California Department of Education
School Accountability Report Card
Reported Using Data from the 2015-16 School Year
Published During 2016-17
Augustus F. Hawkins High B Community Health Advocates
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 and 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.
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ 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 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.
District Name | Los Angeles Unified School District |
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Phone Number | 213-241-1000 |
Superintendent | Michelle King |
E-mail Address | michelle.king@lausd.net |
Web Site | achieve.lausd.net |
School Name | Augustus F. Hawkins High B Community Health Advocates Augustus F Hawkins SH - Community Health Advocates School (Hawkins SH CHAS) |
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Street | 825 W 60TH ST |
City, State, Zip | LOS ANGELES, CA 90044 |
Phone Number | 323-789-1282 |
Principal | |
E-mail Address | |
Web Site | |
County-District-School (CDS) Code | 19 64733 0126490 |
School Description and Mission Statement (School Year 2016-17)All youth achieving is the overall mission of Los Angeles Unified School District. The District's vision is that every LAUSD student will complete high school college-prepared and career-ready. To achieve our mission and vision, all schools in the District are committed to meeting the five goals listed below:
This School Accountability Report Card shows how well our school and students are meeting the District's goals. |
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Grade Level | Number of Students |
Kindergarten | 0 |
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Grade 1 | 0 |
Grade 2 | 0 |
Grade 3 | 0 |
Grade 4 | 0 |
Grade 5 | 0 |
Grade 6 | 0 |
Grade 7 | 0 |
Grade 8 | 0 |
Ungraded Elementary | 0 |
Grade 9 | 121 |
Grade 10 | 142 |
Grade 11 | 118 |
Grade 12 | 73 |
Ungraded Secondary | 0 |
Total Enrollment | 454 |
Group | Percent of Total Enrollment |
Black or African American | 15.6 |
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American Indian or Alaska Native | 0.2 |
Asian | 0 |
Filipino | 0.2 |
Hispanic or Latino | 82.2 |
Native Hawaiian or Pacific Islander | 0 |
White | 0.9 |
Two or More Races | 0.2 |
Socioeconomically Disadvantaged | 90.7 |
English Learners | 30.8 |
Students with Disabilities | 14.8 |
Foster Youth | 1.8 |
The SARC provides the following information relevant to the Basic State Priority (Priority 1):
Teachers | School 2014-15 | School 2015-16 | School 2016-17 | District 2016-17 |
Teachers With Full Credential | 20 | 25 | 80 | 23,864 |
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Teachers Without Full Credential | 2 | 3 | 2 | 635 |
Teachers Teaching Outside Subject Area of Competence (with full credential) | 4 | 12 | 0 | 270 |
Indicator | 2014-15 | 2015-16 | 2016-17 |
Misassignments of Teachers of English Learners | 2 | 0 | 0 |
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Total Teacher Misassignments* | 13 | 48 | 0 |
Vacant Teacher Positions | 1 | 0 | 0 |
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.
Location of Classes | Percent of Classes In Core Academic Subjects | |
Taught by Highly Qualified Teachers |
Not Taught by Highly Qualified Teachers |
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This School | 95.88 | 4.12 |
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All Schools in District | 91.86 | 8.14 |
High-Poverty Schools in District | 91.53 | 8.47 |
Low-Poverty Schools in District | 97.98 | 2.02 |
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. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.
Subject | Textbooks and Instructional Materials / Year of Adoption |
From Most Recent Adoption? | Percent Students Lacking Own Assigned Copy |
Reading / Language Arts | 2002-2003 | Yes | 0% |
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Mathematics | 2015 | Yes | 0% |
Science | 2007 | Yes | 0% |
History-Social Science | 2006 | Yes | 0% |
Foreign Language | 2004 | Yes | 0% |
Health | 2005 | Yes | 0% |
Visual and Performing Arts | 2008 | Yes | 0% |
Science Laboratory Equipment (Grades 9-12) | N/A | N/A | 0%* |
Note: Assembly Bill X4 2 (Chapter 2, Statutes of 2009-10 Fourth Extraordinary Session) signed on July 28, 2009, suspended the process and procedures for adopting instructional materials, including framework revisions, until the 2013-14 school year. Senate Bill (Chapter 7 of the Statutes of 2011) extended that suspension until the 2015-16 school year.
Note: Cells with N/A values do not require data.
* Science Lab equipment sufficiency is per school, not per pupil.
School Facility Conditions and Planned ImprovementsThe District takes great efforts to ensure that all schools are clean, safe, and functional within the available resources. The District has established cleaning standards for all school facilities in assigning and inspecting custodial work. Food service and restroom facilities are given highest priority on a daily basis to ensure the health and safety of students and staff. Other cleaning functions may be scheduled on a less than daily frequency due to the limitation of available custodial resources. Determination of repair status is based on the most recent SARC Inspection. Additional information about the condition of the school facilities may be obtained from the school. |
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System Inspected | Repair Status | Repair Needed and Action Taken or Planned |
Gas Leaks | GOOD | |
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Mechanical / HVAC | GOOD | |
Sewer | GOOD | |
Interior Surfaces | GOOD | |
Overall Cleanliness | GOOD | |
Pest / Vermin Infestation | GOOD | |
Electrical (Interior and Exterior) | GOOD | |
Restrooms | GOOD | |
Sinks / Drinking Fountains (Inside and Outside) | GOOD | |
Fire Safety | GOOD | |
Hazardous Materials (Interior and Exterior) | GOOD | |
Structural Damage | GOOD | |
Roofs | GOOD | |
Playground / School Grounds | GOOD | |
Windows / Doors / Gates / Fences | GOOD | |
Overall Rating | EXEMPLARY |
Note: Not all of the cited maintenance deficiencies in this category have been repaired or mitigated to date, but have been reported via a Service Call and will be completed based on the priority, age and our resource availabilities.
The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):
Percentage of Students Meeting or Exceeding the State Standards | |||||||
Subject | School | District | State | ||||
2014-15 | 2015-16 | 2014-15 | 2015-16 | 2014-15 | 2015-16 | ||
English Language Arts / Literacy (Grades 3-8 and 11) | 26 | 45 | 34 | 39 | 44 | 48 | |
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Mathematics (Grades 3-8 and 11) | 1 | 2 | 25 | 29 | 34 | 36 |
Note: Percentages 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.
Student Group | Total Enrollment |
Number Tested |
Percent Tested |
Percent Met or Exceeded |
All Students | 120 | 112 | 93.33 | 45.05 |
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Male | 43 | 37 | 86.05 | 44.44 |
Female | 77 | 75 | 97.40 | 45.33 |
Black or African American | 19 | 18 | 94.74 | 38.89 |
American Indian or Alaska Native | ||||
Asian | ||||
Filipino | -- | -- | -- | -- |
Hispanic or Latino | 98 | 91 | 92.86 | 46.67 |
Native Hawaiian or Pacific Islander | ||||
White | -- | -- | -- | -- |
Two or More Races | ||||
Socioeconomically Disadvantaged | 108 | 103 | 95.37 | 43.69 |
English Learners | 20 | 17 | 85.00 | 5.88 |
Students with Disabilities | 16 | 14 | 87.50 | 14.29 |
Students Receiving Migrant Education Services | -- | -- | -- | -- |
Foster Youth | -- | -- | -- | -- |
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.
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 all students who participated in the test whether they received a score or not; 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 only students who received scores.
Student Group | Total Enrollment |
Number Tested |
Percent Tested |
Percent Met or Exceeded |
All Students | 120 | 110 | 91.67 | 1.83 |
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Male | 43 | 36 | 83.72 | |
Female | 77 | 74 | 96.10 | 2.70 |
Black or African American | 19 | 18 | 94.74 | |
American Indian or Alaska Native | ||||
Asian | ||||
Filipino | -- | -- | -- | -- |
Hispanic or Latino | 98 | 89 | 90.82 | 2.27 |
Native Hawaiian or Pacific Islander | ||||
White | -- | -- | -- | -- |
Two or More Races | ||||
Socioeconomically Disadvantaged | 108 | 102 | 94.44 | 1.98 |
English Learners | 20 | 17 | 85.00 | |
Students with Disabilities | 16 | 14 | 87.50 | |
Students Receiving Migrant Education Services | -- | -- | -- | -- |
Foster Youth | -- | -- | -- | -- |
Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.
Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments.
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 all students who participated in the test whether they received a score or not; 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 only students who received scores.
Percentage of Students Scoring at Proficient or Advanced | ||||||||||
Subject | School | District | State | |||||||
2013-14 | 2014-15 | 2015-16 | 2013-14 | 2014-15 | 2015-16 | 2013-14 | 2014-15 | 2015-16 | ||
Science (Grades 5, 8, and 10) | 6 | 6 | 15 | 50 | 46 | 46 | 60 | 56 | 54 |
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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.
Student Group | Total Enrollment | Number of Students with Valid Scores |
Percentage of Students with Valid Scores |
Percentage at Proficient or Advanced |
All Students | 147 | 102 | 69.39 | 14.71 |
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Male | 70 | 44 | 62.86 | 13.64 |
Female | 77 | 58 | 75.32 | 15.52 |
Black or African American | 22 | 13 | 59.09 | 7.69 |
American Indian or Alaska Native | ||||
Asian | ||||
Filipino | ||||
Hispanic or Latino | 121 | 86 | 71.07 | 15.12 |
Native Hawaiian or Pacific Islander | ||||
White | -- | -- | -- | -- |
Two or More Races | ||||
Socioeconomically Disadvantaged | 126 | 89 | 70.63 | 14.61 |
English Learners | 58 | 33 | 56.90 | |
Students with Disabilities | 18 | 11 | 61.11 | 9.09 |
Students Receiving Migrant Education Services | ||||
Foster Youth | -- | -- | -- | -- |
Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The "Proficient or Advanced" is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores.
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.
Career Technical Education Programs (School Year 2015-16)Today's innovative, rigorous career and technical education (CTE) programs prepare youth and for a wide range of high-wage, high-skill, high-demand careers. The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) is a Federal act established to improve career-technical education programs, integrate academic and technical instruction, serve special populations, and meet gender equity needs. It led to the creation of academic and career technical education coursework sequences that:
The CTE program is delivered using a comprehensive and structured approach to prepare students for postsecondary education and career success. Students take a stacked sequence of CTE courses that enhance their skills and competencies. In 2015-16, LAUSD funded 79 High Schools and over 134 pathways with Carl D Perkins funding. CTE credentialed teachers, who have industry experience teach the CTE classes. Industry sectors such as Arts, Media and Entertainment, Building and Construction Trades, Business and Finance, Engineering and Architecture, Health Science and Medical Technology, Information and Communication Technology applied the funding to initiate, expand or enhance the pathways. Certain CTE programs also have in place certification programs such as Microsoft Office Specialist (MOS), Adobe Certified Associate (ACA), A+ IT certification, Food Safety, OSHA, etc. The students from various schools also participate in one of the six State approved Career Technical Student Organizations such as SkillsUSA, DECA, HOSA, FHA Hero, FFA to gain leadership and career readiness skills. They demonstrated their competencies by participating in regional, state and national competitions. During the 2015-16 academic school year, the LAUSD made available 450 CTE courses that are aligned with the California High School Academic Content Standards, the California Career Technical Education Model Curriculum Standards, Linked Learning, and the Science, Technology, Engineering, and Mathematics (STEM) Initiative. 80 courses are approved for A-G credit by University of California office of President. For additional information, please contact the LAUSD CTE office (213-241-8754) or the school principal for a specific school CTE program.
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Measure | CTE Program Participation |
Number of Pupils Participating in CTE | 262 |
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Percent of Pupils Completing a CTE Program and Earning a High School Diploma | 19.8 |
Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education | 0.0 |
UC/CSU Course Measure | Percent |
2015-16 Students Enrolled in Courses Required for UC/CSU Admission | 99.12 |
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2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission | 44.44 |
The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):
Level | Grade 5 | Grade 7 | Grade 9 |
Percentage of Students Meeting Four of Six Fitness Standards | 27 | ||
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Percentage of Students Meeting Five of Six Fitness Standards | 22.5 | ||
Percentage of Students Meeting Six of Six Fitness Standards | 9.9 |
Note: Percentages 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.
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
Opportunities for Parental Involvement (School Year 2016-17)To participate with any of the following opportunities, contact the school principal.
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The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
Rate | School | District | State | ||||||
2013-14 | 2014-15 | 2015-16 | 2013-14 | 2014-15 | 2015-16 | 2013-14 | 2014-15 | 2015-16 | |
Suspensions | 1.08 | 2.62 | 0.56 | 1.30 | 0.91 | 0.93 | 4.36 | 3.80 | 3.65 |
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Expulsions | 0.00 | 0.00 | 0.02 | 0.01 | 0.02 | 0.10 | 0.09 | 0.09 |
School Safety Plan (School Year 2016-17)Our school makes every effort to provide a safe, clean environment for learning. Classroom space is used to support our instructional program. Emergency drills are routinely held for earthquake and fire preparedness for our students and staff. As required by California Education Code (CEC), Section 35294, the school's Safe School Plan was revised and reviewed with staff on the following dates:
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The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
On August 6, 2013, the United States Secretary of Education awarded the NCLB Waiver to eight California school districts, including Los Angeles Unified School District, that are part of the California Office to Reform Education (CORE) Consortium. The waiver allows the CORE districts to immediately implement an alternative accountability system, instead of the AYP. This new accountability system, School Quality Improvement System, will give the participating districts more flexibility and accountability in how they measure student performance and raise academic performance at the district level. While the California Department of Education (CDE) continues to publish AYP status for LAUSD schools, beginning in 2013-14 school year, the district will implement the School Quality Improvement System.
The NCLB Waiver awarded to LAUSD allows for several flexibilities from the previous accountability system. While CDE continues to identify LAUSD and certain district schools to be in PI status, the corrective actions and other interventions previously required of PI district and schools are no longer mandatory as the district implements the School Quality Improvement System in 2014-15. Using the School Quality Improvement Index, the district will identify several categories of schools for improvement, including 'Priority', 'Focus', and 'Support'. The School Quality Improvement Index will also identify 'Reward' and 'Collaborative Partner' schools that have made progress, who may be required to partner with a Priority or Focus school to support improvement efforts.
Indicator | School | District |
Program Improvement Status | In PI | In PI |
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First Year of Program Improvement | 2014-2015 | 2004-2005 |
Year in Program Improvement* | Year 2 | Year 3 |
Number of Schools Currently in Program Improvement | N/A | 652 |
Percent of Schools Currently in Program Improvement | N/A | 71.3 |
Note: Cells with NA values do not require data.
Grade Level |
Avg. Class Size |
2013-14 Number of Classes* |
Avg. Class Size |
2014-15 Number of Classes* |
Avg. Class Size |
2015-16 Number of Classes* |
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1-20 | 21-32 | 33+ | 1-20 | 21-32 | 33+ | 1-20 | 21-32 | 33+ | ||||
K | ||||||||||||
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1 | ||||||||||||
2 | ||||||||||||
3 | ||||||||||||
4 | ||||||||||||
5 | ||||||||||||
6 | ||||||||||||
Other |
* Number of classes indicates how many classes fall into each size category (a range of total students per class)
Material | Avg. Class Size |
2013-14 Number of Classes* |
Avg. Class Size |
2014-15 Number of Classes* |
Avg. Class Size |
2015-16 Number of Classes* |
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1-22 | 23-32 | 33+ | 1-22 | 23-32 | 33+ | 1-22 | 23-32 | 33+ | ||||
English | 28 | 3 | 5 | 4 | 17 | 33 | 6 | 11 | 23 | 12 | 10 | 6 |
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Mathematics | 19 | 16 | 6 | 3 | 24 | 15 | 2 | 16 | 24 | 9 | 10 | 7 |
Science | 28 | 1 | 7 | 3 | 25 | 7 | 2 | 8 | 22 | 7 | 9 | 2 |
Social Science | 25 | 7 | 5 | 3 | 23 | 11 | 4 | 11 | 31 | 1 | 11 | 5 |
* 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.
Title | Number of FTE* Assigned to School | Average Number of Students per Academic Counselor |
Academic Counselor | 2.00 | 227 |
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Counselor (Social/Behavioral or Career Development) | 0.00 | N/A |
Library Media Teacher (librarian) | 1.00 | N/A |
Library Media Services Staff (paraprofessional) | N/A | N/A |
Psychologist | 2.00 | N/A |
Social Worker | 0.00 | N/A |
Nurse | 2.00 | N/A |
Speech/Language/Hearing Specialist | 0.00 | N/A |
Resource Specialist (non-teaching) | 0.00 | N/A |
Other | 0.00 | 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.
Level | Expenditures Per Pupil | Average Teacher Salary |
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Total Expenditures |
Supplemental / Restricted |
Basic / Unrestricted |
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School Site | $8,557 | $2,060 | $6,497 | |
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District | N/A | N/A | $5,729 | |
Percent Difference - School Site and District | N/A | N/A | 13% | |
State | N/A | N/A | $5,348 | |
Percent Difference - School Site and State | N/A | N/A | 21% |
Note: Cells with N/A values do not require data.
Types of Services Funded (Fiscal Year 2015-16)This section provides information about the programs and supplemental services that are available at the school and funded through categorical sources. Title I funds are used to support effective, research-based educational strategies for students not meeting the state's challenging academic achievement standards. Title I funds are distributed to schools with a minimum of 50% poverty on a per-pupil basis. Based on an analysis of student achievement data, Title I resources may be used for professional development, TIER II supplemental instruction and intervention, parental involvement, personalization and support for students with at-risk behaviors. Title III funds assist English Learners (EL) in acquiring English fluency, gaining access to the curriculum, and achieving grade-level and graduation standards. Funds are distributed to school sites based on the number of EL students enrolled. Economic Impact Aid-Limited English Proficient (EIA-LEP) is a state categorical program that provides supplemental funds to support programs for English Learners. Use of supplemental EIA funds for English Learners at the school level is administered through the Single School Plan as approved by the School Site Council and the local governing board. Typical examples include funds set aside for professional development, the purchase of supplemental materials and expenses that support paraprofessionals, supplemental resource teachers, and the operation of EL advisory committees.
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Category | District Amount | State Average For Districts In Same Category |
Beginning Teacher Salary | $42,207 | $45,092 |
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Mid-Range Teacher Salary | $67,417 | $71,627 |
Highest Teacher Salary | $83,703 | $93,288 |
Average Principal Salary (Elementary) | $107,190 | $115,631 |
Average Principal Salary (Middle) | $121,149 | $120,915 |
Average Principal Salary (High) | $124,798 | $132,029 |
Superintendent Salary | $350,000 | $249,537 |
Percent of Budget for Teacher Salaries | 34 | 37 |
Percent of Budget for Administrative Salaries | 5 | 5 |
Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
Subject | Number of AP Courses Offered* |
Percent of Students In AP Courses |
Computer Science | N/A | |
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English | 1 | N/A |
Fine and Performing Arts | N/A | |
Foreign Language | 2 | N/A |
Mathematics | 2 | N/A |
Science | N/A | |
Social Science | N/A | |
All courses | 5 | 16.9 |
Note: Cells with N/A values do not require data.
* Where there are student course enrollments of at least one student.
Professional Development - Most Recent 3 YearsThe professional development provided in the 2016-17 school year was designed to deepen the knowledge of teachers and schools leaders of the California content standards in English language arts, English language development, mathematics, science, and literacy in history/social studies, science, and technical subjects, visual performing arts, health, physical education, and other content subjects. The professional development has built upon the phases of implementation of the standards, the Professional Learning and Leadership Development initiatives incorporating the Teaching and Learning and School Leadership frameworks, and targeted instruction for our subgroups. The primary focus of professional development within the District continues to be focused on effective first instruction using the California Content Standards as the foundation for equity, access, culturally and linguistically responsive teaching, Universal Design for Learning, integration of social emotional learning, and multi-tiered systems of support for both tier I instruction and tier II/III interventions for behavior and academics. The District encourages schools to use a Plan-Deliver-Reflect-Revise model where teachers work collaboratively to construct instructional lessons, analyze student work, and reflect on instructional practices. The specific focus areas have been on the delivery of literacy and language instruction that ensures that all students read, write, speak and listen effectively, accurately, and fluently by the end of 2nd grade; the implementation of the California English Language Development Standards (CA ELD); the transition to the Next Generation Science Standards (NGSS); and the development of the instructional leadership team to collectively build capacity that increases the ability of all educators to make the instructional changes needed for all students to be college- and career-ready. Time Contractually Allotted for Professional Development for Teachers*
Note: * Schools often provided additional professional development time based on specific school-site scheduling and budgetary decisions. |
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