Los Padrinos Juvenile Hall School

Transcription

Los Padrinos Juvenile Hall
Rochelle James, Principal
2011-12 School Accountability Report Card — Published During the 2012-13 School Year
7285 Quill Drive Downey, CA 90242
Phone: (562) 803-6648/6649 Fax: (562) 940-8729
GRADES 7-12
www.lacoe.edu
Director’s Message
The Los Angeles County Office of Educa on (LACOE), Division of Student Programs (DSP), serves
over 2,500 students each day in a variety of educa onal se ngs. LACOE’s quality academic and
co-curricular programs are represented in the juvenile halls, camps, community day schools, independent study programs and in two specialized high schools.
The Division’s Juvenile Court Schools and Alterna ve Educa on students represent the youth in Los
Angeles County in a variety of situa ons. For the most part, students have been removed from their
homes and/or school districts due to delinquency (truancy, behavioral issues) or are at risk of academic failure. In those cases, with the support of LACOE’s partners in the County’s Proba on, Mental Health, Health Services and other local agencies, DSP is helping to reshape the lives of our At-Risk
Youth. Some of the programs offered include a high school diploma program, General Educa onal
Development (GED) prepara on and examina on, career/technical, educa onal, special educa on
services, and individualized academic interven on programs. Students benefit from direct instrucon, computer-based instruc on and in prepara on for addressing the Common Core curriculum,
Project-Based Learning. In addi on, students par cipate in Posi ve Behavioral Interven on Support Programs (PBIS) to address their social and emo onal needs.
LACOE’s two specialized high schools offer intense academic rigor and specialized skills in the areas of the Arts and Sciences. With the support of California State Polytechnic University Pomona
(Cal-Poly) and California State University Los Angeles (CSULA), students from Los Angeles County
are offered a conservatory-style training program in the visual and performing arts, project-based
learning, and the Young Scholars Program. All students enrolled at the specialized high schools must
meet criterion including academic, behavior and a endance standards.
The overall goal of LACOE’s DSP is that all students leave our programs with the skills and knowledge
they will need to succeed in their educa onal pursuits in school, community and whatever their
future path holds.
Parental Involvement
Los Angeles
County Office of Education
Arturo Delgado, Ed.D., Superintendent
Cuauhtémoc Avila, Ed.D.,
Assistant Superintendent
Perry Wiseman, Ed.D., Director
9300 Imperial Highway
Downey, CA 90242-2890
Phone: (562) 922-6111
Fax: (562) 940-1727
www.lacoe.edu
Mission Statement
The Los Angeles County
Office of Educa on is in the
business of promo ng
excellence by providing
comprehensive educa onal
services to all communi es.
The Los Angeles County Office of Educa on recognizes that parents* are their children’s first and
most influen al teachers and that con nued involvement by parents, as partners in their children’s
educa on, contributes greatly to student academic achievement and a posi ve learning environment.
CDS Code: 19101990121897
The educa on of students is a shared responsibility between school and parents. Parents have the
responsibility and opportunity to par cipate in their children’s educa on by engaging with schools
in mutually suppor ve and respec ve ways.
In collabora on with the Los Angeles County Department of Proba on, the Department of Mental
Health and other stakeholders; a variety of opportuni es exist for parents to become involved in
Division of Student Programs Schools.
Monthly, at Sunday parent mee ngs in our JCS se ngs, parents meet with school personnel and
transi on counselors to obtain informa on on their child’s credit accumula on, transcripts, gradua on requirements, GED cer ficates and standardized test scores. Addi onally, at these mee ngs
parents are provided informa on regarding the school, student performance, behavior, academics,
linkage to mental health, community resources and services.
In 2007, the Barry J. Nidorf Juvenile Hall School in Sylmar formed the state’s first PTSA at a youth
deten on facility. Other sites formed their PTSA’s in 2008 and therea er.
At all our sites:
• Parents have the opportunity to receive informa on and enroll their child (from birth to age
18) in health, vision and dental insurance through the school based Health Outreach Program
Partnership. The partnership consists of over 35 state Cer fied Applica on Assistance health
care agencies, made available to parents to assist with obtaining free- or low-cost health care
insurance.
• Parents par cipate on the Shared Decision Making Council (SDMC), School Site Council (SSC)
and the English Language Advisory Commi ee (ELAC).
• Parents par cipate in students’ special educa on or Individualized Educa on Program (IEP)
mee ngs.
ConƟnued on page 2
School Accountability
Report Card
In accordance with State
and federal requirements, the
School Accountability Report
Card (SARC) is put forth annually
by all public schools as a tool for
parents and interested par es to
stay informed of the school’s
progress, test scores and
achievements.
2
• 2011-12 SARC
Class Size
The bar graphs display the three-year data for average class size and the table displays the three-year
data for the number of classrooms by size.
Three-Year Data Comparison
Class Size Distribution — Average Class Size
09-10
10-11
11-12
16
14
14
13
English-Language Arts
Mathematics
Science
09-10
History-Social Science
10-11
11-12
23-32
33+
1-22
23-32
33+
1-22
23-32
33+



34
3
13



Mathema cs



34
3
6



Science



13
1
6






18
1
7



Mission Statement:
Enrollment and Demographics
The total enrollment at the school was 342 students for the 2011-12 school year.*
2011-12 School Year
Demographics
2011-12
2011
12 SARC
Native Hawaiian
or Pacific
Islander
<1%
Asian
1%
For more informa on on how to
become involved, contact Shylee
Johnson, Title I Counselor, at (562)
803-6648.
1-22
Black or African
American
33%
White
7%
American Indian
or Alaska Native
<1%
ConƟnued from page 1
• Parents are made aware of and
invited to special school events
such as the Academic Bowl, College and Career Fairs, assemblies,
etc. Click on the following URL for
media coverage of Central’s Open
House to the community.
(*Parents include any caregiver who
has the responsibility for caring for a
child, including parents, guardians,
grandparents, stepparents, foster parents, aunts, etc.)
Class Size Distribution — Number of Classrooms by Size
Subject
Parental Involvement
Two or More
Races
1%
Hispanic or
Latino
58%
No Response
<1%
 Prior to 2010-2011, DSP camps and halls reported data as a division. For accountability purposes, these sites
began repor ng individually in 2010-2011. Therefore, no data prior to 2010-2011 is available..
* Enrollment data was gathered from DataQuest and is accurate as of September 2012.
Our mission is to provide assessment
driven and relevant educa onal programs employing innova ve teaching strategies and technologies for
students to:
• Achieve measurable growth and
mastery in Reading, Wri ng and
Mathema cs;
• Develop integrity, good judgment, and respect for self and
others;
• Develop a posi ve road map for
the future
Vision Statement:
Our vision is to be a leading learning
ins tute where students in transi on
can:
• Achieve academic growth and
cri cal thinking skills;
• Demonstrate personal responsibility and self-esteem;
• Develop a plan for transi on to a
successful future
3
• 2011-12 SARC
Textbooks and Instructional Materials
The Instruc onal Materials Sufficiency Study and Report reviewed by the Los Angeles County Board
of Educa on on September 11, 2012, concluded that LACOE’s Educa onal Programs; which includes
the Division of Student Programs, were sufficient in all core disciplines in 2012-2013.
All students have copies of textbooks and instruc onal materials to use in class. Due to safety and
security concerns, however, students in juvenile deten on facili es are not permi ed to have textbooks in their living quarters. Annexed libraries containing textbooks and reading material are available in every living unit.
Availability of Textbooks and
Instructional Materials
The following lists the percentage of
pupils who lack their own assigned
textbooks and instruc onal materials.
Percentage of Students Lacking
Materials by Subject
All textbooks approved by the Los Angeles County Board of Educa on are in compliance with the
California Educa on Code and are aligned with California State Standards.
Following is a list of standards-aligned textbooks and instruc onal materials used by the DSP in the
core subjects of English/language arts, mathema cs, science, and history-social science. LACOE’s
textbooks and instruc onal materials are adopted by the State Board of Educa on (K-8th) and the
Los Angeles County Board of Educa on (9th-12th) and are consistent with the state textbook adopon cycle.
Reading/Language Arts
0%
Mathema cs
0%
Science
0%
0%
Visual and Performing Arts
0%
Foreign Language
0%
Health
0%
Science Laboratory
Equipment
0%
2012-13 School Year
Textbooks and Instructional Materials List
Subject
2012-13 School Year
Textbook
Adopted
Math Basics A-H
McDougal Holt
2008
Algebra 1A/B
Holt McDougal
2008
Algebra 1A/B
McDougal Holt
2008
Algebra II A/B
McDougal Li ell
2008
Geometry
McDougal Li ell
2008
Geometry A/B
McDougal Holt
2008
Geometry A/B
Key Curric. Press
2008
Integ. Math 1 A/B
Key Curric. Press
2008
Pearson/Pren ce Hall
2008
Biology
Holt, Rinehart and Winston
2008
Physics
Pren ce Hall
2008
The following table outlines the criteria
required for choosing textbooks and
instruc onal materials.
Chemistry
Pren ce Hall
2008
Quality of Textbooks
Chemistry
Glencoe McGraw-Hill
2008
English
McDougal Li ell
2008
English/Language Development
Hampton Brown
2008
Modern World History A/B
2008
U.S History A/B
2008
U. S. Government
2008
Economics
2008
Currency of Textbook Data
This table displays the date when the
textbook and instruc onal materials
informa on was collected and verified.
Currency of Textbook
2012-13 School Year
Earth Science
Data Collec on Date
09/2012
Quality of Textbooks
2012-13 School Year
2011-12
2011
12 SARC
Criteria
 Not applicable.
Are the textbooks adopted
from the most recent
state-approved or local
governing board approved
list?
Are the textbooks
consistent with the
content and cycles of the
curriculum frameworks
adopted by the State
Board of Educa on?
Does every student,
including English Learners,
have access to their own
textbooks and instruc onal
materials to use in class
and to take home?
Yes/No
Yes
Yes
Yes
4
• 2011-12 SARC
School Facility Items Inspected
The tables show the results of the school’s most recent inspec on using the Facility Inspec on Tool
(FIT) or equivalent school form. The following is a list of items inspected.
• Restrooms/Fountains: Restrooms,
• Systems: Gas Systems and Pipes, Sewer,
Sinks/Drinking Fountains (interior
Mechanical Systems (hea ng, ven la on,
and exterior)
and air condi oning)
• Safety: Fire Safety Equipment,
• Interior: Interior Surfaces (floors,
Emergency Systems, Hazardous
ceilings, walls, and window casings)
Materials (interior and exterior)
• Cleanliness: Pest/Vermin Control, Overall
• Structural: Structural Condi on,
Cleanliness (school grounds, buildings,
Roofs
rooms, and common areas)
• External: Windows/Doors/Gates/Fences,
• Electrical: Electrical Systems
Playgrounds/School Grounds
(interior and exterior)
School Facility Good Repair Status
This inspec on determines the school facility’s good repair status using ra ngs of good condi on,
fair condi on, or poor condi on. The overall summary of facility condi ons uses ra ngs of exemplary, good, fair, or poor condi on.
2012-13 School Year
School Facility Good Repair Status
Items Inspected
Repair Status
Items Inspected
Repair Status
Systems
Good
Restrooms/Fountains
Good
Interior
Good
Safety
Good
Cleanliness
Good
Structural
Good
Electrical
Good
External
Good
Overall Summary of Facility Condi ons
Good
Date of the Most Recent School Site Inspec on
06/26/2012
Date of the Most Recent Comple on of the Inspec on Form
12/10/2012
School Facilities
Los Padrinos opened in 1957 as the second oldest juvenile deten on facility in Los Angeles County.
Children are housed at Los Padrinos while awai ng court ac on or transfer to another proba on
facility, such as a juvenile camp, placement or a commitment at the California Youth Authority.
2011-12
2011
12 SARC
Recently, at an es mated cost of 36 million dollars, two new housing unit structures have been
built on the site. Each new housing unit will accommodate 120 beds for a total bed capacity of 240
beds. Currently the Girls’ and Boys’ Severe Handling Units are installing cameras in the living units
and classrooms.
The Los Padrinos (LP) PAU campus is comprised of two wings, six units and two Special Handling
Units (SHU). The North wing contains four classrooms, one of which is a Special Day Class (SDC), servicing Special Educa on students, while the other three are regular educa on classes that service
the female students a ending LP. The South wing is comprised of ten classrooms, two of which are
SDC, one Special Educa on Resource, five General Educa on classes, one Math Prep class (supplemental), and one Assessment Center (computer lab). Within the four units are ten General Educaon Classrooms. The South wing and units serve only male students a ending LP. There is a Boy’s
and Girl’s Special Handling Unit (SHU), where students receive daily academic instruc on in the
dayrooms of their housing units. Los Padrinos also has a gymnasium, a library and three portable
technology carts available for student use.
The Los Angeles County Office of Educa on takes great effort to ensure that all its Educa onal Program facili es are clean, safe and func onal. In collabora on with Proba on, LACOE conducts a
monthly inspec on. A Facili es Inspec on Checklist is used to record condi ons observed and to
recommend correc ve ac on for all unsafe condi ons. If any unsafe condi ons are noted during the
inspec on, the informa on is sent to Proba on ISD Services for oversight and follow-up. A request
for services is sent to LACOE Building Services if the condi on cannot be corrected by on-site staff.
ConƟnued on sidebar
School Facilities
ConƟnued from leŌ
The Janitorial staff consists of three
custodians, one during the day and
two that work at night. Through daily
monitoring, the maintenance crew
ensures that the school is safe, clean
and in good repair.
By working collabora vely with Los Angeles County Proba on, students at Los
Padrinos are, at all mes, and kept safe
on school grounds. Students are always
closely monitored and procedures are
in place for security.
Informa on about the condi on of a
specific classroom or site may be obtained by calling the LACOE’s Division
of Student Programs at (562) 803-8203.
5
• 2011-12 SARC
School Safety
A Comprehensive School Safety Plan is in place for each site. It is revised and reviewed annually by
staff, parents and other stakeholders.
Professional Development
The School Safety Plan has the following key elements:
• Child Abuse repor ng procedure
• Disaster response procedure- monthly safety drills
• Suspension and Expulsion Policies
• Procedure for no fying teachers about dangerous pupils
• Sexual harassment policy
• School-wide dress code prohibi ng gang-related apparel
• Procedures for safe ingress and egress from school
• Procedures to ensure a safe and orderly environment (social climate- people and programs,
physical environment- place)
• Rules and procedures on school discipline
• Procedures adopted under the Safe and Drug-Free schools act
• Hate Crime policies and procedures
• Bullying preven on policies and procedures
For the 2009-10 school year, we dedicated 18 days for professional development. In 2010-11, there were 149 days,
and in 2011-12, there were 111 days
dedicated for professional development.
ConƟnued from leŌ
All campuses are closed except to authorized parents and visitors. Facili es are regularly maintained, inspected and repaired. Many schools have security alarm systems and all school sites have
a direct connec on to the fire department. Fire ex nguishers are checked rou nely.
The School Safety Plan was last reviewed, updated, and discussed with the school faculty in February 2013.
Professional Development
The majority of professional development for LACOE-run schools is coordinated centrally by the
Professional Development unit, as well as the Curriculum & Instruc on Unit. Training opportuni es
for all staff are driven by current and evidence-based research, and are connected to curriculum
guides/pacing plans, instruc onal materials, county/state/federal laws and the District’s overall
goals and instruc onal focus.
Instruc onal and Professional Development Focus 2011-2012
Public Internet Access
Educa onal Programs provide California-Standards-Based Curriculum Pacing Plans, StandardsBased Instruc onal Materials, as well as apply research-based instruc onal models/strategies to
facilitate all students’ ability to meet or exceed the State assessment systems performance standards and measures.
Internet access is available at public
libraries and other loca ons that are
publicly accessible (i.e., the California
State Library). Access to the Internet
at libraries and public loca ons is
generally provided on a first-come,
first-served basis. Other use restric ons
include the hours of opera on, the
length of me that a worksta on may
be used (depending on availability),
the types of so ware programs available at a worksta on, and the ability
to print documents.
Instruc on and Professional Development specific Focus Areas:
• Content Literacy Expansion in Core Curriculum courses
• Mathema cs Interven on and Subject Content Development
• Instruc onal Technology integrated into all classrooms
• Fully Implement Datawise
• Posi ve Behavior Instruc onal System implemented across the Division of Student Programs
2011-12
2011
12 SARC
Professional development is delivered both at the sites and regionally. Professional development
at the sites occurs monthly.
LACOE provides leadership ins tutes for administrators and has established professional learning
communi es, teaching and learning study groups, and classroom/campus walkthroughs.
Professional development opportuni es for teachers and administrators cover interven on strategies for struggling students and differen ated instruc onal strategies for teaching English-Language
Arts, Mathema cs (Algebra and Geometry), Science, and History-Social Science courses.
LACOE Educa onal Programs serve a large popula on of students who are iden fied as English
Learners (EL). Teachers are offered staff development opportuni es that focus primarily on building
their skills and strategies for teaching EL students.
LACOE Educa onal Programs and Human Resource Services (HRS) have collabora vely established
criteria and processes to ensure that teachers are highly qualified as required by the federal No
Child Le Behind Act. Addi onally, Educa onal Programs and HRS collaborate in suppor ng new
teachers through the pre-intern and Beginning Teacher Support and Assessment (BTSA) programs.
Overall, professional development supports improving the skills of teachers, paraeducators, and
administrators to promote student academic achievement, as well as to enhance students’ ability to
become socially responsible ci zens.
ConƟnued on sidebar
6
• 2011-12 SARC
STAR Results for All Students
The Standardized Tes ng and Repor ng (STAR) results are evaluated and compared to state standards using the following five performance levels: Advanced (exceeds state standards); Proficient
(meets state standards); Basic; Below Basic; and Far Below Basic. Students scoring at the Proficient
or Advanced level meet state standards in that content area. The tables show the percentage of students that scored at Proficient or Advanced levels in English-language arts, mathema cs, science,
and history-social science.
Students Scoring at Proficient or Advanced Levels
Los Padrinos
Juvenile Hall
Subject
LACOE
California
09-10 10-11 11-12 09-10 10-11 11-12 09-10 10-11 11-12

8%
3%
28%
30%
33%
52%
54%
56%
Mathema cs

0%
1%
20%
19%
23%
48%
50%
51%
Science

2%
3%
22%
24%
27%
54%
57%
60%

1%
1%
18%
19%
24%
44%
48%
49%
STAR Results by Student Group: English-Language Arts,
Mathematics, Science, and History-Social Science
Spring 2012 Results
Group
Science
HistorySocial Science
All Students in the District
33%
23%
27%
24%
All Students at the School
3%
1%
3%
1%
Male
4%
1%
5%
1%
Female
3%



Black or African American
2%



American Indian or Alaska Na ve




Asian




Filipino




3%

4%

Na ve Hawaiian or Pacific Islander




White




Two or More Races




Socioeconomically Disadvantaged
3%
1%
3%
1%
English Learners
2%
2%

3%
Students with Disabili es




Students Receiving
Migrant Educa on Services




Hispanic or La no
2011-12
2011
12 SARC
EnglishMathema cs
Language Arts
began repor ng individually in 2010-2011. Therefore, no data prior to 2010-2011 is available.
 Scores are not shown when the number of students tested is 10 or less, either because the number of
students tested in this category is too small for sta s cal accuracy or to protect student privacy.
Standardized Testing and
Reporting Program
The Standardized Tes ng and Reporting (STAR) Program aims to iden fy
strengths and weaknesses to improve
student learning. STAR consists of
several key tests that are designed for
the student’s age and individual needs.
These tests include: the California
Standards Test (CST), California Modified Assessment (CMA), and California
Alternate Performance Assessment
(CAPA).
The CSTs are mul ple choice tests in
English-language arts, mathema cs,
science, and history-social science for
varying grade levels. Some grade levels
also par cipate in an essay wri ng
test. The CSTs are used to determine
students’ achievement of the California
Academic Content Standards. These
standards describe the knowledge and
skills that students are expected to
learn at each grade level and subject.
The CMA is a modified assessment for
students with disabili es who have an
individualized educa on program (IEP).
It is designed to assess those students
whose disabili es prevent them from
achieving grade-level proficiency on an
assessment of the content standards
with or without accommoda ons.
The CAPA is an alternate assessment
for students with significant cogni ve
disabili es who are unable to take the
CST with accommoda ons or modificaons or the CMA with accommodaons.
For more informa on on the STAR
program including tests, par cipa on,
groups, and scores by grade level,
please visit h p://star.cde.ca.gov/.
7
• 2011-12 SARC
Academic Performance Index
API Testing
The Academic Performance Index (API) is an annual measure of the academic performance and
progress of the schools within California. API is measured on a scale from 200 to 1,000. This score
reflects the school, district or a student group’s performance level, based on the results of statewide
tes ng. The state has set an API score of 800 as the statewide target.
Assessment data is reported only for
numerically significant groups. To be
considered numerically significant for
the API, the group must have either:
(1) at least 50 students with valid STAR
Program scores who make up at least
15% of the total valid STAR Program
scores, or (2) at least 100 students with
valid STAR Program scores.
The annual API repor ng cycle consists of the Base and Growth API. The Base API begins the reporting cycle and the results are released approximately a year a er tes ng occurs (e.g. The 2011 Base
API is calculated from results of statewide tes ng in spring 2011, but the results are not released unl May 2012). Growth API, calculates test results in the same fashion and with the same indicators
as the Base API but from test results of the following year (e.g. The 2012 Growth API is calculated
from results of statewide tes ng in spring 2012 and released in September 2012). The year of the
API corresponds to the year of tes ng. Therefore, for the 2011-12 API repor ng cycle, the 2011 Base
indicator and 2012 Growth indicator are used. To represent how much a school’s API changed from
2011-12 (known as the 2011-12 API Growth), the 2011 Base API is subtracted from the 2012 Growth
API. The Base API Report includes the Base API, targets, and ranks. The Growth API Report includes
Growth API, growth achieved, and whether or not targets were met.
API Ranks
Schools are ranked in ten categories
of equal size, called deciles, from 1
(lowest) to 10 (highest) based on their
API Base reports. A school’s “statewide
API rank” compares its API to the APIs
of all other schools statewide of the
same type (elementary, middle, or
high school). A “similar schools API
rank” reflects how a school compares
to 100 sta s cally matched similar
schools. This table shows the school’s
three-year data for statewide API rank
and similar schools API rank, for which
informa on is available.
To learn more about API, visit the API informa on guide at www.cde.ca.gov/ta/ac/ap/documents/infoguide12.pdf and the API overview guide at www.cde.ca.gov/ta/ac/ay/documents/overview12.pdf.
API Ranks
API Ranks
2009
2010
2011
Statewide API Rank



Similar Schools API Rank



API Growth by Student Group
This table displays, by student group, first, the 2012 Growth API at the school, district, and state level followed by the actual API change in points
added or lost for the past three years at the school.
2012 Growth API and Three-Year Data Comparison
API Growth by Student Group
2012 Growth API
Group
LACOE
Los Padrinos
Juvenile Hall –
Actual API Change
California
Number
of Students
Growth
API
Number
of Students
Growth
API
09-10
10-11
11-12
342

1,852
667
4,664,264
788





221
580
313,201
710





5

31,606
742



Asian


77
877
404,670
905



Filipino


35
904
124,824
869



Hispanic or La no


1,174
631
2,425,230
740





6

26,563
775



White


304
831
1,221,860
853



Two or More Races


24
439
88,428
849





1,152
570
2,779,680
737



English Learners


569
547
1,530,297
716





240
458
530,935
607



All Students
2011-12
2011
12 SARC
Los Padrinos
Juvenile Hall
Number
Growth
of Students
API
 Prior to 2010-2011, DSP camps and halls reported data as a division. For accountability purposes, these sites began repor ng individually in 2010-2011.
Therefore, no data prior to 2010-2011 is available..
 This API is calculated for a small school or a small LEA, defined as having between 11 and 99 valid STAR Program test scores included in the API. APIs based on
small numbers of students are less reliable and therefore should be carefully interpreted. Similar schools ranks are not calculated for small schools.
 Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for sta s cal
accuracy or to protect student privacy.
 Data are reported only for numerically significant groups.
8
• 2011-12 SARC
Adequate Yearly Progress
The No Child Le Behind (NCLB) Act requires that all schools and districts meet Adequate Yearly
Progress (AYP) requirements. California public schools and districts are required to meet or exceed
criteria in these four target areas:
1. Par cipa on rate on statewide assessments in English-language arts and mathema cs
2. Percentage of students scoring proficient on statewide assessments in English-language arts
and mathema cs
3. API scores
4. Gradua on rate for high schools
Advanced Placement Courses
Advanced Placement Courses are not
offered at Los Padrinos Juvenile Hall .
The table displays whether or not the school and district met each of the AYP criteria and made
overall AYP for 2011-12. For more informa on, visit www.cde.ca.gov/ta/ac/ay/.
2011-12 School Year
Adequate Yearly Progress Criteria
LACOE
No
No
Met Overall AYP
EnglishLanguage Arts
Mathema cs
EnglishLanguage Arts
Mathema cs
Par cipa on Rate
Yes
Yes
Yes
No
Percent Proficient
Yes
Yes
No
No
AYP Criteria
API

Yes
Gradua on Rate
No
No
Federal Intervention Program
Districts and schools receiving Title I funding that fail to meet AYP over two consecu ve years in the
same content area (English-language arts or mathema cs) or on the same indicator (API or graduaon rate) can enter into Program Improvement (PI). Each addi onal year that the district or schools
do not meet AYP results in advancement to the next level of interven on. This table displays the
2012-13 Program Improvement status for the school and district. For more informa on, please visit
www.cde.ca.gov/ta/ac/ay/.
2012-13 School Year
Federal Intervention Program
LACOE
Not In PI
In PI
First Year of Program Improvement

2008-2009
Year in Program Improvement

Year 3
2011-12
2011
12 SARC
Program Improvement Status
Number of Schools Iden fied for Program Improvement
12
Percent of Schools Iden fied for Program Improvement
36.40%
 The API indicator for AYP cannot be determined when there are fewer than 50 valid test scores.
 Not applicable.
“Parents have the responsibility and opportunity to
participate in their children’s education by engaging with
schools in mutually supportive and respective ways.”
Types of Services Funded
In addi on to general state funding,
the Los Angeles County Office of Educaon receives state and federal funding
for the following categorical funds and
other support programs:
• Title I Part A Neglected
• Title I Part D Delinquent
Programs and services provided at the
school to assist in student learning
include:
• Ac ve science labs- Science
standards taught through hands
on labs
• Theater of Hearts- Visual and
performing arts
• Inspira on 52- Poetry Character
development and spoken word
• Spirit Awakening- Poetry, wri ng
and character development
• Title I Math teacher
• Title I Tutors (English Learner and
General Educa on)
• A er School Programs for
California High School Exit Exam
(CAHSEE) and General Educa on
Development Test (GED)
• Para-educators
9
• 2011-12 SARC
Completion of High School Graduation Requirements
This table shows the percentage of students (who began the 2011-12 school year in the 12th grade)
who met all local gradua on requirements for receiving a high school diploma including having
passed both the English-language arts and mathema cs por ons of the CAHSEE or received a local
waiver or state exemp on. Please note state results are not available. For more informa on, please
visit www.cde.ca.gov/ta/tg/hs.
Gradua ng Class of 2012
Completion of High School Graduation Requirements
Group
LACOE
All Students
0.6%
8.0%
2.1%
5.0%


Asian

14.3%
Filipino


0.0%
8.8%


0.0%
6.8%


0.0%
6.2%


2.1%
3.5%
Hispanic or La no
White
Two or More Races
English Learners
California Physical Fitness Test
Each spring, all students in grades 5, 7,
and 9 are required to par cipate in the
California Physical Fitness Test (PFT).
The Fitnessgram® is the designated
PFT for students in California public
schools put forth by the State Board of
Educa on. PFT measures six key fitness
areas:
1. Aerobic Capacity
2. Body Composi on
3. Flexibility
4. Abdominal Strength
and Endurance
5. Upper Body Strength
and Endurance
6. Trunk Extensor Strength
and Flexibility
Encouraging and assis ng students in
establishing lifelong habits of regular
physical ac vity is the primary goal
of the Fitnessgram®. The table shows
the percentage of students mee ng
the fitness standards of being in the
“healthy fitness zone” for the most recent tes ng period. For more detailed
informa on on the California PFT,
please visit www.cde.ca.gov/ta/tg/pf/.
Percentage of Students
Meeting Fitness Standards
2011-12 School Year
Graduates and Dropouts
Grade 7
This table displays the gradua on and dropout rates for the most recent three-year period for which
data is available. Please note, a new method for calcula ng gradua on and dropout rates was implemented star ng with the class of 2010. The new rates should not be compared to data from previous years. Please visit www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for more informa on.
Graduation and Dropout Rates
2011-12
2011
12 SARC
Gradua on Rate
Four of Six Standards

Five of Six Standards

Six of Six Standards

Grade 9
Dropout Rate
08-09
09-10
10-11
08-09
09-10
10-11
Four of Six Standards
22.70%

70.48%
71.53%

18.90%
15.70%
Five of Six Standards
40.90%
LACOE

70.48%
71.53%

18.90%
15.70%
Six of Six Standards
13.60%
California

74.72%
76.26%

16.6%
14.4%
 Scores are not shown when the number of students tested is 10 or less, either because the number of
students tested in this category is too small for sta s cal accuracy or to protect student privacy.
 Informa on not available.
The 2008-09 gradua on and dropout rates are not displayed because they are based on a different method

of calcula on and cannot be compared to the data using the new cohort calcula on method.
“The Los Angeles County Office of Education takes
great effort to ensure that all its Educational Program
facilities are clean, safe and functional.”
10
• 2011-12 SARC
California High School Exit Exam Results
The table displays the percentage of students scoring at Proficient or Advanced levels for the most
recent three-year period. Note: The score a student must achieve to be considered Proficient is different than the passing score for gradua on requirement.
Mathema cs
09-10
10-11
11-12
09-10
10-11
11-12

2%
11%

3%
15%
LACOE
28%
31%
29%
26%
28%
30%
California
54%
59%
56%
54%
56%
58%
California High School
Exit Exam Results
The California High School Exit Exam
(CAHSEE) is primarily used as a graduaon requirement in California. Students
are first tested in tenth grade and have
mul ple chances to retake the test
if the student does not pass the first
me. The grade 10 results of this exam
are also used to determine AYP for high
schools as required by the federal NCLB
law. The CAHSEE has two sec ons:
English-language arts and Math. For
the purposes of calcula ng AYP, three
performance levels were set: Advanced, Proficient, and Not Proficient.
CAHSEE Results by Student Group: English-Language Arts and Mathematics
This table displays the percentage of students, by group, achieving at each performance level in English-language arts and mathema cs for the
most recent tes ng period.
2011-12 School Year
Students Achieving at Each Performance Levels
Group
Not Proficient
Proficient
Advanced
Not Proficient
Proficient
Advanced
All Students in the District
71%
14%
15%
70%
22%
8%
All Students at the School
89%
7%
4%
85%
12%
4%
Male
94%
0%
6%
89%
5%
5%
Female


















Asian






Filipino






90%
10%
0%
86%
14%
0%






White






Two or More Races






89%
7%
4%
85%
12%
4%
English Learners












Students Receiving Migrant Educa on Services






Hispanic or La no
2011-12
2011
12 SARC
Mathema cs
 Prior to 2010-2011, DSP camps and halls reported data as a division. For accountability purposes, these sites began repor ng individually in 2010-2011.
Therefore, no data prior to 2010-2011 is available.
 Scores are not shown when the number of students tested is 10 or less, either because the number of students tested in this category is too small for sta s cal
accuracy or to protect student privacy.
11
• 2011-12 SARC
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, which requires that the top one-eighth of the state’s high school
graduates, as well as those transfer students who have successfully completed specified college
course work, be eligible for admission to the UC. These requirements are designed to ensure that all
eligible students are adequately prepared for University-level work.
For general admissions requirements, please visit the UC Admissions Informa on Web page at
www.universityofcalifornia.edu/admissions. (Outside source)
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
• Gradua on from high school
Some campuses have higher standards for par cular majors or students who live outside the local
campus area. Because of the number of students who apply, a few campuses have higher standards
(supplementary admission criteria) for all applicants. Most CSU campuses have local admission
guarantee policies for students who graduate or transfer from high schools and colleges that are
historically served by a CSU campus in that region. For admission, applica on, and fee informa on
see the CSU Web page at www.calstate.edu/admission/admission.shtml. (Outside source)
Course Enrollment for UC/CSU Admission
The table displays two measures related to the school’s courses that are required for University of
California (UC) and/or California State University (CSU) admission for the most recent year for which
data is available. For more detailed informa on, visit h p://dq.cde.ca.gov/dataquest/.
2010-11 and 2011-12 School Years
UC/CSU Admission
Percentage of Students Enrolled in Courses Required for
UC/CSU Admission in 2011-12
Percentage of Graduates Who Completed All Courses
Required for UC/CSU Admission in 2010-11


Career Technical Education Programs
Los Padrinos Juvenile Hall does not offer Career Technical Educa on Programs.
Suspensions and Expulsions
This table shows the rate of suspensions and expulsions (the total number of incidents divided by
the school’s total enrollment) for the most recent three-year period.
2011-12
2011
12 SARC
Suspension and Expulsion Rates
LACOE
09-10
10-11
11-12
09-10
10-11
11-12
Suspension Rate

0.923
7.059
0.174

4.099
Expulsion Rate

0.000
0.000
0.000

0.001
 Informa on not available.
 Not applicable.
“The Los Angeles County
Office of Education
recognizes that parents
are their children’s first
and most influential
teachers and that continued
involvement by parents,
as partners in their
children’s education,
contributes greatly to
student academic
achievement and a positive
learning environment.”
12
• 2011-12 SARC
Teacher Qualifications
This table shows informa on about teacher creden als and teacher qualifica ons. More informaon can be found by visi ng h p://data1.cde.ca.gov/dataquest/.
Teacher Credential Information
Teachers
With Full Creden al
Academic Counselors and
School Support Staff
This table displays informa on about
academic counselors and support staff
at the school and their full- me equivalent (FTE).
LACOE
11-12
09-10
10-11
11-12
672

35
32
35

0
0
Academic Counselors

0
0
FTE of Academic Counselors
0.0
Ra o of Students Per
Academic Counselor

Without Full Creden al
Teaching Outside Subject Area of Competence
Teacher Misassignments and Vacant Teacher Positions
This table displays the number of teacher misassignments (teachers assigned without proper legal
authoriza on) and the number of vacant teacher posi ons (not filled by a single designated teacher
assigned to teach the en re course at the beginning of the school year or semester). Please note: Total teacher misassignments includes the number of misassignments of teachers of English Learners.
Teacher Misassignments and Vacant Teacher Positions
Academic Counselors
and School Support Staff Data
2011-12 School Year
Support Staff
FTE
Social/Behavioral or Career
Development Counselors
3.0
Library Media Teacher
(Librarian)
0.0
Library Media Services
Staff (Paraprofessional)
0.0
Psychologist
3.0
Teachers
10-11
11-12
12-13
Teacher Misassignments of English Learners
0
0
0
Social Worker
0.0
Total Teacher Misassignments
0
0
0
Nurse
0.0
Vacant Teacher Posi ons
0
0
0
Speech/Language/Hearing
Specialist
1.0
Resource Specialist
(non-teaching)
2.0
No Child Left Behind Compliant Teachers
NCLB requires that all teachers of core academic subject areas be “highly qualified.” In general, for
a teacher to be considered highly qualified, they must have a bachelor’s degree, an appropriate
California teaching creden al, and have demonstrated competence for each core subject he or she
teaches. The table displays data regarding NCLB compliant teachers from the 2011-12 school year.
For more informa on on teacher qualifica ons related to NCLB, visit www.cde.ca.gov/nclb/sr/tq.
2011-12 School Year
No Child Left Behind Compliant Teachers
2011-12
2011
12 SARC
Percent of Classes in Core Academic Subjects
Taught by NCLB
Compliant Teachers
Taught by Non-NCLB
Compliant Teachers
100.00%
0.00%
All Schools in District
100.00%
0.00%
High-Poverty Schools in District
100.00%
0.00%
Low-Poverty Schools in District


NCLB Note
Not applicable.
High-poverty schools are defined as
those schools with student par cipaon of approximately 40% or more
in the free and reduced priced meals
program. Low-poverty schools are
those with student par cipa on of approximately 25% or less in the free and
reduced priced meals program.
13
• 2011-12 SARC
Financial Data
The financial data displayed in the SARC is from the 2010-11 fiscal year. The most current fiscal informa on available provided by the state is always two years behind the current school year, and one
year behind most other data included in this report. For more detailed financial informa on, please
visit www.cde.ca.gov/ds/fd/cs and www.cde.ca.gov/ds/fd/ec.
District Financial Data
This table displays district teacher and administra ve salary informa on and compares the figures
to the state averages for districts of the same type and size based on the salary schedule. Note the
district salary data does not include benefits.
2010-11 Fiscal Year
District Salary Data
LACOE
Similar Sized District
Beginning Teacher Salary


Mid-Range Teacher Salary


Highest Teacher Salary


Average Principal Salary (Elementary School)


Average Principal Salary (Middle School)


Average Principal Salary (High School)


Superintendent Salary


Teacher Salaries — Percent of Budget


Administra ve Salaries — Percent of Budget

School Financial Data
The following table displays the
school’s average teacher salary and a
breakdown of the school’s expenditures per pupil from unrestricted and
restricted sources.
School Financial Data
2010-11 Fiscal Year

Financial Data Comparison
The following table displays the school’s per pupil expenditures from unrestricted sources and the
school’s average teacher salary and compares it to the district and state data.
2011-12
2011
12 SARC
$22,273
Expenditures Per Pupil
From Restricted Sources
$10,589
Expenditures Per Pupil
$11,684
From Unrestricted Sources
Annual Average
Teacher Salary
$77,139
2010-11 Fiscal Year
Financial Data Comparison
Expenditures
Per Pupil From
Unrestricted Sources
Annual
Average Teacher
Salary
$11,684
$77,139
LACOE
$18,642
$77,139
California
$5,455
$68,835
School and District — Percent Difference
-37.3%
+0.0%
+114.2%
+12.1%
School and California — Percent Difference
Total Expenditures
Per Pupil
 County Office of Educa on schools are not required to display this data. (EducaƟon Code Sec on 41409.3).
Data for this year’s SARC was provided by the California Department of Educa on (CDE), school and district offices. For addi onal
informa on on California schools and districts, please visit DataQuest at h p://data1.cde.ca.gov/dataquest. DataQuest is an online
resource that provides reports for accountability, test data, enrollment, graduates, dropouts, course enrollments, staffing, and
data regarding English Learners. Addi onally, Ed-Data in partnership with the CDE, provides extensive financial, demographic,
and performance informa on about California’s public kindergarten through grade twelve school districts and schools. More
informa on can be found at www.ed-data.k12.ca.us/Pages/Home.aspx. Per EducaƟon Code Sec on 35256, each school district
shall make hard copies of its annually updated report card available, upon request, on or before February 1 of each year.
All data accurate as of November 29, 2012.
Please Note: Financial data for all juvenile camps and halls is reported as a
combined cost. Many of the opera ng
costs are shared. Individual site expenditure data is not available.

Los Padrinos Juvenile Hall School

Transcription

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