School Accountability Report Card
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School Accountability Report Card
Reported Using Data from the 2018-2019 School Year
California Department of Education

(Published During 2019-2020)

Columbus Avenue Elementary

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 2019-20)
Entity Contact Information
District Name Los Angeles Unified School District
Phone Number 213-241-1000
Superintendent Austin Beutner
Email Address superintendent@lausd.net
Website achieve.lausd.net
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School Contact Information (School Year 2019-20)
Entity Contact Information
School Name Columbus Avenue Elementary
Columbus Avenue Elementary (Columbus Ave El) 
Street 6700 COLUMBUS AVE 
City, State, Zip VAN NUYS, CA 91405 
Phone Number 818-779-5440 
Principal HARRISON, JODI L 
Email Address jodi.harrison@lausd.net 
Website columbusavees.lausd.org 
County-District-School (CDS) Code 19 64733 6120679 
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School Description and Mission Statement (School Year 2019-20)

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 2018-19)
Grade Level Number of Students
Kindergarten 86 
Grade 1 86 
Grade 2 73 
Grade 3 76 
Grade 4 75 
Grade 5 83 
Grade 6
Grade 7
Grade 8
Ungraded Elementary
Grade 9
Grade 10
Grade 11
Grade 12
Ungraded Secondary
Total Enrollment 479 
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Student Enrollment by Student Group (School Year 2018-19)
Group Percent of Total Enrollment
Black or African American 3.1 
American Indian or Alaska Native  
Asian 1.5 
Filipino
Hispanic or Latino 89.4 
Native Hawaiian or Pacific Islander 0.2 
White 4.8 
Two or More Races  
Socioeconomically Disadvantaged 94.2 
English Learners 44.1 
Students with Disabilities 14.6 
Foster Youth 0.6 
Homeless 3.5 
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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
2017-18 2018-19 2019-20 2019-20
With Full Credential 22  25  18  21,054 
Without Full Credential 783 
Teaching Outside Subject Area of Competence (with full credential) 1,103 
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Teacher Misassignments and Vacant Teacher Positions
Indicator 2017-18 2018-19 2019-20
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.

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Quality, Currency, Availability of Textbooks and Other Instructional Materials
(School Year 2019-20)

(Month and year in which data were collected: November 2018 )
Subject Textbooks and Other Instructional
Materials / Year of Adoption
From Most Recent Adoption? Percent Students Lacking
Own Assigned Copy
Reading / Language Arts 2017  Yes 
Mathematics 2015  Yes 
Science 2007  Yes 
History-Social Science 2006  Yes 
Foreign Language N/A  N/A  N/A 
Health 2005  Yes 
Visual and Performing Arts 2008  Yes  100 
Science Laboratory Equipment (Grades 9-12) N/A N/A N/A 

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 2019 )
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
2017-18 2018-19 2017-18 2018-19 2017-18 2018-19
English Language Arts / Literacy (Grades 3-8 and 11) 23  25  43  45  50  50 
Mathematics (Grades 3-8 and 11) 15  17  32  34  38  39 

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 2018-19)

ELA - Grade All
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not Tested
Percent
Met or
Exceeded
All Students 230  221  96.09  3.91  24.55 
Male 117  110  94.02  5.98  24.55 
Female 113  111  98.23  1.77  24.55 
Black or African American --  --  --  --  -- 
American Indian or Alaska Native          
Asian --  --  --  --  -- 
Filipino --  --  --  --  -- 
Hispanic or Latino 207  199  96.14  3.86  22.61 
Native Hawaiian or Pacific Islander          
White --  --  --  --  -- 
Two or More Races --  --  --  --  -- 
Socioeconomically Disadvantaged 215  208  96.74  3.26  24.15 
English Learners 152  146  96.05  3.95  17.93 
Students with Disabilities 25  20  80.00  20.00  5.00 
Students Receiving Migrant Education Services          
Foster Youth          
Homeless --  --  --  --  -- 

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 2018-19)

Mathematics - Grade All
Student Group Total
Enrollment
Number
Tested
Percent
Tested
Percent
Not Tested
Percent
Met or
Exceeded
All Students 230  222  96.52  3.48  16.67 
Male 117  111  94.87  5.13  17.12 
Female 113  111  98.23  1.77  16.22 
Black or African American --  --  --  --  -- 
American Indian or Alaska Native          
Asian --  --  --  --  -- 
Filipino --  --  --  --  -- 
Hispanic or Latino 207  201  97.10  2.90  14.43 
Native Hawaiian or Pacific Islander          
White --  --  --  --  -- 
Two or More Races --  --  --  --  -- 
Socioeconomically Disadvantaged 215  209  97.21  2.79  15.79 
English Learners 152  147  96.71  3.29  10.88 
Students with Disabilities 25  20  80.00  20.00  5.00 
Students Receiving Migrant Education Services          
Foster Youth          
Homeless --  --  --  --  -- 

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
2017-18 2018-19 2017-18 2018-19 2017-18 2018-19
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: This is a placeholder for the California Science Test (CAST) which was administered operationally during the 2018-19 school year. However, these data are not available for inclusion in the 2018-19 SARC posting due February 1, 2020. These data will be included in the 2019-20 SARC posting due February 1, 2021.

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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 2018-19)
Level Grade 5 Grade 7 Grade 9
Percentage of Students Meeting Four of Six Fitness Standards 7.10     
Percentage of Students Meeting Five of Six Fitness Standards 17.90     
Percentage of Students Meeting Six of Six Fitness Standards 10.70     

Note: Percentages are not calculated and double dashes (--) appear in the table 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 2019-20)

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
2019-20                  
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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
2016-17 2017-18 2018-19 2016-17 2017-18 2018-19 2016-17 2017-18 2018-19
Suspensions 0.35  0.17    0.93  0.76  0.79  3.65  3.65  3.51 
Expulsions   0.02  0.02  0.02  0.09  0.09  0.08 
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School Safety Plan (School Year 2019-20)

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     2019-10-01  2019-10-01 
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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 2016-17)
Grade
Level
Avg.
Class
Size
Number of Classes*
1-20 21-32 33+
K 20   
1 21   
2 21   
3 22   
4 29     
5 24   
6        
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 24     
2 23     
3 23     
4 28     
5 25   
6        
Other 11     

* 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 2018-19)
Grade
Level
Avg.
Class
Size
Number of Classes*
1-20 21-32 33+
K 19   
1 24     
2 19   
3 24     
4 24     
5 27     
6        
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 2016-17)
Subject Avg.
Class
Size
Number of Classes*
1-22 23-32 33+
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.

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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        
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.

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Average Class Size and Class Size Distribution (Secondary)
(School Year 2018-19)
Subject Avg.
Class
Size
Number of Classes*
1-22 23-32 33+
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.

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Ratio of Academic Counselors to Pupils (School Year 2018-19)
Title Ratio
Academic Counselors* 0.0 

* 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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Student Support Services Staff (School Year 2018-19)
Title Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development)  
Library Media Teacher (Librarian) 0.0 
Library Media Services Staff (Paraprofessional) 0.0 
Psychologist 0.0 
Social Worker 0.0 
Nurse 0.0 
Speech/Language/Hearing Specialist 0.0 
Resource Specialist (non-teaching) 2.0 
Other 2.0 

* 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 2017-18)
Level Expenditures Per Pupil Average
Teacher Salary
Total
Expenditures
Restricted Unrestricted
School Site $11,739  $4,001  $7,738  $74,910 
District N/A N/A $8,068  $74,789 
Percent Difference - School Site and District N/A N/A -4%  0% 
State N/A N/A $7,507  $82,403 
Percent Difference - School Site and State N/A N/A 3%  -9% 

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

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Types of Services Funded (Fiscal Year 2018-19)

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
2018-19 
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Teacher and Administrative Salaries (Fiscal Year 2018-19)
Category District Amount State Average For Districts
In Same Category
Beginning Teacher Salary $43,913  $48,612 
Mid-Range Teacher Salary $70,141  $74,676 
Highest Teacher Salary $87,085  $99,791 
Average Principal Salary (Elementary) $117,494  $125,830 
Average Principal Salary (Middle) $132,291  $131,167 
Average Principal Salary (High) $135,145  $144,822 
Superintendent Salary $350,000  $275,796 
Percent of Budget for Teacher Salaries 30  34 
Percent of Budget for Administrative Salaries

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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Professional Development - Most Recent 3 Years

The 2019-20 school year professional development was designed to deepen the knowledge of teachers and school leaders of priority District-wide initiatives as identified through data analysis and input from schools. These initiatives focused on improving instruction and services to specific student groups through a multi-tiered system of supports. Some specific student groups identified through data include English Learners, Standard English Learners, and foster youth.

District-wide professional development included:

  • An introduction to the new 2018 English Learner/Standard English Learner Master Plan that outlines supports for these student groups
  • The Districtís next steps in implementing dual language programs as well as the state English Language Development standards
  • Training focused on increasing the capacity of school-site personnel to identify and support foster youth in order to improve the success of these students including meeting the requirements for AB329 to ensure that foster care youth are guaranteed to receive sexual health and HIV prevention education
  • All elementary schools received training on the new Learning Management System (LMS) and online gradebook that aligns with the implementation of the standards-based student progress report
  • Administrators and educators at all levels were offered face-to-face and virtual training sessions to learn about the LMS and online gradebook
  • The Academic English Mastery Program (AEMP) has provided districtwide professional develop to teachers, administrators and families around Culturally and Linguistically Responsive practices. Professional development ssessions were held during fall/winter/spring institutes across local districts
  • School Safety
  • The Access, Equity and Acceleration Unit has facilitated professional development for stakeholders at each local district and provided online professional development modules through MyPLN. Trainings are aimed at providing an overview of the MTSS framework and to support implementation at school sites
  • Training for all school site personnel on the characteristics of dyslexia, how to identify systems to support students with dyslexia, and an exploration of dyslexia resources available in L.A. Unified

In addition, professional development that focused on 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 student groups.

The primary focus of professional development within the District continues to be focused on effective first instruction. and tiered support for all students. 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 second grade; the implementation of the California English language development standards; 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
Measure (Days) 2017-18 2018-19 2019-20
Number of school days dedicated to Staff Development and Continuous Improvement 28* 28* 28*

Secondary Schools
Measure (Days) 2017-18 2018-19 2019-20
Number of school days dedicated to Staff Development and Continuous Improvement 16* 16* 16*

Elementary Schools
Academic Year Banked Time (Hours) Pupil Free (Hours)
2019-20 26 6
2018-19 26 6
2017-18 26 6

Secondary Schools
Academic Year Banked Time (Hours) Pupil Free (Hours)
2019-20 21 6
2018-19 21 6
2017-18 21 6

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

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