SARC Report for Alternatives in Action · Alternatives in Action High School is non-sectarian in...

Alternatives in Action

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2015-16 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe 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 locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Phung Lai and Logan ManningPrincipal, Alternatives in Action

Welcome to Alternat ives in Act ion High School (formerly called Bay Area School of Enterprise). Our school servesapproximately 180 students and provides an environment in which youth take ownership of their own learning andpartner w ith caring adults to change their lives as they change the community around them. Using restorat ive processesand a growth mindset, we are committed to providing a safe, posit ive learning community. We value meaningfulrelat ionships among our staff, students and families, and believe that all young people are inherent ly w ise and resourceful.Alternat ives in Act ion High School has over ten years of demonstrated success graduat ing students and preparing themfor impactful lives in college, career, and community. Since 2001, we have engaged a diverse student body (97% ofwhom are students of color w ith diverse economic and English language learner backgrounds) in the creat ion of over 50social act ion projects, hosted over 150 visitors wanting to learn more about the school’s innovat ive approach, and had ourgraduates accepted to colleges including UCLA, UC Davis, UC Santa Cruz, San Diego State University, Sacramento StateUniversity, San Francisco State University, and Mills College. The school is fully accredited by the Western Associat ion ofSchools and Colleges. At the start of the 2014-2015 school year, the high school relocated to East Oakland’s SeminaryNeighborhood.

Sincerely,

Phung Lai and Logan Manning

Co-Directors

Alternat ives in Act ion6221 E 17th St.Oakland, CA 94621

Phone: 510-748-4314E-mail: plai@alternat ivesinact ion.org

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/25/2017


About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name Alameda Unified

Phone Number (510) 337-7000

Superintendent Sean McPhetridge

E-mail Address [email protected]

Web Site http://www.alameda.k12.ca.us

School Contact Information (School Year 2016-17)

School Name Alternat ives in Act ion

Street 6221 E 17th St.

City, State, Zip Oakland, Ca, 94621

Phone Number 510-748-4314

Principal Phung Lai and Logan Manning

E-mail Address plai@alternat ivesinact ion.org

Web Site www.alternat ivesinact ion.org

County-District-School (CDS) Code

01611190130625

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

Alternat ives in Act ion High School (formerly known as Bay Area School of Enterprise) serves youth from the Bay Area who are motivated to transform their livesand their communit ies. Alternat ives in Act ion High School provides an environment in which youth take ownership of their own learning and partner w ith caringadults to change their lives as they change the community around them. The school serves a diverse populat ion of youth, the majority of whom have beenunsuccessful in one or more core academic subjects as measured by standardized tests or credits towards graduat ion. Our approach is radically different. Ratherthan the cont inuat ion high school approach, which typically emphasizes rapid credit recovery in order to meet the minimum state established graduat ionrequirements, Alternat ives in Act ion High School strives to prepare youth for college, career, and community.

Alternat ives in Act ion High School is non-sectarian in its programs, admissions policies, employment pract ices, and all other operat ions. The school does not chargetuit ion, and does not discriminate on the basis of race, ethnicity, nat ional origin, gender, or disability.

2015-16 SARC - Alternatives in Action

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http://www.alameda.k12.ca.us


www.alternativesinaction.org



Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Grade 9 41

Grade 10 43

Grade 11 50

Grade 12 31

Total Enrollment 165

Grade 9 Grade 10 Grade 11 Grade 120

10

20

30

40

50

60

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 5.5 %

American Indian or Alaska Nat ive 0.0 %

Asian 0.0 %

Filipino 0.6 %

Hispanic or Lat ino 92.7 %

Native Hawaiian or Pacific Islander 0.0 %

White 0.6 %

Two or More Races 0.0 %

Other 0.6 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 94.5 %

English Learners 53.3 %

Students w ith Disabilit ies 9.0 %

Foster Youth 7.0 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 11 8 9

Without Full Credent ial 0 0 2

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 1

2014-15 2015-16 2016-170

2

4

6

8

10

12Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2014-15 2015-16 2016-17-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: January 2017

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 92.0% 8.0%

High-Poverty Schoolsin District

91.0% 10.0%

Low-Poverty Schoolsin District

93.0% 7.0%

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)

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

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsCurriculum is comprised of various novels.

Our English Learners program offers different levels of the follow ingtextbook:

Nat ional Geographic Learning, Cengage Learning (2014) - EDGE:Reading, Writ ing & Language

Yes 100.0 %

MathematicsCPM Educat ional Program (2015) - Core Connect ions: Course 3

CPM Educat ional Program (2015) - Core Connect ions: Algebra

CPM Educat ional Program (2015) - Core Connect ions: Algebra 2

CPM Educat ional Program (2015) - Core Connect ions: Geometry

Apex Learning (2016) - Pre-Calculus

Yes 100.0 %

Science 0.0 %

History-Social SciencePrent ice Hall (2007) - World History: The Modern World

McGraw Hill/Glencoe (2009) - Street Law: A Course in Pract ical Law

Prent ice Hall (2005) - Economics: Principles in Act ion

Yes 100.0 %

Foreign LanguageApex Learning (2016) - Spanish I

Apex Learning (2016) - Spanish II

Yes 100.0 %

Health 0.0 %

Visual and PerformingArts

0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %


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School Facility Good Repair StatusYear and month of the most recent FIT report: January 2017

Overall Facility RateYear and month of the most recent FIT report: January 2017

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

Alternat ives in Act ion High School has successfully spent its second school year during 2015-16 in East Oakland in its current facility. There were several significantupgrades and tenant improvements completed and w ill cont inue to improve as cash flow permits. Addit ionally, there has been a complete overaul of the facility'sHVAC system where it has been completey replaced, a replacement of the w indows, a deep cleaning of the school, installed a new gate around the campus, andhave built a community garden on-site.

System Inspected RatingRepair Needed and Action Taken

or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

GoodReplaced the HVAC system w ith a

new one in January 2016.

Interior: Interior Surfaces Good

Cleanliness: OverallCleanliness, Pest/VerminInfestat ion

GoodA deep clean was performed on-

campus in June 2016.

Electrical: Electrical Good

Restrooms/Fountains:Restrooms, Sinks/Fountains

FairThe Boys restroom needs one sink

replaced.

Safety: Fire Safety, HazardousMaterials

Good

Structural: StructuralDamage, Roofs

FairReplacing a part of the roof w ill beperformed as there is a slight leak

during heavy rain.

External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences

GoodA new gate was installed in Fall2015. A community garden was

built in August 2015 and expandedin March 2016. Some of the

w indows were replaced during theschool year as well.

Overall Rat ing Good


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

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 forstat ist ical accuracy or to protect student privacy.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

English Language Arts / Literacy (grades 3-8 and 11) 0.0% 11.0% 63.0% 66.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 0.0% 9.0% 54.0% 57.0% 34.0% 36.0%


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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 ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated 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 stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

ELA - Grade 3ELA - Grade 3

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students -- -- -- --

Male -- -- -- --

Female -- -- -- --

Black or African American -- -- -- --

American Indian or Alaska Nat ive -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Lat ino -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- --

White -- -- -- --

Two or More Races -- -- -- --

Socioeconomically Disadvantaged -- -- -- --

English Learners -- -- -- --

Students w ith Disabilit ies -- -- -- --

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --


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Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








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ELA- ELA- Grade 6Grade 6



Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








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Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








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All Students 50 38 76.0% 11.1%

Male 25 20 80.0% 20.0%

Female 25 18 72.0% 0.0%

Black or African American 0 0 0.0% 0.0%

American Indian or Alaska Nat ive 0 0 0.0% 0.0%

Asian 0 0 0.0% 0.0%

Filipino 0 0 0.0% 0.0%

Hispanic or Lat ino 47 36 76.6% 8.8%

Native Hawaiian or Pacific Islander 0 0 0.0% 0.0%

White 0 0 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0%

Socioeconomically Disadvantaged 43 33 76.7% 9.4%

English Learners 27 18 66.7% 5.9%

Students w ith Disabilit ies 6 3 50.0% --

Students Receiving Migrant Educat ion Services 0 0 0.0% 0.0%



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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.



CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

Mathematics - Grade 3Mathematics - Grade 3



Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








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Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








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All Students 50 34 68.0% 8.8%

Male 25 19 76.0% 10.5%

Female 25 15 60.0% 6.7%

Black or African American 0 0 0.0% 0.0%


Asian 0 0 0.0% 0.0%

Filipino 0 0 0.0% 0.0%



White 0 0 0.0% 0.0%





Students Receiving Migrant Educat ion Services 0 0 0.0% 0.0%



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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades 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 stat ist icalaccuracy or to protect student privacy.

CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)

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 studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith 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 stat ist icalaccuracy or to protect student privacy.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Science (grades 5, 8, and 10) 9.0% 5.0% 3.0% 73.0% 68.0% 66.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 39 33 84.6% 3.0%

Male 17 13 76.5% 0.0%

Female 22 20 90.9% 5.0%



Asian 0 0 0.0% 0.0%

Filipino 0 0 0.0% 0.0%



White 0 0 0.0% 0.0%





Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%



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Career Technical Education Programs (School Year 2015-16)Career Technical Education Programs (School Year 2015-16)

Alternat ives in Act ion High School has developed CTE course pathways in the follow ing: Arts, Media & Entertainment: Product ion & Managerial Pathway;Educat ion, Child Development & Human Services: Child Development Pathway and Educat ion Pathway. We offered courses in these pathways during the 2015-2016 school year w ith 100% of 9th grade students enrolled in Intro Pathway courses. Addit ionally, two of our capstone courses for each Pathway have beenapproved by the Peralta Community Colleges for art iculat ion in the Fall of 2016 w ith the final capstone class expected to become art iculated soon. AIAHS is amember of the Project Pathways Collaborat ive and is receiving funding through the Career Pathways Trust to further develop the Career Technical Educat ionProgram.

Career Technical Education Participation (School Year 2015-16)Career Technical Education Participation (School Year 2015-16)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 0

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 0.0%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 0.0%

Courses for University of California (UC) and/or California State University (CSU) AdmissionCourses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2015-16 Pupils Enrolled in Courses Required for UC/CSU Admission 100.0%

2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission 100.0%


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State Priority: Other Pupil Outcomes

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

Pupil outcomes in the subject area of physical educat ion

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 forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2015-16)California Physical Fitness Test Results (School Year 2015-16)

Grade Level

Percentage of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

9 23.1% 7.7% 5.1%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

Alternat ives in Act ion High School seeks to involve parents in the school community and their child's educat ion. Opportunit ies for involvement include parenteducat ion workshops, part icipat ion in the Parent Advisory Committee, parent representat ion to the Board of Directors, part icipat ion in ELAC meetings, andpart icipat ion in DELAC meetings. AIAHS informs parents of students' progress through at minimum monthly phone calls, PowerSchool (an online grade report ingsystem, attendance, and student information system), progress reports, and individual family conferences. Addit ionally, there are events that take place that alsoengage parents w ith their child's learning, such as: required presentat ion of portfolios once a semester, Back to School night, presentat ion of learning in theSpring, Orientat ion Night, and a Family Thanksgiving Pot luck.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Dropout Rate 16.1% 18.9% 35.4% 8.4% 8.6% 5.3% 11.4% 11.5% 10.7%

Graduat ion Rate 64.50 59.50 54.20 84.70 86.00 80.44 80.95 82.27

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2012-13 2013-14 2014-1510

20

30

40

50

60

70Dropout Rate

Graduation Rate


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Completion of High School Graduation Requirements - Graduating Class of 2015 Completion of High School Graduation Requirements - Graduating Class of 2015

(One-Year Rate)(One-Year Rate)

Student Group School District State

All Students 80 90 85

Black or African American 50 77 77

American Indian or Alaska Nat ive 0 100 75

Asian 0 93 99

Filipino 0 93 97

Hispanic or Lat ino 86 90 84

Native Hawaiian or Pacific Islander 0 100 85

White 0 90 87

Two or More Races 0 95 91

Socioeconomically Disadvantaged 82 89 77

English Learners 93 79 51

Students w ith Disabilit ies 100 69 68

Foster Youth -- -- --


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Suspensions 7.6 0.5 8.0 3.4 2.8 4.4 3.8 3.7

Expulsions 0.0 0.0 0.0 0.0 0.1 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160

1

2

3

4

5

6

7

8

9School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

The School Safety Plan is available for review in the main office. SSP revisions are made and are submitted to the AIA Board for approval annually. All staff istrained in the plan upon hiring and after each adopt ion. Staff and students part icipate in pract ice drills and regular safety meetings.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Average Class Size and Class Size Distribution (Elementary)

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

Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2013-2014

Year in Program Improvement Year 2

Number of Schools Current ly in Program Improvement N/A 4

Percent of Schools Current ly in Program Improvement N/A 50.0%

2013-14 2014-15 2015-16

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

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

Other


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* 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 isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2015-16)


*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2013-14 2014-15 2015-16

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 17.0 8 1 1 21.0 6 4 0 21.0 6 3 0

Mathematics 16.0 7 2 0 22.0 4 4 0 19.0 7 2 0

Science 19.0 1 1 0 23.0 3 2 0 17.0 5 0 0

Social Science 21.0 5 2 1 24.0 4 4 0 18.0 4 3 0

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 1.0 165.0

Counselor (Social/Behavioral or Career Development) 2.0 N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) N/A

Psychologist N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) 1.0 N/A

Other N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $11803.3 $3844.6 $7958.7 $40000.0

District N/A N/A $0.0 $67845.0

Percent Difference – School Site andDistrict

-- -- -- 30.0%

State N/A N/A $5677.0 $71517.0

Percent Difference – School Site and State -- -- -- --


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)

AIAHS offers comprehensive supports to students including an extended day program w ith project based after school programming, academic supports includingtutoring and homework assistance, college and career readiness, health and wellness supports such as support groups and counseling and guidance. Funding forservices include T it le 1, LCFF concentrat ion and supplemental funds, a career technical incent ive grant and private foundat ion grants.

Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $44,015 $43,821

Mid-Range Teacher Salary $63,339 $69,131

Highest Teacher Salary $83,930 $89,259

Average Principal Salary (Elementary) $107,172 $108,566

Average Principal Salary (Middle) $115,235 $115,375

Average Principal Salary (High) $124,966 $125,650

Superintendent Salary $220,000 $198,772

Percent of Budget for Teacher Salaries 38.0% 37.0%

Percent of Budget for Administrat ive Salaries 7.0% 6.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

90000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000


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http://www.cde.ca.gov/ds/fd/cs/



*Where there are student course enrollments of at least one student.

Advanced Placement (AP) Courses (School Year 2015-16)Advanced Placement (AP) Courses (School Year 2015-16)

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 0.0%


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Professional DevelopmentProfessional Development

Alternat ives in Act ion High School uses data driven instruct ion. Our professional development plan is created based on a review of key data and school-w ideacheivement goals ident ified through our charter and local control act ion plan. Key data includes CELDT scores, Northwest Evaluat ion-Measures of AcademicPerformance, writ ing assessments, CASPP results, results from Scholast ic Reading Inventory, results from Scholast ic Math Inventory, and the CSU Math PlacementExam. Priorit ies have been ident ified as support ing staff to effect ively work w ith English Language Learners (ELL) and develop literacy skills across schoolcurriculum. Through a partnership w ith the REACH Inst itute for School Leadership, staff have implemented mult i-t iered professional development structures forstaff including: intensive observat ion cycles, cycles of inquiry, and individual learning plans based on self and coach assesments using the California Standards forthe Teaching Profession. Staff have two weeks dedicated t ime in August for professional development, including training, as well as a mid-year retreat, weeklystaff meetings, and other training opportunit ies.


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SARC Report for Alternatives in Action · Alternatives in Action High School is non-sectarian in...

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