School Accountability Report Card
State Reporting Services Branch


Los Angeles Unified School District   >   Office of Data and Accountability   >   SRSB   >   School Accountability Report Card

SARC
Select language

California Department of Education
School Accountability Report Card

Reported Using Data from the 2016-17 School Year
Published During 2017-18

Luther Burbank Middle

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.


About This School

District Contact Information (School Year 2017-18)
District Name Los Angeles Unified School District
Phone Number 213-241-1000
Superintendent Michelle King
E-mail Address michelle.king@lausd.net
Web Site achieve.lausd.net
Top of Page

School Contact Information (School Year 2017-18)
School Name Luther Burbank Middle
Luther Burbank Middle School Arts/Technology/Community Mag (Burbank MS A/T/C Mag)
Street 6460 N FIGUEROA ST
City, State, Zip LOS ANGELES, CA 90042
Phone Number 323-340-4400
Principal MOORE, CHRISTINE N
E-mail Address christine.moore@lausd.net
Web Site www.lbmsbears.com
County-District-School (CDS) Code 19 64733 6057897
Top of Page

School Description and Mission Statement (School Year 2017-18)

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:

  1. 100% Graduation
  2. Academic Proficiency for All Students
  3. 100% Attendance
  4. Student, Parent, and Community Engagement
  5. School Safety

This School Accountability Report Card shows how well our school and students are meeting the District's goals.


Student Enrollment by Grade Level (School Year 2016-17)
Grade Level Number of Students
Kindergarten 0
Grade 1 0
Grade 2 0
Grade 3 0
Grade 4 0
Grade 5 0
Grade 6 190
Grade 7 355
Grade 8 336
Ungraded Elementary 0
Grade 9 0
Grade 10 0
Grade 11 0
Grade 12 0
Ungraded Secondary 0
Total Enrollment 881
Top of Page

Student Enrollment by Student Group (School Year 2016-17)
Group Percent of Total Enrollment
Black or African American 1.7
American Indian or Alaska Native 0.8
Asian 1.8
Filipino 2
Hispanic or Latino 90.5
Native Hawaiian or Pacific Islander 0.5
White 2.4
Two or More Races 0.3
Socioeconomically Disadvantaged 86.5
English Learners 13.7
Students with Disabilities 16.9
Foster Youth 0.1
Top of Page

A.  Conditions of Learning

State Priority: Basic

The SARC provides the following information relevant to the Basic State Priority (Priority 1):


Teacher Credentials
Teachers School 2015-16 School 2016-17 School 2017-18 District 2017-18
Teachers With Full Credential 33 186 43 21,842
Teachers Without Full Credential 1 0 3 866
Teachers Teaching Outside Subject Area of Competence (with full credential) 2 0 16 2,653
Top of Page

Teacher Misassignments and Vacant Teacher Positions
Indicator 2015-16 2016-17 2017-18
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments* 2 0 16
Vacant Teacher Positions 0 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.

Top of Page


Quality, Currency, Availability of Textbooks and Instructional Materials
(School Year 2017-18)

(Month and year in which data were collected: October 2017???)
Subject Textbooks and Instructional
Materials / Year of Adoption
From Most Recent Adoption? Percent Students Lacking
Own Assigned Copy
Reading / Language Arts 2016 Yes 0
Mathematics 2014 Yes 0
Science 2007 Yes 0
History-Social Science 2006 Yes 0
Foreign Language N/A N/A N/A
Health 2005 Yes 0
Visual and Performing Arts 2008 Yes 0
Science Laboratory Equipment (Grades 9-12) N/A N/A N/A

Note: Cells with N/A values do not require data.
* Science Lab equipment sufficiency is per school, not per pupil.

Top of Page

School Facility Conditions and Planned Improvements

The 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.

School Facility Good Repair Status

(Month and year of most recent FIT report: March 2017)
System Inspected Repair Status Repair Needed and Action Taken or Planned
Gas Leaks GOOD
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.

Top of Page

B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):


CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven
Percentage of Students Meeting or Exceeding the State Standards
Subject School District State
2015-16 2016-17 2015-16 2016-17 2015-16 2016-17
English Language Arts / Literacy (Grades 3-8 and 11) 41 42 39 40 48 48
Mathematics (Grades 3-8 and 11) 34 36 29 30 36 37

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.

Top of Page

CAASPP Test Results in English Language Arts (ELA)
by Student Group, Grades Three through Eight and Grade Eleven
(School Year 2016-17)

ELA - Grade All
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Met or
Exceeded
All Students 885 871 98.42 41.91
Male 481 473 98.34 38.27
Female 404 398 98.51 46.23
Black or African American 16 16 100 43.75
American Indian or Alaska Native -- -- -- --
Asian 13 13 100 69.23
Filipino 18 18 100 61.11
Hispanic or Latino 797 786 98.62 39.44
Native Hawaiian or Pacific Islander -- -- -- --
White 25 23 92 73.91
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 781 771 98.72 39.43
English Learners 288 277 96.18 23.1
Students with Disabilities 149 148 99.33 7.43
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 (i.e., achieved Level 3ľAlternate) 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 (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Note: 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.

Top of Page

CAASPP Test Results in Mathematics
by Student Group, Grades Three through Eight and Grade Eleven
(School Year 2016-17)

Mathematics - Grade All
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Met or
Exceeded
All Students 885 883 99.77 35.67
Male 481 480 99.79 33.13
Female 404 403 99.75 38.71
Black or African American 16 16 100 43.75
American Indian or Alaska Native -- -- -- --
Asian 13 13 100 84.62
Filipino 18 18 100 61.11
Hispanic or Latino 797 795 99.75 32.83
Native Hawaiian or Pacific Islander -- -- -- --
White 25 25 100 68
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 781 779 99.74 33.25
English Learners 288 288 100 15.28
Students with Disabilities 149 149 100 6.04
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 (i.e., achieved Level 3ľAlternate) 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 (i.e., achieved Level 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Note: 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.

Top of Page

CAASPP Test Results in Science for All Students
Grades Five, Eight, and Ten
Percentage of Students Scoring at Proficient or Advanced
Subject School District State
2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17
Science (Grades 5, 8, and 10) 62 63 N/A* 46 46 N/A* 56 54 N/A*

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.

N/A*: The 2016-17 data are not available. The California Department of Education is developing a new science assessment based on the Next Generation Science Standards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science will no longer be administered.

Top of Page

State Priority: Other Pupil Outcomes

The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):


California Physical Fitness Test Results (School Year 2016-17)
Level Grade 5 Grade 7 Grade 9
Percentage of Students Meeting Four of Six Fitness Standards 20.1
Percentage of Students Meeting Five of Six Fitness Standards 14.8
Percentage of Students Meeting Six of Six Fitness Standards 13.7

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.

Top of Page

C.  Engagement

State Priority: Parental Involvement

The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):

Opportunities for Parental Involvement (School Year 2017-18)

To participate with any of the following opportunities, contact the school principal.

School
Year
Advisory
Council
Governance
Council
PTA /
PTO
Classroom
Volunteer
Office
Volunteer
Supervision
Volunteer
Fund
Raising
School
Beautification
Other
2017-18 X X X X X X

State Priority: School Climate

The SARC provides the following information relevant to the School Climate State Priority (Priority 6):

Suspensions and Expulsions
Rate School District State
2014-15 2015-16 2016-17 2014-15 2015-16 2016-17 2014-15 2015-16 2016-17
Suspensions 0.52 0.23 0.32 0.91 0.93 0.76 3.79 3.65 3.65
Expulsions 0.1 0 0.11 0.01 0.02 0.02 0.09 0.09 0.09
Top of Page

School Safety Plan (School Year 2017-18)

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:

Safe School Plan Date Revised Date Reviewed with Staff
Volume 1 Prevention Programs     2017-10-02 2017-10-02

Top of Page

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.

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.


Federal Intervention Program (School Year 2017-18)
Indicator School District
Program Improvement Status In PI In PI
First Year of Program Improvement 2004-2005 2004-2005
Year in Program Improvement* Year 5 Year 3
Number of Schools Currently in Program Improvement N/A 642
Percent of Schools Currently in Program Improvement N/A 69

Note: Cells with NA values do not require data.

Top of Page

Average Class Size and Class Size Distribution (Elementary)
Grade
Level
Avg.
Class
Size
2014-15
Number of Classes*
Avg.
Class
Size
2015-16
Number of Classes*
Avg.
Class
Size
2016-17
Number of Classes*
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+
K
1
2
3
4
5
6 26 1 18 2 32 1 12 7 30 11 32
Other

* Number of classes indicates how many classes fall into each size category (a range of total students per class)

Top of Page

Average Class Size and Class Size Distribution (Secondary)
Material Avg.
Class
Size
2014-15
Number of Classes*
Avg.
Class
Size
2015-16
Number of Classes*
Avg.
Class
Size
2016-17
Number of Classes*
1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
English 29 16 6 36 24 24 8 30 21 29 13 25
Mathematics 29 17 6 36 27 18 6 32 25 21 8 30
Science 31 5 3 18 27 8 3 16 24 10 5 14
Social Science 31 6 3 18 27 9 3 16 26 8 5 14

* 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.

Top of Page

Academic Counselors and Other Support Staff (School Year 2016-17)
Title Number of FTE* Assigned to School Average Number of Students per
Academic Counselor
Academic Counselor 3.00 331.333333333333
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 0.55 N/A
Social Worker 1.00 N/A
Nurse 1.00 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.

Top of Page

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2015-16)
Level Expenditures Per Pupil Average
Teacher Salary
Total
Expenditures
Restricted Unrestricted
School Site $9,925 $2,772 $7,153 $72,896
District N/A N/A $5,729 $73,658
Percent Difference - School Site and District N/A N/A 25% -1%
State N/A N/A $5,348 $79,228
Percent Difference - School Site and State N/A N/A 34% -8%

Note: Cells with N/A values do not require data.

Top of Page

Types of Services Funded (Fiscal Year 2016-17)

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 who are academically at risk.

Title III funds are allocated for the following purpose: To increase the English Proficiency of LEP students by providing high quality language instruction educational programs. Based on scientific research that demonstrates the effectiveness of the programs in increasing English Proficiency and student achievement in the core academic subjects and to provide high quality professional development to teachers, principals, administrators and other school and community-based personnel. Each local district determines how funds are distributed to school sites based on locally determined needs, funds may provide EL coaches and professional development services.

Economic Impact Aid-Limited English Proficient (EIA-LEP) is a state categorical program that provides supplemental funds to support programs for English Learners. Supplemental materials are centrally funded and provided to schools.

School Year Title I Title III EIA-LEP
2016-17 X X X


Teacher and Administrative Salaries (Fiscal Year 2016-17)
Category District Amount State Average For Districts
In Same Category
Beginning Teacher Salary $43,913 $47,808
Mid-Range Teacher Salary $70,141 $73,555
Highest Teacher Salary $87,085 $95,850
Average Principal Salary (Elementary) $116,684 $120,448
Average Principal Salary (Middle) $131,969 $125,592
Average Principal Salary (High) $133,725 $138,175
Superintendent Salary $350,000 $264,457
Percent of Budget for Teacher Salaries 32 35
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/.

Top of Page

Professional Development - Most Recent 3 Years

The professional development provided in the 2017-18 school year was designed to deepen the knowledge of teachers and schools leaders of the California content standards and frameworks in English language arts, English language development, mathematics, history/social studies, science, visual performing arts, health, physical education, other content subjects and literacy in history/social studies, science, and technical 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 newly adopted instructional materials (particularly in English language arts, English language development and mathematics) aligned with 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 new state History/Social Science and Science Frameworks; 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-prepared and career-ready.

Time Contractually Allotted for Professional Development for Teachers*

Elementary Schools
Academic Year Banked Time (Hours) Pupil Free (Hours)
2017-18 26 Hours 6 Hours
2016-17 26 Hours 6 Hours
2015-16 26 Hours 6 Hours

Secondary Schools
Academic Year Banked Time (Hours) Pupil Free (Hours)
2017-18 21 Hours 6 Hours
2016-17 21 Hours 6 Hours
2015-16 21 Hours 6 Hours

Note: * Schools often provided additional professional development time based on specific school-site scheduling and budgetary decisions.

Top of Page