California Department of Education School Accountability Report Card Reported Using Data from the School Year

Transcription

1 Miller, Fred C. Camp California Department of Education School Accountability Report Card Reported Using Data from the School Year By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at For more information about the LCFF or LCAP, see the CDE LCFF Web page at For additional information about the school, parents/guardians, and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. Mr. Zan Mason, Principal Principal, Miller, Fred C. Camp About Our School About Our School Santa Monica Mountains PAU Santa Monica Mountains Principal s Administrative Unit (SMMPAU) is one of eight Principal s Administrative Units in the Division of Student Programs (DSP) of the Los Angeles County Office of Education (LACOE). SMMPAU is composed of three juvenile detention camp school sites and one smaller school site on the campus of a private agency. PAU administration includes one principal and two assistant principals. There is a school psychologist at each camp, and a senior school clerk at each site. There is one school counselor, one transition counselor, and one speech specialist who provide services to all four sites. A unique aspect of our program is that students enter and leave daily. At the camp schools, approximately 25% of our students leave each month and are replaced with new students. The presiding juvenile court judges and the probation department have increased the average stay of camp minors to six to nine months instead of the previous three to six months. The nine month sentence is subject to an increase or decrease in time depending on the minor s progress. Longer sentences impact the school in a positive way, giving the schools additional time to provide comprehensive educational services. Contact Miller, Fred C. Camp 433 South Encinal Canyon Rd. Malibu, CA Phone: mason_zan@lacoe.edu

2 About This School Contact Information (School Year ) Contact Information (School Year ) District Contact Information (School Year ) School Contact Information (School Year ) District Name Los Angeles County Office of Education School Name Miller, Fred C. Camp Phone Number (562) Street 433 South Encinal Canyon Rd. Superintendent Arturo Delgado City, State, Zip Malibu, Ca, Address Phone Number Web Site Principal Mr. Zan Mason, Principal Address County-District School (CDS) Code School Description and Mission Statement (School Year ) School Description and Mission Statement (School Year ) Fred Miller High School is located at 433 S. Encinal Canyon Road in Malibu, CA, with a population of approximately 70 boys ages thirteen to eighteen. Miller has seven classrooms and was rebuilt in the early 1960 s. The racial and ethnic make-up of the student body is 64% Hispanic, 31% African-American, and the remaining 5% a mixture of White, Asian, and Pacific Islander. Special Education students comprise approximately thirty to forty percent of the students. The majority of students are chronological eleventh and twelfth graders who are often ninth and tenth graders by credits. Students are housed in the camp facility and stay three, six, or nine months. They are taught a standards-based curriculum of core, required and enrichment subjects for 300 instructional minutes per day. After-school courses offered include: GED preparatory courses, Achieve 3000 (supplemental reading program), Think Through Math (supplemental mathematics program), and APEX (credit recovery program). Fred Miller School staff is composed of five classroom teachers, one special day class teacher, one resource specialist serving both Miller and Kilpatrick Schools, one literacy specialist teacher serving both Miller and Kilpatrick, two full-time and one shared special education para-educator, one shared assistant principal. The focus at Miller is to provide a strong academic curriculum that is rooted in common core standards that lead to college and career readiness. Over the last three years we have added a career technical education program that provides students with practical job skills and certifications. Page 2 of 35

3 Student Enrollment by Grade Level (School Year ) Student Enrollment by Grade Level (School Year ) Grade Level Number of Students Grade 10 1 Grade 11 3 Grade Total Enrollment Grade 10 Grade 11 Grade 12 Student Enrollment by Student Group (School Year ) Student Enrollment by Student Group (School Year ) Student Group of Total Enrollment Black or African American 28.6 % American Indian or Alaska Native 4.8 % Asian 0.0 % Filipino 0.0 % Hispanic or Latino 61.9 % Native Hawaiian or Pacific Islander 0.0 % White 0.0 % Two or More Races 4.8 % Other -0.1 % Student Group (Other) of Total Enrollment Socioeconomically Disadvantaged % English Learners 42.9 % Students with Disabilities 42.9 % Foster Youth 0.0 % Page 3 of 35

4 A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the State priority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching; Pupils have access to standards-aligned instructional materials; and School facilities are maintained in good repair Teacher Credentials Teacher Credentials DATA PENDING - INFORMATION FORTHCOMING Teachers School District With Full Credential Teachers with Full Credential Teachers without Full Credential Teachers Teaching Outside Subject Area of Competence Without Full Credential 0 Teachers Teaching Outside Subject Area of Competence (with full credential) Teacher Misassignments and Vacant Teacher Positions Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* 1 1 Vacant Teacher Positions Misassignments of Teachers of English Learners Total Teacher Misassignments 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. Page 4 of 35

5 Core Academic Classes Taught by Highly Qualified Teachers (School Year ) Core Academic Classes Taught by Highly Qualified Teachers (School Year ) DATA PENDING - INFORMATION FORTHCOMING Location of Classes of Classes In Core Academic Subjects Taught by Highly Qualified Teachers of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School 88.0% 12.0% All Schools in District 67.0% 34.0% High-Poverty Schools in District Low-Poverty Schools in District 70.0% 30.0% 36.0% 64.0% Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Lowpoverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Quality, Currency, Availability of Textbooks and Instructional Materials (School Year ) Year and month in which data were collected: Subject Textbooks and Instructional Materials/year of Adoption From Most Recent Adoption? Students Lacking Own Assigned Copy Reading/Language Arts 0.0 % Mathematics 0.0 % Science 0.0 % History-Social Science 0.0 % Foreign Language 0.0 % Health 0.0 % Visual and Performing Arts 0.0 % Science Lab Eqpmt (Grades 9-12) Note: Cells with N/A values do not require data. N/A N/A 0.0 % Page 5 of 35

6 School Facility Conditions and Planned Improvements School Facility Conditions and Planned Improvements DATA PENDING - INFORMATION FORTHCOMING Miller delivers educational programs in more than 6 classrooms located in the Malibu area of Los Angeles County. Unlike school districts that own and fully operate their own school facilities, LACOE s Juvenile Court Schools operate classrooms located at county probation facilities or on properties operated by private residential group homes. The Los Angeles County Office of Education takes great effort to ensure that all its Educational Program facilities are clean, safe and functional. The Site Safety Committee conducts a monthly inspection of each site. A Facilities Inspection Checklist is used to record conditions observed and to recommend corrective action for all unsafe conditions. If any unsafe conditions are noted during the inspection, the information is sent to LACOE Risk Management for oversight and follow-up. A request for services is sent to LACOE Building Services if the condition cannot be corrected by on-site staff. Information about the condition of a specific classroom or site may be obtained by calling LACOE s Division of Student Programs at (562) A classroom was painted in August 2011 School Facility Good Repair Status DATA PENDING - INFORMATION FORTHCOMING Year and month of the most recent FIT report: July 2015 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 Rating Good Good Good Good Good Good Good Good Repair Needed and Action Taken or Planned Overall Facility Rate Year and month of the most recent FIT report: July 2015 Overall Rating Good Page 6 of 35

7 B. Pupil Outcomes State Priority: Pupil The SARC provides the following information relevant to the State priority: Pupil (Priority 4): Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study. CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students of Students Meeting or Exceeding the State Standards School District State Subject English Language Arts / Literacy (grades 3-8 and 11) % % Mathematics (grades 3-8 and 11) % % Note: ages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Page 7 of 35

8 CAASPP Assessment Results - English Language Arts (ELA) CAASPP Assessment Results - English Language Arts (ELA) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) ELA - Grade 3 ELA - Grade 3 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 8 of 35

9 ELA - Grade 4 ELA - Grade 4 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Page 9 of 35

10 ELA - Grade 5 ELA - Grade 5 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 10 of 35

11 ELA- Grade 6 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 11 of 35

12 ELA - Grade 7 ELA - Grade 7 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 12 of 35

13 ELA - Grade 8 ELA - Grade 8 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 13 of 35

14 ELA - Grade 11 ELA - Grade 11 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % Male % Female % 0.0% 0.0% 0.0% 0.0% Black or African American % American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 0.0% 0.0% 0.0% 0.0% Two or More Races % 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged % English Learners % Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 14 of 35

15 CAASPP Assessment Results - Mathematics CAASPP Assessment Results - Mathematics Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year ) Mathematics - Grade 3 Mathematics - Grade 3 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 15 of 35

16 Mathematics - Grade 4 Mathematics - Grade 4 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 16 of 35

17 Mathematics - Grade 5 Mathematics - Grade 5 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 17 of 35

18 Mathematics - Grade 6 Mathematics - Grade 6 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 18 of 35

19 Mathematics - Grade 7 Mathematics - Grade 7 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 19 of 35

20 Mathematics - Grade 8 Mathematics - Grade 8 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 20 of 35

21 Mathematics - Grade 11 Mathematics - Grade 11 Student Group Total Enrollment Number Level 1* Level 2* Level 3* Level 4* All Students % Male % Female % 0.0% 0.0% 0.0% 0.0% Black or African American % American Indian or Alaska Native % 0.0% 0.0% 0.0% 0.0% Asian % 0.0% 0.0% 0.0% 0.0% Filipino % 0.0% 0.0% 0.0% 0.0% Hispanic or Latino % Native Hawaiian or Pacific Islander % 0.0% 0.0% 0.0% 0.0% White % 0.0% 0.0% 0.0% 0.0% Two or More Races % 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged % English Learners % Students with Disabilities % Students Receiving Migrant Education Services % 0.0% 0.0% 0.0% 0.0% Foster Youth Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using students with scores. * Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded Last updated: 1/21/2016 Page 21 of 35

22 CAASPP Test Results in Science for All Students CAASPP Test Results in Science for All Students age of Students Scoring at Proficient or Advanced School District State Subject Science (grades 5, 8, and 10) 9.0% 0.0% % 42.0% 32.0% 59.0% 60.0% 56.0% Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. 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. CAASPP Tests Results in Science by Student Group Grades Five, Eight and Ten (School Year ) Student Group of Students Scoring at Proficient or Advanced Last updated: 1/21/2016 All Students in the LEA 32.0% All Students at the School -- Male -- Female -- Black or African American -- American Indian or Alaska Native -- Asian -- Filipino -- Hispanic or Latino -- Native Hawaiian or Pacific Islander -- White -- Two or More Races -- Socioeconomically Disadvantaged -- English Learners -- Students with Disabilities -- Students Receiving Migrant Education Services -- Foster Youth -- Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The Met or Exceeded is calculated by taking the total number of students who met or exceeded the standard on the science assessment divided by the total number of students who participated in the science assessment. 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. Last updated: 1/21/2016 Page 22 of 35

23 Career Technical Education Programs (School Year ) Career Technical Education Programs (School Year ) DATA PENDING - INFORMATION FORTHCOMING One CTE course is offered at Miller: 1. Energy and Utilities Industry Sector a. Career Pathways i. Residential and Commercial Energy & Utilities 2. OSHA a. 10-Hour General Industry Safety & Health CTE course standards have identified Foundation Standards within each of the core standards. Teacher differentiates instructional delivery model for each student based on each student s needs. Each course has benchmark assessments built in, students are assessed and must score 80% or better after each section in order to progress through the course. Career Technical Education Participation (School Year ) Career Technical Education Participation (School Year ) DATA PENDING - INFORMATION FORTHCOMING Last updated: 1/22/2016 Measure CTE Program Participation Number of Pupils Participating in CTE of Pupils Completing a CTE Program and Earning a High School Diploma -- of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education -- Courses for University of California (UC) and/or California State University (CSU) Admission Courses for University of California (UC) and/or California State University (CSU) Admission Last updated: 1/22/2016 UC/CSU Course Measure Pupils Enrolled in Courses Required for UC/CSU Admission 0.0% Graduates Who Completed All Courses Required for UC/CSU Admission 0.0% Page 23 of 35

24 State Priority: Other Pupil Outcomes Last updated: 1/22/2016 The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8): Pupil outcomes in the subject area of physical education California High School Exit Examination Results For Grade Ten Students Three-Year Comparison (if applicable) California High School Exit Examination Results For Grade Ten Students Three-Year Comparison (if applicable) of Students Scoring at Proficient or Advanced School District State Subject English Language Arts 15.0% 0.0% 0.0% 31.0% 31.0% 40.0% 57.0% 56.0% 58.0% Mathematics 12.0% 12.0% 0.0% 32.0% 33.0% 41.0% 60.0% 62.0% 59.0% Note: ages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less. English Language Arts of Students Scoring at Proficient or Advanced Mathematics of Students Scoring at Proficient or Advanced Last updated: 1/22/2016 Page 24 of 35

25 California High School Exit Examination Grade Ten Results by Student Group (School Year ) (if applicable) English Language Arts Mathematics Student Group Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA 60.0% 17.0% 23.0% 59.0% 26.0% 15.0% All Students at the School 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Male 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Female 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Black or African American 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% American Indian or Alaska Native 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Asian 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Filipino 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Hispanic or Latino 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Native Hawaiian or Pacific Islander 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% White 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Two or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Socioeconomically Disadvantaged 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% English Learners 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Students with Disabilities 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Students Receiving Migrant Education Services 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Foster Youth 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Note: ages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less. California Physical Fitness Test Results (School Year ) California Physical Fitness Test Results (School Year ) age of Students Meeting Fitness Standards Last updated: 1/22/2016 Grade Level Four of Six Standards Five of Six Standards Six of Six Standards Note: ages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Last updated: 1/22/2016 Page 25 of 35

26 C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3): Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite Opportunities for Parental Involvement (School Year ) Opportunities for Parental Involvement (School Year ) 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. The education of students is a shared responsibility between school and parents. Parents have the responsibility and opportunity to participate in their children s education by engaging with schools in mutually supportive and respective ways. In collaboration with the Los Angeles County Department of Probation, the Department of Mental Health and other stakeholders; a variety of opportunities exist for parents to become involved in Division of Student Programs Schools. Monthly, at Sunday parent meetings in our JCS settings, parents meet with school personnel and transition counselors to obtain information on their child s credit accumulation, transcripts, graduation requirements, GED certificates and standardized test scores. Additionally, at these meetings parents are provided information 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 detention facility. Other sites formed their PTSAs in 2008 and thereafter. At all our sites: Parents have the opportunity to receive information 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 Certified Application Assistance health care agencies, made available to parents to assist with obtaining free- or low-cost health care insurance. Parents participate on the Shared Decision Making Council (SDMC), School Site Council (SSC) and the English Language Advisory Committee (ELAC). Parents participate in students special education or Individualized Education Program (IEP) meetings. Parents are made aware of and invited to special school events such as the Academic Bowl, book fairs, student theater events and assemblies. (*Parents include any caregiver who has the responsibility for caring for a child, including parents, guardians, grandparents, stepparents, foster parents, aunts, etc.) For more information on how to become involved, contact MaryEllen Osborn, PTA/SSC Member, at (310) State Priority: Pupil Engagement The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5): High school dropout rates; and High school graduation rates Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Dropout Rate and Graduation Rate (Four-Year Cohort Rate) School District State Indicator Dropout Rate 14.8% 12.5% 12.6% 14.8% 12.5% 12.6% 13.1% 11.4% 11.5% Graduation Rate Dropout/Graduation Rate (Four-Year Cohort Rate) Chart 80 Page 26 of 35

27 80 70 Dropout Rate Graduation Rate Page 27 of 35

28 Completion of High School Graduation Requirements - Graduating Class of 2014 Completion of High School Graduation Requirements - Graduating Class of 2014 (One-Year Rate) (One-Year Rate) Student Group School District State All Students Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Foster Youth Page 28 of 35

29 State Priority: School Climate The SARC provides the following information relevant to the State priority: School Climate (Priority 6): Pupil suspension rates; Pupil expulsion rates; and Other local measures on the sense of safety Suspensions and Expulsions Suspensions and Expulsions School District State Rate Suspensions Expulsions Suspensions Expulsions School Suspensions District Suspensions State Suspensions School Expulsions District Expulsions State Expulsions School Safety Plan (School Year ) DATA PENDING - INFORMATION FORTHCOMING February 2013 A comprehensive School Safety Plan is in place for each site. It is revised and reviewed annually by staff, parents and other stakeholders. The School Safety Plan has the following key elements: Disaster procedures, routine and emergency Safe and orderly school environment plans Rules and procedures on school discipline Procedures regarding teacher notification of dangerous students pursuant to Ed. Code Child abuse reporting procedures Sexual harassment policy Hate crime reporting procedures Provisions of any schoolwide dress code All campuses are closed except to authorized parents and visitors. Facilities are regularly maintained, inspected and repaired. Many schools have security alarm systems and all school sites have a direct connection to the fire department. Fire extinguishers are checked routinely. Page 29 of 35

30 D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Adequate Yearly Progress Overall and by Criteria (School Year ) Adequate Yearly Progress Overall and by Criteria (School Year ) AYP Criteria School District State Made AYP Overall Yes No Met Participation Rate - English Language Arts Yes Yes Met Participation Rate - Mathematics Yes Yes Met Proficient - English Language Arts N/A No Met Proficient - Mathematics N/A No Met Attendance Rate N/A Yes Met Graduation Rate N/A Yes Federal Intervention Program (School Year ) Federal Intervention Program (School Year ) Indicator School District Program Improvement Status Not in PI In PI First Year of Program Improvement Year in Program Improvement Year 5 Number of Schools Currently in Program Improvement N/A 28 of Schools Currently in Program Improvement N/A 75.6% Note: Cells with NA values do not require data. Average Class Size and Class Size Distribution (Elementary) Number of Classes * Number of Classes * Number of Classes * Grade Level K Other Average Class Size Average Class Size Average Class Size * Number of classes indicates how many classes fall into each size category (a range of total students per class). Page 30 of 35

31 Average Class Size and Class Size Distribution (Secondary) Average Class Size and Class Size Distribution (Secondary) Number of Classes * Number of Classes * Number of Classes * Subject Average Class Size Average Class Size Average Class Size English Mathematics Science Social Science * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. Academic Counselors and Other Support Staff (School Year ) DATA PENDING - INFORMATION FORTHCOMING Last updated: 1/22/2016 Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 1.0 Counselor (Social/Behavioral or Career Development) Library Media Teacher (librarian) Library Media Services Staff (paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other N/A N/A N/A N/A N/A N/A N/A N/A N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time. Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year ) DATA PENDING - INFORMATION FORTHCOMING Last updated: 1/22/2016 Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental/Restricted) Expenditures Per Pupil (Basic/Unrestricted) Average Teacher Salary School Site District N/A N/A $0.0 $0.0 Difference School Site and District N/A N/A State N/A N/A $ $0.0 Difference School Site and State N/A N/A Note: Cells with N/A values do not require data. Last updated: 1/22/2016 Page 31 of 35

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33 Types of Services Funded (Fiscal Year ) Types of Services Funded (Fiscal Year ) In addition to general state funding, the Los Angeles County Office of Education receives state and federal funding for the following categorical funds and other support programs: Title I Part A Neglected Title I Part A Basic Title I Part D Delinquent Title II, Part A - Teacher Quality Title II - Part A Principal Training Title V Innovative Strategies AB 466 Mathematics & Reading Professional Development Program Professional Block Grant (AB825) Hub Cities Con. WIA Youth Program Title I Part A Neglected ARRA Transition Partnership JCS Carl Perkins Vocational Act - JCS (Transition to Success) Workforce Investment Act Youth Workability I - JCS Peer Assistance & Review (PAR) Administrator Training (AB75/AB430) Career Technical Education CTE Course/Jordan Grant Title V Innovative Strategies Healthy Kids Teacher and Administrative Salaries (Fiscal Year ) Teacher and Administrative Salaries (Fiscal Year ) DATA PENDING - INFORMATION FORTHCOMING Last updated: 1/22/2016 Category District Amount State Average For Districts In Same Category Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Superintendent Salary of Budget for Teacher Salaries of Budget for Administrative Salaries For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at Teacher Salary Chart Principal Salary Chart Page 33 of 35

34 Average Principal Salary ginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Last updated: 1/22/2016 Page 34 of 35