alliance college-ready middle academy #5 5 sarc 10... · 2014. 2. 18. ·...

Alliance College-Ready Middle Academy #5

Alliance for College-Ready Public Schools 2010-2011 School Accountability Report Card

Every student has the ability.

We give them the opportunity.

Alliance College-‐Ready Middle Academy #5 School Accountability Report Card for 2010-‐2011

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What is a School Accountability Report Card? The School Accountability Report Card (SARC) provides both parents and community members a detailed report of Alliance College-Ready Middle Academy #5 and compares its success with schools within Los Angeles Unified School District, Los Angeles County, and California. The information provided in this report represents the previous 2010-2011 school year because this is the most complete and recent data available. Additional information about the school and any of the components in this report can be found on the California Department of Education’s DataQuest website (http://dq.cde.ca.gov/dataquest). This online tool allows any individual to view all public data available regarding student demographics, student achievement, college-readiness indicators, and teacher information for all years Alliance College-Ready Middle Academy #5 has been open. Further information about Alliance College-Ready Middle Academy #5 can also be received by contacting the principal or Alliance College-Ready Public Schools. School Information: 2635 Pasadena Avenue (temporary site) Los Angeles, CA 90031 Principal: Suzette Martinez Phone: (323) 987-1680 Fax: (323) 987-1687 http://www.crma5.org Charter Management Organization: Alliance College-Ready Public Schools 1940 S. Figueroa Street Los Angeles, CA 90007 Phone: (213) 943-4930 Fax: (213) 943-4931 http://www.laalliance.org


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Welcome to Alliance College-Ready Middle Academy #5 Principal’s Message

“Never underestimate the power of a small group of people to change the world.”-Margaret Mead

Change. Our world is in a constant state of change – it is dynamic. When I was in middle school, the electives were sewing, cooking, wood or metal shop, mechanics or typing. There were no cell phones, home or laptop computers, and there was no Internet. We communicated by telephone and sent letters via the U.S. Postal Service. A scoop of Thrifty ice cream was a nickel. Thrifty is now Rite Aid and one scoop is a dollar, the U.S. Postal Service is in danger of becoming extinct, we text our loved ones with voice recognition programs on our palm sized telephones, the Internet is the World Wide Web, computers are the size of a paperback novel and all of our familiar electives are gone. The advent of technology has shrunken our world with video-conferencing, instant messaging, and GPS systems that track our every move. Change. We are a dynamic world.

In the midst of this change, this constant state of flux, it is our children that will lead us into the 21st, 22nd and future centuries. It is our joint responsibility to prepare our students to be as dynamic as the world in which we live. To be College-Ready, to Demonstrate Positive Character and to Show Leadership Qualities are the Expected Schoolwide Learning Results (ESLRs) and the principles that guide Alliance College-Ready Middle Academy #5 (ACRMA#5).

We are a highly accountable organization, preparing our students for fields in the STEM industries, while growing their intellectual capacity to be creative, ingenuitive, and entrepreneurial. Our California standards-based curriculum, infused with technology, an emphasis on critical thinking, analysis and research, our variety of research-based classroom strategies, and our model for effective teachers in every classroom (TCRP) ensures that our students are getting the quality education they deserve at a personalized level.

ACRMA#5 has a multitude of opportunities for you to be a part of our school family. The Parents-as-Partners commitment outlined in our Charter is emphasized throughout the school year with a variety of school and community activities in which our parents can partake. The faculty and staff promote a familial school environment, knowing each student and their families. Our annual potlucks are a wonderful opportunity for us eat good food, mingle, and celebrate our students and their families. But most importantly, we have an open door policy – each and every single one of our faculty and staff is available to meet with you, is easily reached via email or telephone, and is vested in your child’s success.

There is great work to be done and great pride to be taken in our students. Welcome to Alliance College-Ready Middle Academy #5.

- Suzette Martinez, Principal

2010-2011 Year Opened 2009 Academic Performance Index 713 Grade Range 6-7 Total Enrollment 172 Number of Teachers 9 Number of Students per Teacher 25


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Parent Involvement At Alliance College-Ready Middle Academy #5, we realize that student success is not only measured through academic achievement, but in ensuring that our students are adequately prepared for the future. Parental support and involvement are key components in students’ academic success that are essential for parents to be fully knowledgeable about preparing their children for college.

Our faculty and staff are familiar with all of our students and we make an effort to know as many of their families as possible. The Parents-as-Partners commitment that we make in our Charter is emphasized throughout the school year with a variety of school and community activities in which our parents can partake. Our School Advisory Council takes part in discussing and understanding school-wide decisions and meets monthly. There are also monthly Parent Advisory Meetings, where similar conversations are discussed and input is provided. We have an annual potluck at the beginning of the year, conferences, monthly meetings and specialized workshops, daily parent volunteers, and a variety of at-home activities that can support our academics and our green curriculum at home. A quick snapshot of our parent involvement can be seen in the accompanying table, and can also be found in the School Performance Dashboard located at the end of this report.

Parent Involvement

2009-2010 2010-2011

Families Completing 20+ Hours 20% 27% Families Completing 40+ Hours 19% 22% Families Attending Parent Conferences 75% 36%


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School Environment A key factor to learning is the environment in which ours students learn. At Alliance College-Ready Middle Academy #5, we understand that students cannot learn if they do not feel safe or if their classrooms are not adequate. This is why our students’ safety is one of our main concerns, along with providing them with large, open classrooms and a clean and safe school site. Safety We currently live on a shared campus in Lincoln Heights at the Boys and Girls Club. It is a small campus with limited points of entry. During the morning school hours, parent volunteers monitor the main front entrance until fifteen (15) minutes past 8:00 a.m. This supervision allows for late arrivals to enter safely and to be accounted for at the beginning of the day. The main entry door is secured at 8:15 a.m., and entry can only occur through the rear entrance or by contacting the main office for access through the front. The rear gate is maintained closed and visitors must enter through the rear entrance, which leads them to the main office. All visitors are registered at the main office, and must sign in and out. There are several school employees that actively monitor access – the janitor, the office clerk, the parent liaison, and the office manager.

The School Safety Plan is currently under revision. Safety and evacuation plans are in place and drills are held to train our students on how to respond in case there is an emergency.

The school stores all emergency response equipment in an outdoor storage bin. Students, parents, faculty, and staff have been trained on procedures for evacuation and emergency response.

Suspensions and Expulsions School safety is further reinforced with discipline. The chart below displays suspension and expulsion rates for our school for the last year. Disruptive behavior is monitored and is not tolerated, since it distracts students from learning and performing to the best of their abilities by interrupting the instructional program.

Suspensions and Expulsions

Our School Los Angeles Unified

School District

2009-2010 2010-2011 2009-2010 2010-2011

Total Students Enrolled 119 172 667,251 -- Suspensions 0% 2% 5.26% -- Expulsions 0% 0% .01% --

Rates are derived by dividing the number of incidents by total student enrollment of that school year.


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Facilities The condition of our facilities is determined using the Facilities Inspection Tool, issued by the Office of Public School Construction. The table below displays the results of the most recently completed school site inspection, determining our school’s good repair status.

Our school is currently coordinated in a shared facility in Lincoln Heights at the Boys and Girls Club. There are four classrooms and our main office in a newly improved section of the building. There are four classrooms located in the main sections of the building and there is one portable classroom located in the back of the field. The baseball field was renovated by a grant from the Los Angeles Dodgers and local community stakeholders. The gym was renovated in 2011. The school is maintained clean and repairs are made as necessary. There are two restrooms for male and female students and they are maintained throughout the day by school and BGC staff.

Facilities Inspection Tool

System Inspected:

Repair Status Repair Needed/Action

Taken or Planned

Exemplary Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer X

Interior: Interior Surfaces X Cleanliness: Overall Cleanliness X Electrical: Electrical X Restrooms/Fountains: Restrooms, Sinks/Fountains X Safety: Fire Safety, Hazardous Materials X Structural: Structural Damage, Roofs X External: Playground/School Grounds, Windows/Doors/Gates/Fences X

Overall Rating: X

Inspected By: Favio Solares, Facilities Management Coordinator

Additional Inspectors: Date of Last Inspection: 01/20/12


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How Is Our School Performing? School performance and progress are measured in a variety of ways. Standardized tests and student performance are all used to calculate the Academic Performance Index, Academic Yearly Progress, and State and Similar School Ranks each year. We additionally look at student graduation and cohort matriculation as measures of our own success since successfully preparing students to graduate college within 5 years is our main goal. Academic Performance Index (API) The API is a single number, ranging from 200-1000, that reflects a school’s or a subgroup’s performance level, based on the results of statewide testing. Its purpose is to measure the academic performance and growth of schools. The API was established by the Public Schools Accountability Act of 1999, a landmark state law that created a new academic accountability system for K-12 public education in California. A school’s API is calculated using student results from the California Standards Tests (CST) and the California High School Exit Exam (CAHSEE) for continuing high schools. Alliance College-Ready Middle Academy #5’s API for 2010-2011 was 713. Comparative API growth can be seen in the chart below, and additional information regarding API can be found on the CDE DataQuest website.


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API scores are further used to calculate State and Similar School Rankings. The state gives all schools a ranking on a scale of 1 to 10 (10 being the highest). The Similar Schools Ranking is given on a comparison scale of 100 schools of similar student population and demographics. Information regarding our school rankings for the 2010-2011 school year will not be available until April of 2012, as these scores are not calculated until one full year has passed.

Academic Performance Index Growth by Student Group 2 Year Comparison

Group

API Growth 2009-2010

API Growth 2010-2011

Black/African American: -- --

American Indian/Alaska Native: -- --

Asian: -- --

Filipino: -- --

Hispanic/Latino: 666 705

Native Hawaiian/Pacific Islander: -- --

White: -- --

Two or More Races: -- -- Socioeconomically Disadvantaged: 670 712

Students with Disabilities: -- --

English Only: -- --

English Learners: 646 691

Initially Fluent English Proficient: -- -- Reclassified Fluent English Proficient: -- --

State and Similar Schools Ranking

2009-2010

2010-2011

State Rank 1 -- Similar Schools Rank 1 --


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Adequate Yearly Progress (AYP) and Program Improvement (PI) AYP is a series of annual academic performance goals established for each school, district, and the state as a whole. Schools, LEAs, and the state are determined to have met AYP if they meet or exceed each year’s goals (AYP targets of participation and proficiency performance). AYP is required under Title I of the federal ESEA. States commit to the goals of ESEA by participating in Title I, a program under ESEA that provides funding to help educate low-income children. The primary goal of Title I is for all students to be proficient in ELA and Mathematics, as determined by state assessments, by 2014. For middle schools and high schools with only grade nine students, AYP is calculated based on CST performance. For high schools, AYP is calculated based on the performance on the CAHSEE grade 10 census administration. 95% of all students and significant subgroups must participate in the administration. Schools must also earn an API score of 680 or higher or increase their score from last year by one point. If a school fails to meet any of the criteria, it does not meet AYP. Schools that do not make AYP for two or more years in a row will be put on a Program Improvement (PI) plan, offer student transfers to other schools, and provide additional instructional support services. The table below shows our school’s AYP and PI statuses over the last year.

Academic Yearly Progress & Program Improvement Status 2009-2010 2010-2011 Criteria Met 8/17 16/17 Met AYP? No No Program Improvement School? No No


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How Are Our Students Performing? Enrollment Below is a table with our school’s total student enrollment and enrollment per grade level.

This table shows the percent of students enrolled at our school who are identified as being in a specific group. Enrollment by Group

2010-2011 (Percent of

Total Enrollment)

Black/African American: -- American Indian/Alaska Native: --

Asian: 3% Filipino: -- Hispanic/Latino: 97% Native Hawaiian/Pacific Islander: --

White: -- Two or More Races: -- Socioeconomically Disadvantaged: 95%

Students with Disabilities: 17% English Only: 28% English Learners: 27% Initially Fluent English Proficient: 10%

Reclassified Fluent English Proficient: 32%

Migrant Education Services: --

Enrollment by Grade

2010-2011 Total Enrollment: 172 Grade 6: 49 Grade 7: 123 Grade 8: -- Male: 59% Female: 41%

Enrollment counts listed are as of 2010-2011 data collection day, October 6, 2010. At the time of submission, some student information is unknown, explaining possible incomplete totals for a particular category


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Testing California Standards Test (CST) Students are required to take the California Standards Test each year. The results provide information regarding the progress and potential of our student body. California standards are considered to be some of the most rigorous in the country and can be further explored on the California Content Standards page on the CDE website. Our CST results are also matched up against other similar schools to compare how our students perform in comparison to others in the state of California. The CSTs include tests on English Language Arts (grades 2-11), Math (grades 2-11), Science (grades 5, 8-11), and History Social-Science (grades 8-11).

Below you will find our student’s proficiency performance for the last year on all CST subjects tested at our school. All student assessment results are displayed in one of five proficiency bands used to measure student progress. The five bands are Advanced, Proficient, Basic, Below Basic, and Far Below Basic. Our immediate goal is to annually move students up one performance band. The tables on the next page show the percent of our students who scored at the Proficient or Advanced level in content area subjects. Additional grade-level results and other information regarding the Standardized Testing and Reporting (STAR) Program and CST can be found on the STAR website (http://www.startest.org).


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Standardized Testing and Reporting Results for All Students 3 Year Comparison


School District State

2009-2010

2010-2011

2009-2010

2010-2011

2009-2010

2010-2011

English Language Arts

30% 36% 41% 44% 52% 54%

Mathematics 29% 35% 39% 43% 48% 50% History Social Science -- -- 31% 35% 44% 48%

Science -- -- 42% 50% 54% 63%

Standardized Testing and Reporting Results by Student Group - 2010-2011

English

Language Arts Math

History Social

Science Science Students Tested in the School 36% 35% -- -- Male 38% 33% -- -- Female 33% 37% -- -- Black/African American -- -- -- -- American Indian/Alaskan Native -- -- -- -- Asian -- -- -- -- Filipino -- -- -- -- Hispanic/Latino 35% 33% -- -- Native Hawaiian/Pacific Islander -- -- -- -- White -- -- -- -- Two or More Races/Other -- -- -- -- Socioeconomically Disadvantaged 36% 34% -- -- English Learners 2% 11% -- -- Special Education 4% 7% -- -- Migrant Education Services -- -- -- --


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Physical Fitness Exam (PFT) The PFT is a required performance exam for students in grades 5, 7, and 9 that tests state fitness standards. Students are tested in six areas: aerobic capacity, body composition, abdominal strength, trunk extension strength, upper body strength and flexibility. Detailed information regarding the test and comparisons of school results statewide can be found on the Physical Fitness Testing page through DataQuest on the CDE website.

School Completion Dropout and Graduation Rates A dropout is defined as any student who left our school before the end of the 2008-2009 school year and did not re-enroll in another school for the 2009-2010 school year. The graduation rate is calculated by the number of students who have met all graduation requirements in four years by the last day of instruction for the 2009-2010 school year. Further information and statewide school comparisons regarding graduation rates can be found under the Student Demographics menu on the CDE DataQuest site.

Dropout and Graduation Rates


School District State

2007-2008

2008-2009

2009-2010

2007-2008

2008-2009

2009-2010

2007-2008

2008-2009

2009-2010

Dropout Rate (most recent year only) -- -- 0% 6.7% 7.6% 6.4% 4.9% 5.7% 4.6%

Graduation Rate -- -- -- 71.1% 69.1% 68.7% 80.2% 78.6% 80.4

Physical Fitness Exam (PFT)

Grade 7 2010-2011 Passing 6 of 6 Tests 36% Passing 5 of 6 Tests 60% Passing 4 of 6 Tests 84%


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Materials for Success Textbooks Due to the rigor and continuity of yearlong testing, it is important to make sure our students have access to materials that properly align with California Content Standards. We do our best to provide additional resources that will facilitate higher levels of learning. In the Appendix, you will find a table that displays information regarding the quality, currency, availability, and length of adoption for all instructional materials used at our school.


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Facilitators of Student Achievement Teachers The success of our students is based on the strength of our teaching staff. The table shows the types of credentials held by our teachers, as well as years of experience, college degrees, and teacher credentialing information. A “highly qualified” teacher is one who has a full credential (bachelor’s degree) and demonstrates expertise in a particular core field. A teacher who holds an “emergency permit” is one who lacks full credentials but may be working towards them. A teacher who is “teaching out of field” lacks the subject area authorization for a particular course. Support Staff

Our school also employs other staff whom aid in supporting our students’ needs. Some support staff members are part-time and may also work at other schools within our organization, the table displays the number of full-time equivalents (FTE) we have at our site and the average number of students per staff member.

Teacher Information

Our School

Los Angeles Unified School District

State

Number of Teachers 9 33,188 286,969 Average Years of Teaching Experience in the Field 5 13.1 13.8

Average Years of Teaching Experience at District 2 12.6 11.7

Teachers Holding an MA or Higher 4 39.6% 40.5%

Highly Qualified 9 Clear Credential 2 -- -- Intern/Preliminary Credential -- -- Emergency Credential -- -- Out of Field Teaching

Our School

Total Teaching Outside of Credentialed Area TBD Teacher Misassignments for Classes with English Learners TBD English TBD Math TBD Science TBD Social Science TBD

Support Staff

Position

Number of FTE at Our

School

Ratio of Students per Staff Member

Academic Counselor -- -- Counselor (Social/Behavioral or Career Development) -- --

Librarians -- -- Psychologists -- -- Social Workers -- -- Nurses -- -- Speech/Language/Hearing Specialists -- -- Resource Specialists 1 1:172


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Class Sizes The number of teachers and support staff here at Alliance College-Ready Middle Academy #5 prevents overcrowding in classrooms, since it is easier for students to learn and excel with focused instruction. Our average class size is 25 students per teacher. The supplemental table also provides information about the number of classrooms we have on site as well as those allotted for each subject area.

Core Academic Classes Taught by Highly Qualified Teachers

Core Subjects Taught by Highly Qualified Teachers

Core Subjects Not Taught by Highly Qualified Teachers

School 85.7% 14.3% LAUSD High Poverty Schools 79.9% 20.1%

LAUSD Low Poverty Schools 88.5% 11.5%

Average Class Size and Classroom Information

Grade Span: 6-7 Our School

Average Class Size 25 Total Number of Classrooms 11 Classrooms Designated for English Language Arts: 3 Classrooms Designated for Math: 3 Classrooms Designated for Science: 3 Classrooms Designated for History/Social Science: 3


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School Finances and Instructional Planning Alliance College-Ready Middle Academy #5 receives funding each year from local, state, and federal government sources. These are strategically distributed to ensure that all of our values, goals, and student needs are met. Comparisons below are made to evaluate our school’s expenditures per student with those throughout the state. The budget also includes teacher and administrator salaries. Expenditures (Fiscal Year 2008-2009) Spending per Student While we have various resources for funding, state education funding is the largest apportionment and is based on student daily attendance. Funding is also divided into two categories: unrestricted and restricted. Unrestricted funds can be used for any lawful purpose, while restricted funds must be allocated to specific areas determined by the donor. Title I funding, for example, is allotted from the federal nutrition program to provide our students with breakfast and lunches. Cost per student for each category of funding can be seen in the table below. Further information regarding school expenditures can be found on the CDE Current Expense of Education & Per-Pupil Spending web page at http://www.cde.ca.gov/ds/fd/ec. School Finances - Expenses per Student

Our School District

School-to-District

Variance

State Average

School-to-State

Variance Unrestricted funds ($/student) $12,027.73 $12,027.73 0% -- --

Restricted funds ($/student) $0.00 $0.00 0% -- -- Total ($/student) $12,027.73 $12,027.73 0% $8,452 29.7%

Services Alliance College-Ready Middle Academy #5 also offers other services to our students. Additional information regarding costs and types of services can be seen in the accompanying table.

Service Total Cost Cost/Student Special Ed $93,758 $545.11 ASES $150,000 $872.09 Transportation -- -- Nursing -- -- Food Services $110,957 $645.10


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Teacher and Administrative Salaries The table below provides information regarding salaries for administrators, teachers, and other staff members. In order to make fair comparisons across schools and other districts statewide, our compensation is reported for full-time certificated staff members. Figures are displayed per individual as a dollar amount of our total budget, and are compared to those of other districts of the same size and type. More information regarding salaries and compensation can be found on the CDE Certificated Salaries & Benefits website, at http://www.cde.ca.gov/ds/fd/cs/. Staff Compensation


School District State Average Beginning Teacher Salary ($/certificated staff) $48,106 $39,788 $42,017

Mid-Range Salary ($/certificated staff) $48,685 $63,553 $67,294

Highest Teacher Salary ($/certificated staff) $50,000 $78,906 $86,776

Average Principal Salary (Middle) $92,000 $116,033 $112,893

Average Principal Salary (High) -- $115,116 $123,331

Superintendent Salary -- $250,000 $226,417 Percent of Budget Allotted for Teacher Salaries 20% 34% 38%

Percent of Budget Allotted for Administrative Salaries 5% 5% 5%

Instructional Planning Teachers participate in a 5-day professional development seminar before the opening of school. Ongoing professional and personal growth opportunities are conducted on a weekly basis at the school site. Teachers analyze student achievement data and identify student growth needs and interests. Teachers benefit most from professional development that provides time for teacher-to-teacher interaction in small learning communities focused on classroom practice. Our teachers have ongoing regular time for common planning, analysis of student work, and unit study based on core content standards. Teachers use instructional guides in core content areas and use data from quarterly benchmark assessments to re-teach low performing content standards.


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How Can Additional Information be Obtained? Information not included on the School Accountability Report Card can be obtained by contacting the school or at www.laalliance.org. Appendix In the appendix you will find additional information about various parts of the report, as well as the School Performance Dashboard. Additional Resources The following list includes all websites and references mentioned in this report: California Department of Education http://www.cde.ca.gov/index.asp California Department of Education: California Content Standards http://www.cde.ca.gov/be/st/ss/ California Department of Education: Certificated Salaries & Benefits http://www.cde.ca.gov/ds/fd/cs/ California Department of Education: Expense of Education & Per-pupil Spending http://www.cde.ca.gov/ds/fd/ec/ California Department of Education: DataQuest http://dq.cde.ca.gov/dataquest/ STAR: Standardized Testing and Reporting Program http://www.startest.org/


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Textbook List

Textbooks

Publisher Condition Standards Aligned?

Percent of Students Having Books to

Take Home English Language Arts

Literature 7th Grade McDougal

Littell New Yes 100%

Literature 6th Grade McDougal

Littell New Yes 100% Math

Math Course 2 McDougal


Math Course 1 McDougal

Littell New Yes 100% Science

Physical Science Holt New Yes 100%

Life Science Holt New Yes 100%

Earth Science Holt New Yes 100% Social Science

U.S. History McDougal


World History McDougal


Ancient Civilization Pearson

Pentice Hall New Yes 100%

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