School Accountability Report Card
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School Accountability Report Card
Reported Using Data from the 2017-2018 School Year
California Department of Education

(Published During 2018-2019)

Lake Balboa College Preparatory Magnet K-12

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 https://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 2018-19)
District Name Los Angeles Unified School District
Phone Number 213-241-1000
Superintendent Austin Beutner
E-mail Address superintendent@lausd.net
Web Site achieve.lausd.net
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School Contact Information (School Year 2018-19)
School Name Lake Balboa College Preparatory Magnet K-12
Lake Balboa College Preparatory Magnet K-12 (Lake Balboa CP K-12)
Street 6701 BALBOA BLVD
City, State, Zip LAKE BALBOA, CA 91406
Phone Number 818-342-6133
Principal CLARKE, ROBERT T
E-mail Address robert.clarke@lausd.net
Web Site valleyaltmag-lausd-ca.schoolloop.com
County-District-School (CDS) Code 19 64733 1931716
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School Description and Mission Statement (School Year 2018-19)

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 2017-18)
Grade Level Number of Students
Kindergarten 20
Grade 1 24
Grade 2 44
Grade 3 47
Grade 4 51
Grade 5 58
Grade 6 67
Grade 7 61
Grade 8 59
Ungraded Elementary 0
Grade 9 43
Grade 10 41
Grade 11 31
Grade 12 42
Ungraded Secondary 0
Total Enrollment 588
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Student Enrollment by Student Group (School Year 2017-18)
Group Percent of Total Enrollment
Black or African American 2.6
American Indian or Alaska Native
Asian 7.1
Filipino 4.3
Hispanic or Latino 42.2
Native Hawaiian or Pacific Islander 0.3
White 41.7
Two or More Races 1.9
Socioeconomically Disadvantaged 78.7
English Learners 10.7
Students with Disabilities 7.8
Foster Youth
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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 District
2016-17 2017-18 2018-19 2018-19
With Full Credential 64 26 33 24,740
Full Credential 2 0 1 1,507
eaching Outside Subject Area of Competence (with full credential) 0 1 2 2,088
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Teacher Misassignments and Vacant Teacher Positions
Indicator 2016-17 2017-18 2018-19
Misassignments of Teachers of English Learners 0 0 0
Total Teacher Misassignments* 0 1 2
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.

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Quality, Currency, Availability of Textbooks and Instructional Materials
(School Year 2018-19)

(Month and year in which data were collected: November 2018)
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 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: Cells with N/A values do not require data.

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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: February 2018)
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.

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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
2016-17 2017-18 2016-17 2017-18 2016-17 2017-18
English Language Arts / Literacy (Grades 3-8 and 11) 51 54 40 43 48 50
Mathematics (Grades 3-8 and 11) 49 41 30 32 37 38

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.

Note: ELA and 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.

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CAASPP Test Results in English Language Arts (ELA)
by Student Group, Grades Three through Eight and Grade Eleven
(School Year 2017-18)

ELA - Grade All
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Met or
Exceeded
All Students 371 368 99.19 53.8
Male 193 190 98.45 50.53
Female 178 178 100 57.3
Black or African American 11 11 100 54.55
American Indian or Alaska Native
Asian 27 27 100 88.89
Filipino 21 21 100 66.67
Hispanic or Latino 156 156 100 44.87
Native Hawaiian or Pacific Islander -- -- -- --
White 145 142 97.93 52.82
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 270 267 98.89 50.94
English Learners 120 120 100 40.83
Students with Disabilities 36 35 97.22 22.86
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 3-Alternate) 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.


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CAASPP Test Results in Mathematics
by Student Group, Grades Three through Eight and Grade Eleven
(School Year 2017-18)

Mathematics - Grade All
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Met or
Exceeded
All Students 371 368 99.19 41.3
Male 193 190 98.45 44.21
Female 178 178 100 38.2
Black or African American 11 11 100 27.27
American Indian or Alaska Native
Asian 27 27 100 62.96
Filipino 21 21 100 71.43
Hispanic or Latino 156 156 100 28.85
Native Hawaiian or Pacific Islander -- -- -- --
White 145 142 97.93 43.66
Two or More Races -- -- -- --
Socioeconomically Disadvantaged 270 267 98.89 38.95
English Learners 120 120 100 29.17
Students with Disabilities 36 35 97.22 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 (i.e., achieved Level 3-Alternate) 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.


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CAASPP Test Results in Science for All Students
Grades Five, Eight, and High School
Percentage of Students Meeting or Exceeding the State Standard
Subject School District State
2016-17 2017-18 2016-17 2017-18 2016-17 2017-18
Science (Grades 5, 8, and High School) N/A N/A N/A N/A N/A N/A

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

Note: The 2016-17 and 2017-18 data are not available. The CDE 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 pilot-tested in spring 2017 and field-tested in spring 2018. The CAST will be administered operationally during the 2018-19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016-17 and 2017-18) and the CAA for Science will be field-tested in 2018-19.

Note: Science test results include the CAST and the CAA for Science. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAA for Science divided by the total number of students who participated on both assessments.

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Career Technical Education Programs (School Year 2017-18)

Career and Technical Education (CTE) programs in LAUSD prepare students to pursue a college education or enter today's competitive global workforce. Upon completion of a sequence of non-duplicative multi-year sequence of courses that integrate core academic knowledge with industry specific technical knowledge, students graduate high school with a wide range of academic, technical and employability skills and knowledge. CTE courses support the California Common Core State Standards and CTE Model Curriculum Standards which include Standards for Career Ready Practices, preparing students for a successful high school experience, postsecondary options and the world of work. In CTE programs the students analyze and apply the knowledge and skills acquired in core academic subjects like English, math, and science.

The California Department of Education identifies 15 industry sectors divided in 58 career pathways. LAUSD offers programs in 46 of the 58 pathways. More than 375 pathways, taught by CTE credentialed teachers at 137 middle and high schools, offer career training to students to give them a head start in the career field so they can graduate college and career ready.

The Carl D. Perkins Career Technical Education Act of 2006 provides supplemental federal funds approximately $6 million annually to initiate, expand and improve career technical education programs leading to certification for employment in high-demand, high-wage occupations. LAUSD has secured $33 million in round 1 and $27 million in round 2 of the CTEIG grant, a governor's initiative to boost the CTE programs in California. The CTEIG funding was announced as ongoing funding with the passage of Assembly Bill 1743.

Additionally there are 47 California Partnership Academies and 45 Linked Learning pathways. The Linked Learning approach integrates rigorous academics that meet college-ready standards with sequenced, high-quality career-technical education, work-based learning, and supports to help students stay on track. For Linked Learning students, education is organized around industry-sector themes.

In 2017-18, over 50,000 students who participated in CTE classes. There are 88 A-G approved CTE courses are available for the CTE programs and 35 CTE courses are articulated with post-secondary institutions. LAUSD and LACCD developed a Memorandum of Understanding for AB288 to offer dual enrollment courses in CTE so students can earn college and high school credit in addition to Industry Recognized Certificate in various industry sectors.

In 2017-18 students in CTE classes earned more than 5000 Industry Recognized Certifications such as Microsoft Office Specialist, Internet Core Competency Certification (IC3), Adobe Certified Associate, AutoCAD, Revit, fusion 360, CPR, First Aid, Serve Safe, Food Handlers, Financial Literacy, OSHA, Automotive Service Excellence (ASE), Torque Mechanical, Torque Electrical, ShopKey Pro Service and repair Level 1 and Level 2, Multimeter and Verus Pro, Snap On National Coalition for Certification Centers (NC3), SP2, Code Academy, Javascript.

For additional information, please contact the LAUSD CTE office (213-241-8754) or the school principal for a specific school CTE program.

I. Agriculture and Natural Resources
  • A. Agricultural Business
  • B. Agricultural Mechanics
  • C. Agriscience - 5 courses
  • D. Animal Science - 6 courses
  • E. Forestry and Natural Resources
  • F. Ornamental Horticulture - 15 courses
  • G. Plant and Soil Science - 1 course
II. Arts, Media, and Entertainment
  • A. Design, Visual, and Media Arts - 28 courses
  • B. Performing Arts - 2 courses
  • C. Production and Managerial Arts - 29 courses
  • D. Game Design and Integration
III. Building and Construction Trades
  • A. Cabinetry, Millwork, and Woodworking - 9 courses
  • B. Engineering and Heavy Construction - 1 course
  • C. Mechanical Systems Installation and Repair
  • D. Residential and Commercial Construction - 5 courses
IV. Business and Finance
  • A. Business Management - 18 courses
  • B. Financial Services - 9 courses
  • C. International Business - 4 courses
V. Education, Child Development, and Family Services
  • A. Child Development - 10 courses
  • B. Consumer Services - 3 courses
  • C. Education - 4 courses
  • D. Family and Human Services - 2 courses
VI. Energy, Environment, and Utilities
  • A. Environmental Resources - 5 courses
  • B. Energy and Power Technology - 1 course
  • C. Telecommunications - 2 courses
VII. Engineering and Architecture
  • A. Architectural Design - 13 courses
  • B. Engineering Technology - 1 course
  • C. Engineering Design - 21 courses
  • D. Environmental Engineering
VIII. Fashion and Interior Design
  • A. Fashion Design and Merchandising - 8 courses
  • B. Personal Services - 10 courses
  • C. Interior Design
IX. Health Science and Medical Technology
  • A. Biotechnology - 8 courses
  • B. Patient Care - 13 courses
  • C. Healthcare Administrative Services - 4 courses
  • D. Healthcare Operational Support Services - 1 course
  • E. Public and Community Health - 2 courses
  • F. Mental and Behavioral Health
X. Hospitality, Tourism, and Recreation
  • A. Food Science, Dietetics, and Nutrition - 1 course
  • B. Food Service and Hospitality - 15 courses
  • C. Hospitality, Tourism, and Recreation - 7 courses
XI. Information and Communication Technologies
  • A. Information Support and Services - 10 courses
  • B. Networking - 4 courses
  • C. Software and Systems Development - 21 courses
  • D. Games and Simulation - 3 courses
XII. Manufacturing and Product Design
  • A. Graphic Production - 10 courses
  • B. Machining and Forming Technologies - 10 courses
  • C. Welding and Materials Joining
  • D. Product Innovation and Design
XIII. Marketing Sales and Service
  • A. Marketing
  • B. Professional Sales - 5 courses
  • C. Entrepreneurship / Self Employment - 6 courses
XIV. Public Services
  • A. Emergency Response
  • B. Legal Practices - 4 courses
  • C. Public Safety - 6 courses
XV. Transportation
  • A. Operations
  • B. Structural Repair and Refinishing - 5 courses
  • C. Systems Diagnostics and Service - 13 courses
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Career Technical Education (CTE) Participation (School Year 2017-18)
Measure CTE Program Participation
Number of Pupils Participating in CTE 1
Percent of Pupils Completing a CTE Program and Earning a High School Diploma 0.0
Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education 0.0
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Courses for University of California (UC) and/or California State University (CSU) Admission
UC/CSU Course Measure Percent
2017-18 Students Enrolled in Courses Required for UC/CSU Admission 32.31
2016-17 Graduates Who Completed All Courses Required for UC/CSU Admission 75.56
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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 2017-18)
Level Grade 5 Grade 7 Grade 9
Percentage of Students Meeting Four of Six Fitness Standards 24.1 26.7 24.4
Percentage of Students Meeting Five of Six Fitness Standards 17.2 18.3 17.1
Percentage of Students Meeting Six of Six Fitness Standards 13.8 46.7 48.8

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.

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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 2018-19)

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
2018-19 X X X X X X X X X
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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
2015-16 2016-17 2017-18 2015-16 2016-17 2017-18 2015-16 2016-17 2017-18
Suspensions 2.36 0.48 0.82 0.93 0.76 0.79 3.65 3.65 3.51
Expulsions 0 0 0 0.02 0.02 0.02 0.09 0.09 0.08
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School Safety Plan (School Year 2018-19)

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     2018-09-29 2018-09-29
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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.


Average Class Size and Class Size Distribution (Elementary)
(School Year 2015-16)
Grade
Level
Avg.
Class
Size
Number of Classes*
1-20 21-32 33+
K 18 1
1 25 1
2 20 2
3 21 1 1
4 27 2
5 26 2
6 30 10 1
Other**

* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

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Average Class Size and Class Size Distribution (Elementary)
(School Year 2016-17)
Grade
Level
Avg.
Class
Size
Number of Classes*
1-20 21-32 33+
K 21 1
1 24 1
2 22 1 1
3 23 2
4 27 2
5 27 2
6 31 10 1
Other

* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

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Average Class Size and Class Size Distribution (Elementary)
(School Year 2017-18)
Grade
Level
Avg.
Class
Size
Number of Classes*
1-20 21-32 33+
K 20 1
1 24 1
2 22 1 1
3 24 2
4 26 2
5 29 1 1
6 29 3 5 5
Other

* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

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Average Class Size and Class Size Distribution (Secondary)
(School Year 2015-16)
Subject Avg.
Class
Size
Number of Classes*
1-22 23-32 33+
English 24 4 10 2
Mathematics 24 5 5 3
Science 29 5 2
Social Science 29 2 4 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.

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Average Class Size and Class Size Distribution (Secondary)
(School Year 2016-17)
Subject Avg.
Class
Size
Number of Classes*
1-22 23-32 33+
English 21 8 9
Mathematics 25 5 8 1
Science 27 1 7
Social Science 26 2 8

* 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.

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Average Class Size and Class Size Distribution (Secondary)
(School Year 2017-18)
Subject Avg.
Class
Size
Number of Classes*
1-22 23-32 33+
English 24 5 5 2
Mathematics 23 5 5 1
Science 26 2 5 1
Social Science 29 2 5 2

* 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.

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Academic Counselors and Other Support Staff (School Year )
Title Number of FTE* Assigned to School Average Number of Students per
Academic Counselor
Academic Counselor 1.00 588.00
Counselor (Social/Behavioral or Career Development) 0.00 N/A
Library Media Teacher (Librarian) 0.00 N/A
Library Media Services Staff (Paraprofessional) 0.00 N/A
Psychologist 0.56 N/A
Social Worker 0.00 N/A
Nurse 0.20 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.

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Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2016-17)
Level Expenditures Per Pupil Average
Teacher Salary
Total
Expenditures
Restricted Unrestricted
School Site $11,283 $1,825 $9,458 $76,283
District N/A N/A $7,543 $75,094
Percent Difference - School Site and District N/A N/A 25% 2%
State N/A N/A $7,125 $80,764
Percent Difference - School Site and State N/A N/A 33% -6%

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

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Types of Services Funded (Fiscal Year 2017-18)

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, evidence 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, supplemental instruction and intervention, parental involvement, personalization and support for students who are academically at risk.

Title III funds are allocated to supplement the core language instruction educational programs to ensure English Learner (EL) students, including immigrant children and youth, achieve English proficiency and meet the same challenging state academic standards that other students are expected to meet. These support services must be based on evidence that demonstrates program effectiveness and may include effective professional development to teachers, principals, administrators, and other school or community-based organizational personnel. Professional development activities funded with Title III funds must be of sufficient intensity and duration to have a positive and lasting impact on teacher capacity to meet the instructional needs of English learners. Each local district determines how funds are distributed to school sites based on locally determined needs. Funds may be used to provide EL instructional coaches and professional development services.

School Year Title I Title III
2017-18 X X
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Teacher and Administrative Salaries (Fiscal Year 2017-18)
Category District Amount State Average For Districts
In Same Category
Beginning Teacher Salary $43,913 $47,903
Mid-Range Teacher Salary $70,141 $74,481
Highest Teacher Salary $87,085 $98,269
Average Principal Salary (Elementary) $116,726 $123,495
Average Principal Salary (Middle) $131,879 $129,482
Average Principal Salary (High) $133,989 $142,414
Superintendent Salary $350,000 $271,429
Percent of Budget for Teacher Salaries 31 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.

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Advanced Placement (AP) Courses (School Year 2017-18)
Subject Number of
AP Courses Offered*
Percent of Students
In AP Courses
Computer Science 0 N/A
English 0 N/A
Fine and Performing Arts 0 N/A
Foreign Language 0 N/A
Mathematics 0 N/A
Science 0 N/A
Social Science 0 N/A
All courses 0 0

Note: Cells with N/A values do not require data.
* Where there are student course enrollments of at least one student.

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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 Pupil Free
2018-19 26 Hours 6 Hours
2017-18 26 Hours 6 Hours
2016-17 26 Hours 6 Hours

Secondary Schools
Academic Year Banked Time Pupil Free
2018-19 21 Hours 6 Hours
2017-18 21 Hours 6 Hours
2016-17 21 Hours 6 Hours

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

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