Special Education, ICEF Code of Conduct and teacher Professional Development
• Work with principals to set, measure and attain student achievement targets
• Work with principals to manage teacher intervention process
• Assist new principals in applying ICEF’s Academic Model to new schools
• Provide coaching / mentoring to principals; provide guidance / solutions for principals most pressing issues and concerns
• Facilitate collaboration for internal network of teachers and principals
• Ensure access to external best practices for teachers and principals (e.g. conferences, outside mentors)
• Develop efficient processes for educational operations including testing, reporting, compliance, and use of data
• Participate in recruiting and selection of educational staff.
ICEF Public Schools
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View Park Preparatory Charter Elementary School
Opportunities for Parental Involvement
This section provides information about opportunities for parents to become involved with school activities.
Contact Person (2013-2014): Ms. Debra Price, Director of Community Relations
Phone: 323-290-6914
Email: [email protected]
Expectations and goals are set and communicated to parents continuously: during orientation, annual parent and teacher meetings, regular Parent
Information Meetings (PIM), quarterly student progress reports, quarterly student report cards, an annual Back to School Night, the School’s website
(updated with relevant school news and information on an ongoing basis), annual student-led conferences, and PowerSchool posting of student grades,
attendance, and teacher comments for parents’ information.
ICEF Public Schools involves parents in student academic achievement. Parents of ICEF students are required to volunteer for 40 hours per school year
and are explicitly motivated to participate in the educational process. In addition, parents are directly involved in non-academic programming through
cadres (committees) responsible for discipline, safety, curriculum, college preparation, and fundraising. The cadres allow all stakeholders –
administrators, teachers, parents, and students – to participate in school-wide decision-making that is sensitive to the needs and desires of families at
each ICEF school. The work of the cadres is presented to all school constituents at Parent Information Meetings (PIM). A full-time Parent Liaison,
assigned to promote family involvement in school, organizes cadre and PIM meetings and volunteer opportunities.
III. STUDENT PERFORMANCE
Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including:
• California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two 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 whose disabilities preclude them from achieving grade-level proficiency on an
assessment of the California content standards with or without accommodations.
• California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades
five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either
the CSTs with accommodations or modifications or the CMA with accommodations.
The assessments under the STAR Program show how well 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 website at http://star.cde.ca.gov
* Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or
to protect student privacy.
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)
Subject
English-Language Arts
View Park Elementary
LAUSD (2-11)
State (2-11)
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
78%
68%
59%
44%
48%
47%
54%
56%
55%
Mathematics
71%
53%
53%
43%
44%
45%
49%
50%
50%
Science
62%
55%
45%
47%
51%
52%
57%
60%
59%
n/a
n/a
n/a
37%
39%
40%
48%
49%
49%
History-Social Science
ICEF Public Schools
Mathematics
-3-
Science
Standardized Testing and Reporting Results by Student Group – Most Recent Year (School Year 2012-2013)
Percent of Students Scoring at Proficient or Advanced
Group
Mathematics
Science
All Students in LAUSD
47%
45%
52%
40%
All Students at View Park Elementary
59%
53%
45%
n/a
Male
54%
51%
58%
n/a
Female
62%
55%
28%
n/a
Black or African American
59%
53%
46%
n/a
*
*
n/a
n/a
56%
51%
39%
n/a
n/a
n/a
n/a
n/a
27%
32%
n/a
n/a
Hispanic or Latino
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Comparison to Students in LAUSD and Statewide by Grade Level
The charts below show how View Park Preparatory Elementary School students performed compared to students in LAUSD and statewide on the 2013 California
Standards Tests in English-language arts, mathematics, and science. The numbers represent the percent of students performing at the proficient level and above.
2013 CST ENGLISH-LANGUAGE ARTS
% Proficient and Above
100
90
80
70
63
60
58 58
54 56
45
50
40
50
68
65
53
40 45
53
View Park ES
60
47
34
LAUSD
Statew ide
30
Statew ide African
Am erican Subgroup
20
10
0
Grade 2
Grade 3
Grade 4
Grade 5
2013 CST MATHEMATICS
100
90
80
70
60
63
70 72
65 66
65
57
49
50
50
58
68
59
61
View Park ES
65
48
50
LAUSD
Statew ide
40
30
Statew ide African
Am erican Subgroup
20
10
0
Grade 2
Grade 3
Grade 4
Grade 5
2013 CST SCIENCE
100
% Proficient and Above
90
80
View Park ES
70
60
50
45
51
57
LAUSD
41
Statew ide
40
30
Statew ide African
Am erican Subgroup
20
10
0
Grade 5
ICEF Public Schools
-4-
Intervention Strategies
•
•
•
•
•
•
•
•
•
Intervention Strategies Implemented at View Park Elementary School to Increase Student Proficiency Levels Include:
Students participate in weekly afterschool intervention sessions with their grade-level teachers twice a week in six to eight week blocks.
Students participate in Saturday School for six weeks in the spring to reinforce state standards and core skills.
Intervention Specialist meets with and supports students bi-weekly in small groups to provide tailored instruction.
Teachers and Parents meet twice per semester to discuss student progress and set new learning goals to be addressed in school and outside of the
school setting.
Technology (iStation, Study Island, Dreambox) and the Blended Learning Model have been implemented to assist in small group instruction with
struggling students in the classroom.
Students participate in a four-week summer school to help prepare for the subsequent academic year.
Intructional Specialist supports teachers in creating need specific instruction for students.
Students attend the computer lab 1-2 times per week using a web-based resource that measures student mastery of standards. Students have access
to this resource at home also.
Data Days have been implemented to utilize data from benchmarks to formulate strategies that cut across all content areas and are proven to provide
the highest gains in student achievement.
California Physical Fitness Test Results (School Year 2012-2013)
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 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 levels, see the CDE Physical Fitness Testing website at http://www.cde.ca.gov/ta/tg/pf/.
Percent of Students Meeting Fitness Standards
Grade 5
Four of Six Standards
Five of Six Standards
Six of Six Standards
Cumulative Percent Meeting
Four or More Standards
13.3%
26.7%
48.3%
88.3%
Statewide
19.8%
23.1%
25.5%
68.4%
IV. ACCOUNTABILITY
Academic Performance Index (API)
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, with a statewide target of 800. For detailed information about the API, see the Academic Performance Index (API) website at
http://www.cde.ca.gov/ta/ac/ap/.
Academic Performance Index Ranks – Three-Year Comparison
This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means
that the school has an API score in the lowest ten percent of all schools in the state, while a statewide 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 lowest performing ten schools of the
100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar
schools.
2010
2011
2012
Statewide
API Rank
9
9
6
Similar Schools
10
10
9
Academic Performance Index Growth by Student Group – Three-Year Comparison
Actual API Change – View Park Elementary
Group
2013 Growth API
2010-11
2011-12
2012-13
Number of
Students
All Students
-4
-54
-18
344
816
749
790
-3
-55
-17
337
817
698
708
Hispanic or Latino
n/a
n/a
n/a
5
n/a
728
744
n/a
-60
-9
271
811
731
743
n/a
n/a
n/a
22
751
573
615
ICEF Public Schools
-5-
View Park ES
LAUSD
State
Academic Performance Index Comparison to 100 Similar Schools and Schools Statewide
The chart below shows how View Park Preparatory Elementary School students performed compared to students in schools statewide on the 2013 Growth
Academic Performance Index.
2013 GROWTH API
API Score (Scale 200-1000)
1000
900
816 798 811
800
740
View Park ES
700
Median API for 100 Similar Schools
600
Median API Statewide (Gr. 2-6)
500
Median API Statewide African American
Subgroup (Gr.2-6)
400
300
200
2013 Growth API
Adequate Yearly Progress (AYP)
The federal Elementary and Secondary Education Act (ESEA) requires that all schools and districts meet the following Adequate Yearly Progress
(AYP) criteria:
• Participation rate on the state's standards-based assessments in English-language arts and mathematics
• Percent proficient on the state's standards-based assessments in English-language arts 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 Adequate Yearly
Progress (AYP) website at http://www.cde.ca.gov/ta/ac/ay/.
Adequate Yearly Progress Overall and by Criteria (School Year 2012-2013)
AYP Criteria
View Park ES
LAUSD
Made AYP Overall
No
No
Met Participation Rate – English-Language Arts
Yes
Yes
Met Participation Rate – Mathematics
Yes
Yes
Met Percent Proficient – English-Language Arts
No
No
Met Percent Proficient – Mathematics
No
No
Met API Criteria
Yes
Yes
n/a
No
Met Graduation Rate
Federal Intervention Program (School Year 2013-2014)
Schools and districts receiving Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive
years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools
and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI
identification, see the CDE PI Status Determinations website at http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Indicator
Program Improvement (PI) Status
First Year of Program Improvement
View Park ES
LAUSD
In PI – Year 1
In PI – Year 3
2013-14
2004-2005
Number of LAUSD Schools Currently in Program Improvement
n/a
658
Percent of LAUSD Schools Currently in Program Improvement
n/a
83.1%
ICEF Public Schools
-6-
V. SCHOOL CLIMATE
Student Enrollment by Grade Level (School Year 2012-2013)
Grade Level
Student Enrollment by Group (School Year 2012-2013)
Enrollment
Group
% of Total Enrollment
Kindergarten
81
Grade 1
72
American Indian or Alaska Native
0.6%
Grade 2
102
Asian
0.0%
Grade 3
99
Filipino
0.0%
Grade 4
95
Hispanic or Latino
2.5%
Grade 5
63
Native Hawaiian / Pacific Islander
0.2%
512
White
0.0%
Two or More Races
0.4%
Total
93.0%
78.2%
English Learners
0.4%
5.3%
Average Class Size and Class Size Distribution
2010-11
2011-12
Average
Class
Size
1-20
21-32
K
28.0
1
1
23.0
2
22.0
3
2012-13
33+
Average
Class
Size
1-20
21-32
2
0
23.8
1
0
3
0
23.0
0
3
0
22.3
22.7
1
2
0
4
25.0
0
3
5
26.7
0
3
Grade
33+
Average
Class
Size
1-20
21-32
33+
3
0
23.8
1
3
0
0
3
0
24.7
0
3
0
0
4
0
24.5
1
3
0
22.0
1
3
0
24.5
1
2
1
0
21.7
0
3
0
24.3
0
4
0
0
29.3
0
3
0
30.0
0
1
1
Number of Classes
Number of Classes
Number of Classes
School Safety Plan (School Year 2012-2013)
ICEF Public Schools has developed a standard School Emergency Response Plan that has been adopted by all ICEF school sites. The Plan meets the
requirements of the State of California and the City/County of Los Angeles policies on Emergency Response and Planning, the National Incident
Management System (NIMS), and defines the primary and support roles of the schools in after-incident damage assessment and reporting requirements.
The School Site Council, which consists of school administrators, teachers, parents, and community members at each ICEF school, has the responsibility
of customizing specific sections of their school safety plan. The school specific sections of the plan include a Local Emergency Number List, School
Emergency Response Team, Incident Command System, Utility Vendor and Shutoff Information, Emergency Drill Schedule, and Evacuation Plans. Office
Managers are responsible for submitting the completed plan to the Facilities Department for final review and approval. Each school houses their school
safety plan in their main office and provides a copy to ICEF’s Corporate Office. In addition, Office Managers and/or Facilities personnel insure that
Material Safety Data Sheets for all hazardous materials use on school grounds are kept in a central school location and updated as needed.
To ensure the successful implementation of safety procedures, the Facilities Department provides annual trainings to staff for their assigned
responsibilities. Furthermore, emergency drills are performed at all ICEF school sites throughout the year, including earthquake, fire, active shooter, LockDown (response and no response), and Shelter-In-Place drills. The Facilities Department also ensures that each classroom has an emergency kit, alert
cards, and that each school has a comprehensive medical kit. Inventory of emergency supplies and medical kits are reviewed annually and replenished as
needed.
Suspensions and Expulsions
ICEF Public Schools (K-12)
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
Rate (and Number) of Suspensions
4.87% (22)
5.48% (27)
3.32% (17)
16.49% (697)
12.44% (548)
6.42% (242)
Rate (and Number) of Expulsions
0.00% (0)
0.00% (0)
0.00% (0)
0.00% (0)
0.20% (9)
0.08% (3)
Note: The CDE formula for suspension and expulsion rates in 2010-11 and 2011-12 counted each suspension or expulsion during the school year. The formula was changed
in 2012-13 to include only an unduplicated count of students involved in one or more incidents for which the student was suspended or expelled during the school year.
ICEF Public Schools
-7-
VI. SCHOOL FACILITIES
School Facility Conditions and Planned Improvements (School Year 2013-2014)
View Park Preparatory Accelerated Charter Elementary School (VPPES) is a K-5 school that is spread over 3 physical campuses. The kindergarten class is housed in modular
buildings constructed in 2000. The kindergarten campus has a playground structure donated by the Anne and Kirk Douglass Foundation. This campus has 4 classrooms and a
building for storage and restrooms. A semi-permanent 12x50’ lunch shelter was installed November 2010. The structure has a fixed frame with a shade awning.
VPPES grades 1st-3rd are housed in the Angeles Mesa Presbyterian Church, immediately across the street from the kindergarten campus. This 1st-3rd grade campus has 9
classrooms. The building was constructed in 1949.
th
th
The 4 and 5 grade classes are housed at a modular campus located at 3855 Slauson Avenue. There are 8 classrooms at this campus, an assembly hall, a 40x30’ covered
lunch area, outdoor basketball court, and a computer lab. The framed structure of this campus was constructed in 1953 and the modular structures are from 2003.
Maintenance and Repair:
Maintenance and repair take place at all ICEF Public Schools’ sites on a regular basis. These include:
• Preventive maintenance plans for all buildings to include doors, windows, ceilings, and wall repair and maintenance.
• The current janitorial contractor has improved the cleanliness of the campuses and there have been minimal complaints.
• Facility inspections (walk-throughs) are conducted on a regular basis to determine repairs or safety issues.
• All mechanical, electrical, plumbing, and fire systems are checked regularly for operation problems.
VPPES maintenance performed includes:
• K-3 Campuses: Previous work included - installed new door hardware in all classrooms; upgraded fire alarm monitoring system; repainted the halls, classrooms, and
restrooms; upgraded outdoor lighting on the west playground; repainted building exterior at K campus; replaced the safety mat under the playground equipment with a poured
in place type, repaired kindergarten campus ramps; improved janitorial service. Building conditions on the K-3 campuses are good and only a few minor building repairs are
needed.
• 4-5 Campus: Previous work included - repainted bathrooms and auditorium hall; installed vinyl composition tile in 4 classrooms; painted restrooms; installed new security
screens for four classrooms; painted exterior wall; installed new computer lab; improved exterior lighting in play yard; replaced flooring and wall tile in boys’ restroom in
summer of 2013. The buildings on the 4-5 campus are in generally good condition. A 50x50’ playground system was installed May 2010 by a Kaboom Grant. This included
other playground amenities such as a handball wall, planters, and benches.
Cleaning Process and Schedule: There are 2 full time custodians and a hired daily cleaning crew in the evenings.
Technology: Significant upgrades and installation of dedicated computer labs have taken place at all ICEF campuses. Computer equipment consists of ICEF and LAUSD
equipment. Building upgrades in electrical and data cabling were made by ICEF to accommodate equipment at all schools.
School Facility Good Repair Status (School Year 2013-2014)
Date of Inspection: 11/15/13
Date of Inspection: 11/15/13
K-3 Campus Repair Status
4-5 Campus Repair Status
Good
Good
Repair Needed and
Action Taken or Planned
System Inspected
SYSTEMS:
Gas Leaks, Mechanical/HVAC, Sewer
INTERIOR:
Interior Surfaces
CLEANLINESS:
Overall Cleanliness, Pest/Vermin Infestation
ELECTRICAL:
Electrical
RESTROOMS/FOUNTAINS:
Restrooms, Sinks/Fountains
SAFETY:
Fire Safety, Hazardous Materials
STRUCTURAL:
Structural Damage, Roofs
EXTERNAL:
Playground/School Grounds, Windows/ Doors/Gates/Fences
Fair
Poor
Fair
Poor
Facility Condition
Overall Rating
Exemplary
Good
Grades K-3 Campus
Grades 4-5 Campus
Fair
Poor
VII. TEACHERS
Teacher Credentials
Teachers
ICEF Public Schools
2010-11
2011-12
2012-13
2012-13
With Full Credential
15
10
21
160
Without Full Credential
4
11
0
22
Teaching Outside Subject Area of Competence (with full credential)
0
0
0
0
Teacher Misassignments and Vacant 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.
2011-12
2012-13
2013-14
Misassignments of Teachers of English Learners
Indicator
0
0
0
Total Teacher Misassignments
0
0
0
Vacant Teacher Positions
ICEF Public Schools
0
-8-
0
0
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-2013)
The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (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 website at:
http://www.cde.ca.gov/nclb/sr/tq/
Percent of Classes In Core Academic Subjects
Location of Classes
Taught by NCLB Compliant Teachers
Taught by Non-NCLB Compliant Teachers
100%
0%
LAUSD
87%
13%
VIII. SUPPORT STAFF
Academic Counselors and Other Support Staff (School Year 2012-2013)
Note: One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Title
FTE
Counselor (Social/Behavioral)
0.25
Nurse / Consultant
FTE
Speech/Language/Hearing Specialist / Consultant
available as needed
Resource Specialist
available as needed
Psychologist / Consultant
Title
1.00
0.25
IX. CURRICULUM AND INSTRUCTIONAL MATERIALS
Quality, Currency, and Availability of Textbooks and Instructional Materials (School Year 2013-2014)
The tables that follow contain information regarding ICEF’s core instructional resources and supplemental materials. ICEF ensures that every student
has access to the core instructional materials in each class. During novel units in literature, each student is issued an individual copy of the novel or
students may elect to purchase the novel, if desired. Each school site is solely responsible for the ordering, issuing, and maintenance of all textbooks
and instructional materials. Supplemental materials are used at the discretion of the school director, teacher, and academic departments.
Textbooks and Instructional Materials (Data Collected: January 2014)
Grade Level/
Course
Textbook Title
Publisher
Implementation Date
Grade K
SRA / McGraw-Hill, 2008
IStation Computer Adaptive Program
IStation
2013-2014
Units of Study in Opinion, Information and Narrative
Writing, Lucy Calkins Readers and Writers’ Project
Heinemann
2013-2014
The Comprehension Toolkit, Harvey, Stephanie & Goudvis,
Anne
Heinemann
2013-2014
Core Literature:
Cosby, Bill. The Meanest Thing to Say
Jennings, Sharon. Franklin and the Scooter
Grade 1
Lobel, Arnold. Frog and Toad All Year
Marshall, James. Fox on the Job
Various exemplar texts from Appendix B of the CCSS
2008-09
Imagine It!
IStation
2013-2014
Heinemann
2013-2014
Anne
Heinemann
2013-2014
Core Literature:
Park, Barbara. Junie B. Jones, Shipwrecked
Grade 2
2008-09
Imagine It!
Pilke, Dave. A Friend for Dragon
2008-09
Imagine It!
IStation
2013-2014
Heinemann
2013-2014
Anne
Heinemann
2013-2014
Core Literature:
Brown, Jeff. Flat Stanley
Cleary, Beverly. The Mouse and the Motorcycle
ICEF Public Schools
-9-
Grade Level/
Course
Textbook Title
Publisher
Implementation Date
Grade 3
IStation
2013-2014
Heinemann
2013-2014
Anne
Heinemann
2013-2014
Core Literature:
Cleary, Beverly. Ramona Quimby, Age 8
Blume, Judy. Double Fudge
Grade 4
Sachar, Louis. Holes
IStation
2013-2014
Heinemann
2013-2014
Anne
Heinemann
2013-2014
Reynolds Naylor,Phyllis. The Great Chicken Debacle
Yates, Elizabeth. Amos Fortune, Free Man
IStation
2013-2014
Heinemann
2013-2014
Anne
Heinemann
2013-2014
Ryan, Pam Munoz. Esperanza Rising
Spinelli, Jerry. Maniac Magee
2011-12
Prentice Hall Literature, CA edition with additional resources
Prentice Hall, 2005
iReady Computer Adaptive Program
Curriculum and Associates
Language Network (supplemental)
McDougall Littell, 2008
CA Edition, with additional resources
Core Literature:
Equiano, Olaudah. The Kidnapped Prince
Flake, Sharon G. The Skin I’m In
Lowry, Lois. The Giver
2013-2014
2008-09
Shakespeare, William. A Midsummer Night’s Dream
Woodson, Jacqueline. Locomotion
The Children’s Homer
2011-12
Prentice Hall Literature (supplemental)
Prentice Hall, 2005
The Language of Literature (supplemental)
CA Edition, with additional resources
Grade 7
Core Literature:
Carroll, Lewis. Alice’s Adventures in Wonderland
Cisneros, Sandra. The House on Mango Street
Curtis, Christopher Paul. The Watson’s Go to Birmingham
Gibson, William. The Miracle Worker
Grade 8
2008-09
Imagine It!
Core Literature:
Justor, Norton. The Phantom Tollbooth
Lowry, Lois. Number the Stars
Grade 6
2008-09
Imagine It!
Core Literature:
Bauer, Marion Dane. On My Honor
Curtis, Christopher. Bud, Not Buddy
Hamilton, Virginia. Zeely
Grade 5
2008-09
Imagine It!
2011-12
Prentice Hall, 2005
ICEF Public Schools
- 10 -
2008-09
Poetry Unit
Shakespeare, William. Julius Caesar
Taylor, Mildred. Roll of Thunder, Hear My Cry
Prentice Hall Literature (supplemental)
Core Literature:
Alvarez, Julia. How the Garcia Girls Lost Their Accents
Beals, Melba. Warriors Don’t Cry
Irving, Washington. The Legend of Sleepy Hollow
Lee, Harper. To Kill a Mockingbird
Miller, Arthur. The Crucible
2013-2014
2013-2014
Narrative of the Life of Frederick Douglass
Poetry Unit
Shakespeare. Othello
Steinbeck, John. The Pearl
Grade Level/
Course
Textbook Title
Publisher
Implementation Date
Grade 9
The Journey to
Adulthood
Core Literature:
Classical Myths (selections)
Hansberry, Lorraine. Raisin in the Sun
Homer. Odyssey
Meyers, Walter Dean. 145th Street (selected stories)
Poetry Unit
Shakespeare, William. Romeo and Juliet
Steinbeck, John. Of Mice and Men
Grade 10
Our Ethical Identity
Core Literature:
Faulkner, William. “Barn Burning” and “A Rose for Emily”
Marquez, Gabriel Garcia. Chronicle of a Death Foretold
Poe, Edgar, Allan. The Raven and Other Writings
Salinger, J.D. Catcher in the Rye
Shakespeare, William. Macbeth
Wilson, August. Fences
Grade 11
Reality vs. Our
Perception
Core Literature:
American Fiction (poetry and short story unit)
The Declaration of Independence
Fitzgerald, F. Scott. The Great Gatsby
Miller, Arthur. Death of a Salesman
Morrison, Toni. The Bluest Eye
Non-fiction and Rhetoric Readings
Readings:
Unit 1: The Writing Portion of the SAT
Sophocles. The Burial at Thebes
Mosely, Walter. The Thief
King, Martin Luther. Letter From a Birmingham Jail
Unit 2a: Critiquing an Argument Using the TIPP
Letters to the Editor
Grade 12
College Writing
Unit 2b: Rhetoric of the OpEd Page
Edlund, John. “Three Ways to Persuade”
Rifkin, Jeremy. “A Change of Heart About Animals”
Unit 3: Fast Food
Barboza, David. “If You Pitch It, They Will Eat
Brownlee, Shannon. “It’s Portion Distortion That Makes
America Fat”
Unit 4: Appearance and Discrimination
Greenhouse, Steven. “Going for the Look, but Risking
Discrimination”
Unit 5: Our Digital Future
Mezrich, Ben. The Accidental Billionaires
Selected Readings from Everything is an Argument
Unit 6: Censorship and Free Speech
Bradbury, Ray. Fahrenheit 451
Selections from Read, Reason, Write
Unit 7: Responsibility of Others
Eggers, Dave. Zeitoun
Hardin, Garrett. Life Boat Ethics
West, Cornell. Moral Obligations of a Democratic Society
Unit 8: Casual Arguments/Presenting a Solution: Violence
in Society
Beah, Ishamel, A Long Way Gone: Memoirs of A Boy Soldier
Selected reading from Read, Reason, Write
Other:
Ellison, Ralph. Invisible Man
Boyle, TC. Tortilla Curtain
Mathematics
McGraw Hill – MyMath
McGraw Hill
2013-2014
Dreambox Computer Adapative Program
Dreambox Learning
2013-2014
Glencoe - Math Connects, Course 1, CCSS
McGraw Hill, 2012
2012-13
Revolution Prep
Revolution Prep
2010-11
Glencoe - Pre Algebra, CCSS
McGraw Hill, 2012
2012-13
Revolution Prep
Revolution Prep
2010-11
Glencoe - Algebra, CCSS
McGraw Hill, 2012
2012-13
Revolution Prep
Revolution Prep
2010-11
Algebra I
Glencoe - Algebra, CCSS
McGraw Hill, 2012
2012-13
Geometry
Glencoe - Geometry, CCSS
McGraw Hill, 2012
2012-13
Algebra II
Glencoe - Algebra 2, CCSS
McGraw Hill, 2012
2012-13
PreCalculus with Limits: A Graphing Approach (5th Edition,
with additional resources)
Houghton Mifflin (Larson, Hostetler,
Edwards), 2008
2008-09
Calculus – Concepts and Contexts
Thomson (Stewart), 2005
2005-06
How to Prepare for the AP Calculus Exam
Barrons (Hockett and Bock), 2007
2007-08
Grades K-5
Grade 6
Grade 7
Grade 8
Precalculus
Calculus
ICEF Public Schools
- 11 -
Grade Level/
Course
Textbook Title
Publisher
Implementation Date
Science
Grades K-5
Grade 6
Science (CA Edition)
Harcourt Brace, 2000
2000-01
Imagine It - Science Curriculum Connections
SRA/McGraw-Hill, 2008
2008-09
Studies Weekly – Science
American Legacy Publishing
2011-12
Earth Science (CA Edition, with Lab Manual)
2008-09
Pearson Prentice Hall, 2008
2008-09
2008-09
2008-09
2008-09
Science Explorer: Focus on Earth Science, (CA Edition, with
Reading and Note Taking Guide)
Life Science (CA Edition, with Lab Manual)
Grade 7
Science Explorer: Focus on Life Science (CA Edition, with
Reading and Note Taking Guide)
Grade 8
Science Explorer: Focus on Physical Science (CA Edition,
Anatomy
Essentials of Human Anatomy and Physiology, 9th Ed.
Pearson, 2009
2012-13
Biology
Biology (CA Edition)
2008-09
Biology - AP
Biology (8th Edition-AP, with additional resources)
Prentice Hall (Campbell), 2008
2008-09
Chemistry
Chemistry: Matter and Change (CA Edition)
Glencoe, 2008
2008-09
Integrated Science
Integrated Science (Level Red)
Glencoe, 2008
2008-09
Physics
Conceptual Physics
Prentice Hall (Hewitt), 2006
2006-07
with Reading and Note Taking Guide)
Science Laboratory Equipment
Lab equipment is available for all high school science students in ICEF Public Schools enrolled in: Biology, Chemistry, Physics, AP Biology, AP
Physics, and Anatomy and Physiology. Most ICEF Science Departments have placed orders with Nasco for lab materials, supplies, and equipment
needed by teachers to carry out state standards-aligned science laboratory activities, in addition to pre-existing supplementary equipment and supplies.
Teachers collaborate interdepartmentally with other ICEF Public Schools to design labs, align labs to CA state standards, share lab supplies, and design
common forms of lab assessment for ICEF Public Schools.
Imagine It - Social Science Curriculum Connections
SRA/McGraw-Hill, 2008
2008-09
Houghton Mifflin Social Science Series (supplemental)
Houghton Mifflin
1999-00
Grades K-5
Teacher-created units based on standards (supplemental)
Grade 6
Studies Weekly – History-Social Science
American Legacy Publishing
2011-12
Ancient Civilizations
2008-09
History Alive! The Ancient World (with additional resources)
Teachers’ Curriculum Institute, 2008
2008-09
World History: Ancient Civilizations
McDougal Littell, 2006
2007-08
2008-09
2008-09
2008-09
2008-09
2008-09
History Alive! The Medieval World and Beyond (with
additional resources)
Grade 7
Medieval and Early Modern Times (CA Edition)
World History: Medieval and Early Modern Times (CA
Edition)
America: History of Our Nation (CA Edition)
Grade 8
1999-00
History Alive! US History Through Industrialism (with
additional resources)
Government
American Government
Holt (Kelman), 2003
2003-04
AP Government
Magruders American Government
Prentice Hall (McLenaghan), 2006
2006-07
The Americans (supplemental)
McDougal Littell (Danzer, Klor de Alva,
Krieger, Wilson, Woloch), 2005
2005-06
US History – Modern America (with additional resources)
Prentice Hall, 2008
2008-09
US History - AP
The American Pageant (13th Edition)
Houghton Mifflin (Kennedy, Cohen, Bailey),
2008
2008-09
World History I
Ancient World History (with additional resources)
McDougal Littell (Beck, Black, Krieger,
Naylor, Shabaka), 2007
2007-08
World History II
Modern World History (with additional resources)
McDougal Littell (Beck, Black, Krieger,
Naylor, Shabaka), 2008
2008-09
US History
ICEF Public Schools
- 12 -
Grade Level/
Course
Textbook Title
Publisher
Implementation Date
Foreign Language
French
Bon Voyage!
McGraw-Hill (Schmitt, Lutz), 2005
2009-10
Paso a Paso 1
Prentice Hall (Met, Sayers, Wargin), 2000
2003-04
Realidades 1 (with workbooks and other resources)
2008-09
Paso a Paso 2
2003-04
Realidades 2 (with workbooks and other resources)
2008-09
Paso a Paso 3
2003-04
Abriendo Paso Lectura
Prentice Hall (José Díaz), 2007
2007-08
Abriendo Paso Gramática
Prentice Hall (José Díaz), 2007
2007-08
AP Spanish: Preparing for the Language Examination, 3 ed. Prentice Hall (José Díaz), 2007
2007-08
Spanish I
Spanish II
Spanish III
AP Spanish
Language
rd
Core Curriculum and Pedagogical Philosophy
The ICEF instructional program emphasizes six attributes of a strong college-going culture, which supports our core mission of ensuring that all ICEF
students are prepared to enter and compete at the top colleges and universities in the nation:
(1) College Going Culture: All K-12 stakeholders embrace and embody those behaviors, skills, and environments which personally, socially, and
emotionally prepare all students to compete at the top colleges and universities in the nation.
(2) College Style Study Habits: Whether in the classroom or independently, students need to know how to organize and prioritize their short and longterm assignments while balancing their social and family schedules. ICEF Schools incorporate study skills into the curriculum, not just assigning students
a chapter to read, but teaching them how to read it closely in order to understand both the overarching themes, but also the subtle nuances; not just telling
the students to take notes on a lecture, but giving them the tools to do that effectively; and not just telling a student to study for a test, but advising them
on how to manage their time and providing strategies for success.
(3) College Level Analytical Writing: In order to prepare students for the demands of college-level writing, teachers will scaffold instruction to produce
writing products that meet the Common Core Writing Anchor Standards of writing for argumentation, writing to inform or explain, and writing to convey
experiences. Students will learn claim-based writing through a variety of techniques, including the Toulmin Model, a method of writing focused using
evidence for argumentation. Students will utilize these writing strategies to incorporate writing throughout each discipline and content area.
(4) College Style Discourse: Students possess the habits of mind to engage in intellectual strategies related to intellectual openness, inquisitiveness,
interpretation, and precision and accuracy to the point of automaticity. Through formalized Socratic Seminars and Shared Inquiry in the early grades,
students gain the competencies and habits of Socratic dialogue. They learn the academic language necessary to participate in a scholarly discussion and
how to listen intelligently and interpret responses. Students consistently practice the tools needed to participate in college-level discussions according to
the Common Core Listening and Speaking Anchor Standards. These skills include formulating an argument, relating evidence gained from the text to
support an argument, drawing on past experiences, correlating previous readings in the class with the current topic of the discussion, and evaluating other
speakers’ point of view, reasoning and rhetoric.
(5) Backwards Mapping to College Standards: Prior to the adoption of the Common Core Standards, ICEF had already adopted practices of
backwards mapping college readiness by examining the Secretary's Commission on Achieving Necessary Skills (SCANS), the University of
California/California State University (UC/CSU) system a-g requirements, and The College Board’s Standards for College Success and determining which
college-going skills, habits and behaviors are necessary for success. These same key measures are integral components of the principal and teacher
evaluations as reflected on the Teacher Effectiveness Framework. The Framework, which was developed when ICEF was part of The College Ready
Promise, focuses on three pedagogical priorities – College Readiness, Cognitive Engagement and Constructivism. These pedagogical priorities align with
the Common Core Standards and aim to develop classrooms in which teachers facilitate instruction and students take ownership of their own learning.
Instruction is aligned to the Common Core Standards and students are given multiple opportunities to think critically, analyze text, provide evidence-based
claims and apply conceptual mathematical skills to solve problems. ICEF teachers act as guides and facilitators in this learning process.
(6) Technology Readiness through Blended Learning: Blended learning “combines online delivery of educational content with the best features of
classroom interaction and live instruction to personalize learning, allow thoughtful reflection, and differentiate instruction from student-to-student across a
diverse group of learners.” With rapidly increasing use around the nation, this model is proving highly effective in helping schools address the struggles
of student achievement, limited resources, and the expectations of 21st century learners. ICEF Public Schools approach to Blended Learning uses
carefully selected technology based instructional programs that allow the teacher to maximize impact on students by streamlining tasks such as formative
assessment, remedial intervention, and independent skill practice. This frees the teacher to focus on the aspects of instruction that only a trained teacher
can accomplish: the building of higher order thinking skills, cognitive engagement, and the ICEF College Readiness Model.
ICEF Public Schools
- 13 -
X. SCHOOL FINANCES
Expenditures Per Pupil and Teacher Salaries (Fiscal Year 2011-2012)
This table displays a comparison of ICEF’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the
state, and a comparison of the average teacher salary at ICEF with average teacher salaries at the district and state levels. Supplemental/Restricted
expenditures come from money whose 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 whose 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 website at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE
Certificated Salaries & Benefits website at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the EdData website at: http://www.ed-data.org.
Expenditures Per
Expenditures Per
Total Expenditures
Average
Level
Pupil (Supplemental /
Pupil (Basic /
Per Pupil
Teacher Salary
Restricted)
Unrestricted)
ICEF Public Schools
$8,245
$786
$7,459
$51,380
LAUSD
n/a
n/a
n/a
$66,851
Percent Difference – ICEF Public Schools and LAUSD
n/a
n/a
n/a
-23.1%
State
n/a
n/a
$5,537
$69,704
Percent Difference – ICEF Public Schools and State
n/a
n/a
+34.7%
-26.3%
Types of Services Funded (Fiscal Year 2012-2013)
This section provides information about the programs and supplemental services (e.g., information about supplemental education services related to
the school’s federal Program Improvement status) that are available at the school and funded through either categorical or other sources. In addition to
general fund state funding, ICEF Public Schools receives state and federal categorical funding for special programs. For the 2012-13 school year, ICEF
Public Schools received state and federal aid for the following categorical programs:
State
•
•
•
•
•
•
•
•
Federal
Special Ed - AB 602
Supplemental Hours
Class Size Reduction (K-3)
Child Nutrition (State)
State Lottery
Charter School Categorical Block Grant
SB740
Art and Music Block Grant
•
•
•
•
•
•
Special Education - IDEA
Child Nutrition (Federal)
Title I, A, Basic Low Income
Title II, A, Teacher Quality
Title III, Limited English (LEP)
Title V, B, Charter School Grants
In addition to the categorical grants for the projects listed above, ICEF annually raises funds for ICEFwide programs. ICEF offers the following
programs to students:
•
•
•
•
•
Performing and Visual Arts
Athletics Program
Blended Learning and Technology in classrooms
College Readiness
After School and Summer School Programs
ICEF offers the following programs for qualified ICEF teachers and staff:
• Teacher Professional Development
• Beginning Teacher Support and Assessment (BTSA) Program
• Leadership opportunities for teachers as Cadre Leaders and BTSA Mentors
Teacher and Administrative Salaries (Fiscal Year 2011-2012)
Detailed information regarding salaries can be found on the CDE Certificated Salaries and Benefits website at http://www.cde.ca.gov/ds/fd/cs/.
ICEF Public Schools
LAUSD Amount
State Average For Districts
in Same Category
Beginning Teacher Salary
$39,800
$39,008
$41,462
Mid-Range Teacher Salary
$52,800
$62,307
$66,133
Highest Teacher Salary
$77,000
$77,359
$85,735
Average Principal Salary (Elementary)
$96,500
$104,537
$107,206
Category
Average Principal Salary (Middle)
$93,600
$114,610
$111,641
Average Principal Salary (High)
$108,700
$115,924
$122,628
n/a
$275,000
$225,176
Percentage of Budget for Teacher Salaries
29.0%
35.0%
38.0%
Percentage of Budget for Administrative Salaries
11.0%
5.0%
5.0%
Superintendent Salary
ICEF Public Schools
- 14 -
XI. INSTRUCTIONAL PLANNING AND SCHEDULING
Professional Development
This section provides information on the annual number of school days dedicated to professional development and continuous professional growth.
Professional Development – Prior to School Opening (8 days total): In 2012-2013, prior to school opening in the Fall, three days were dedicated to
Professional Development for new staff, followed by five days of professional development for all teachers. For the 2013-2014 school year, five days of
Professional Development was provided for all new and returning staff. Professional development consists of workshops designed to help understand
the ICEF mission, the Common Core State Standards, the ICEF Instructional Elements, , effective instructional practices, and classroom management
strategies.
Professional Development - Early Release Days All schools dismiss students at 12:30pm on Wednesdays to provide time for teachers to collaborate
within and across grade levels and content areas. Professional development is focused on the Common Core State Standards, as well as the Teacher
Effectiveness Framework. Workshops are led by school site Instructional Teams, teachers, and teacher leaders, and the Home Office Instructional
Team.
Data Days (4 days total): For the 2012-2013 school year, all ICEF teachers and administrators met to review benchmark assessment data four times
during the year during Data Days. During these data review days, teachers met with their school sites and with their content areas to analyze student
benchmark results. Assessments are administered in grades K-12 across all core content areas (where developmentally appropriate). The home office
supports schools by consolidating results and providing technical support during the administration of the assessments. During the 2013-2014 year,
ICEF teachers and administrators will once again meet four times a year to analyze data. Data days will also include Professional Development aligned
to the Common Core State Standards and the Teacher Effectiveness Framework to provide teachers with strategies to utilize in the classroom based on
the assessment data.
Director Retreat and Monthly Director Meetings (12 days total): According to research conducted by Paul Bambrick-Santoyo, as well as research
from the Wallace Foundation, school success is highly contingent upon the Principal’s effectiveness as an instructional leader. An effective instructional
leader focuses on high leverage practices that keep a laser sharp focus on instruction – data analysis, lesson observation and feedback, curriculum
planning, providing effective professional development, managing student and staff culture, and developing strong instructional leadership teams.
Professional Development for Directors is focused on these high leverage practices. Directors participate in monthly professional development
workshops, which include classroom learning walks, critical inquiry and consultancies to help Directors be more effective Instructional Leaders.
BTSA Induction Program (10 days total + variable support time): ICEF continues to provide beginning teachers with a pathway to their clear
credential with its own state-approved BTSA program. Currently, 45 teachers are participating in the BTSA program and are receiving individualized
coaching and mentoring. For those teachers who are not eligible for BTSA but are still new, individualized help may be requested or they may be
referred by their principal to receive informal individualized mentoring by a master teacher. Teachers in the BTSA Induction Program are supported by a
team of 19 mentors.
Teacher Evaluation and Development Process: Teachers are monitored through multiple informal observations and at least one formal observation
using the Teacher Effectiveness Framework, based on the work of the College Ready Promise and the Framework for Effective Teaching developed by
Charlotte Danielson. At the beginning of the academic year, teachers meet with immediate supervisors to set goals and create a Professional Learning
Plan (PLP) aligned to indicators on the Teacher Effectiveness Framework. Teachers are scored on a points system, consisting of one scheduled formal
observation, four unscheduled informal observations, and a scorecard covering effective teaching practices that may not be evident during an
observation. Data from the process is collected throughout the year to help drive professional development.
ICEF Public Schools
LTownsend – January 2014
- 15 -

School Accountability Report Card

Transcription

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