SARC Report for East Bay Innovation Academy · School Accountability Report Card Reported Using...

East Bay Innovation Academy

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.

Devin Krugman, Head of SchoolPrincipal, East Bay Innovation Academy

East Bay Innovat ion Academy3400 Malcolm Ave.Oakland, CA 94605-5353

Phone: 510-577-9557E-mail: [email protected]

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: 1/29/2017

About This School

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

District Contact Information (School Year 2016-17)

District Name Oakland Unified

Phone Number (510) 434-7790

Superintendent Antwan W ilson

E-mail Address antwan.w [email protected]

Web Site http://www.ousd.org

School Contact Information (School Year 2016-17)

School Name East Bay Innovat ion Academy

Street 3400 Malcolm Ave.

City, State, Zip Oakland, Ca, 94605-5353

Phone Number 510-577-9557

Principal Devin Krugman, Head of School

E-mail Address [email protected]

Web Site http://eastbayia.org

County-District-School (CDS) Code

01612590129932

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

Mission:

To prepare a diverse group of students to be successful in college and to be thoughtful, engaged citizens who are leaders and innovatorsin a 21st century global world.

Vision:

EBIA is rethinking how schools are run and structured, so that they better reflect the needs of a 21st century world. Most schools have notchanged their structure, organization, facilities or instruction in over 50 years. While schools have not changed, our world has, leavingmany of our schools, even the “best” ones, behind. EBIA offers a powerful option for Oakland families and educators to build a diverseschool that addresses the needs of the 21st century and beyond.

Our Learning Model:

EBIA is a rigorous STEAM (Science, Technology, Engineering, Art and Math) school with a unique focus on the social and emotional skillsstudents need to be leaders. Students learn to be problem solvers and strong advocates who work together and take responsibility fortheir own learning.

Project Based Learning:Students work together on long-term, “real-world” projects that combine many different subjects, and learnto present those projects using technology.

Blended Learning:Students alternate between different learning models, including online learning, and in later grades will be self-guided.

Innovation + Design:We make and do things! EBIA is a safe place for students to explore their interests and learn the life lessonstaught through practice and experimentation.

Goals:

Develop leaders who work together and take ownership of their own learning experiences.

Offer families a 21st century program that provides a new and innovative alternative to current Oakland schools.Increase thenumber of students who excel in math, technology, and innovation so they can become leaders in a new, quickly changing,economy.

2015-16 SARC - East Bay Innovation Academy

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http://www.ousd.org


http://eastbayia.org


Hire talented educators who are excited to teach at a challenging and innovative public school.


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

Grade Level Number of Students

Grade 6 116

Grade 7 132

Grade 8 96

Total Enrollment 344

Grade 6 Grade 7 Grade 80

20

40

60

80

100

120

140

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 16.0 %

American Indian or Alaska Nat ive 0.0 %

Asian 2.9 %

Filipino 2.9 %

Hispanic or Lat ino 25.6 %

Native Hawaiian or Pacific Islander 0.3 %

White 36.6 %

Two or More Races 15.7 %

Other 0.0 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 16.9 %

English Learners 4.9 %

Students w ith Disabilit ies 11.0 %

Foster Youth 0.3 %


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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 15 21

Without Full Credent ial 0 1 4

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

0 0 0

2014-15 2015-16 2016-170

5

10

15

20

25Teachers 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 80.0% 20.0%

High-Poverty Schoolsin District

79.0% 21.0%

Low-Poverty Schoolsin District

95.0% 5.0%

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

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?

PercentStudents

Lacking OwnAssigned

Copy

Reading/LanguageArts EBIA ut ilizes a blended learning model wherein all students are assigned a Chromebook laptop upon enrollment in

the school. This laptop allows students to access instruct ional content ut ilized in the classroom across numerousblended learning platforms. This model ensures that all information is up to date and current.

Further, in Reading/Language Arts courses, students have access to sites such as Achieve3000, Gooru and moreto develop literacy skills.

0.0 %

MathematicsEBIA ut ilizes a blended learning model wherein all students are assigned a Chromebook laptop upon enrollment inthe school. This laptop allows students to access instruct ional content ut ilized in the classroom across numerous

blended learning platforms. This model ensures that all information is up to date and current.

Further, in math courses, students have access to sites such as Think Through Math, ALEKS, Khan Academy andmore to develop mathematical thinking skills and mastery of core concepts.

0.0 %

ScienceEBIA ut ilizes a blended learning model wherein all students are assigned a Chromebook laptop upon enrollment inthe school. This laptop allows students to access instruct ional content ut ilized in the classroom across numerous


Further, in science courses, students have access to sites such as Achieve3000, Gooru and more to developliteracy and scient ific thinking skills.

0.0 %

History-SocialScience EBIA ut ilizes a blended learning model wherein all students are assigned a Chromebook laptop upon enrollment in

the school. This laptop allows students to access instruct ional content ut ilized in the classroom across numerousblended learning platforms. This model ensures that all information is up to date and current.

Further, in history and social science courses, students have access to sites such as Achieve3000, Gooru andmore to develop literacy and historical thinking skills.

0.0 %

Foreign LanguageEBIA ut ilizes a blended learning model wherein all students are assigned a Chromebook laptop upon enrollment inthe school. This laptop allows students to access instruct ional content ut ilized in the classroom across numerous


0.0 %

HealthEBIA ut ilizes a blended learning model wherein all students are assigned a Chromebook laptop upon enrollment inthe school. This laptop allows students to access instruct ional content ut ilized in the classroom across numerous


0.0 %

Visual andPerforming Arts EBIA ut ilizes a blended learning model wherein all students are assigned a Chromebook laptop upon enrollment in

0.0 %


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

Performing Artsthe school. This laptop allows students to access instruct ional content ut ilized in the classroom across numerous


Further, in visual and performing arts courses, students have access to a wealth of classroom supplies includesthose applicable to mediums such as paint ing, draw ing, sculpture and more.

Science LabEqpmt (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

EBIA is located in an OUSD facility, secured through the Prop 39 process at 3400 Malcolm Ave, Oakland, CA 94605. The campus is a former elementary schoolw ith 12 classrooms, a mult ipurpose room that is used as a gym, auditorium, community room, and a lunch area. There is a spacious outdoor area, teacher andadministrat ive offices, and outdoor parking. Each classroom is equipped w ith an LCD projector and the ent ire building is equipped for w ireless internet. There is aseparate student and teacher network. The building is equipped w ith an alarm system that is armed every evening when faculty leave.The facilit ies are wellmaintained and in good condit ion and are adequate for the delivery of the instruct ional program. EBIA contracts direct ly for custodial services and the facilit ies arecleaned on a daily basis.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

External: Playground/School Grounds,W indows/Doors/Gates/Fences

Good

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) 59.0% 64.0% -- -- -- --

Mathematics (grades 3-8 and 11) 52.0% 51.0% -- -- -- --


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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


All Students 117 116 99.2% 57.8%

Male 70 69 98.6% 50.7%

Female 47 47 100.0% 68.1%

Black or African American 16 16 100.0% 37.5%


Asian -- -- -- --


Hispanic or Lat ino 35 35 100.0% 40.0%

Native Hawaiian or Pacific Islander -- -- -- --

White 46 45 97.8% 80.0%

Two or More Races 17 17 100.0% 58.8%

Socioeconomically Disadvantaged 25 25 100.0% 32.0%






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All Students 132 131 99.2% 67.2%

Male 75 74 98.7% 62.2%

Female 57 57 100.0% 73.7%



Asian -- -- -- --




White 45 44 97.8% 84.1%

Two or More Races 25 25 100.0% 68.0%



Students w ith Disabilit ies 15 15 100.0% 26.7%




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All Students 95 92 96.8% 68.5%

Male 59 58 98.3% 67.2%

Female 36 34 94.4% 70.6%



Asian -- -- -- --




White 35 33 94.3% 93.9%

Two or More Races 12 11 91.7% 54.6%







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Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








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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 117 116 99.2% 56.9%

Male 70 69 98.6% 52.2%

Female 47 47 100.0% 63.8%



Asian -- -- -- --




White 46 45 97.8% 82.2%

Two or More Races 17 17 100.0% 52.9%







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All Students 132 131 99.2% 50.4%

Male 75 74 98.7% 48.7%

Female 57 57 100.0% 52.6%



Asian -- -- -- --




White 45 44 97.8% 72.7%

Two or More Races 25 25 100.0% 60.0%







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All Students 95 93 97.9% 43.0%

Male 59 58 98.3% 48.3%

Female 36 35 97.2% 34.3%



Asian -- -- -- --




White 35 34 97.1% 67.7%








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Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








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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) 0.0% 0.0% 62.0% 0.0% 0.0% 39.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 95 92 96.8% 62.0%

Male 59 57 96.6% 64.9%

Female 36 35 97.2% 57.1%


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

Asian -- -- -- --



Native Hawaiian or Pacific Islander 0 0 0.0% 0.0%

White 35 34 97.1% 85.3%





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)

Within the 2015-2016 school year, EBIA served students in grades 6, 7 and 8. In order to prepare students to begin thinking of areas of interest and in supportof college and career readiness, EBIA supports an intersession program wherein students complete a number of self-selected projects on and off site that engagethem in science and technology careers and skills. These have included coding, robot ics, bike mechanics and repair, urban farming and more.

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

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

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

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 --

2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0%


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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

7 19.2% 28.5% 10.0%


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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)

Parent involvement is a big part of our success. There are numerous avenues for parents to become involved in school activities. Wehave several parent volunteers working as office staff, tech support and outreach for enrollment.

Every EBIA family is matched with a school advisor, who will stay with the family throughout their years at EBIA. Advisors meet withfamilies regularly to map out personal academic, social-emotional, and career goals for each student.

Cafelito is an opportunity for parents to come in and have discussions with other parents and staff. It is held twice a month. In order tomake it available to as many parents as possible, one session is in the morning and the other is in the evening.

The Parent Advisory Committees (PACs) are groups of parents and community members who gather together with a common goal - tomake great things happen at EBIA! Each PAC has a specific focus. We encourage parents with skills that may help, or that are interestedin what a PAC is doing to join.

We have an EBIA mailing list to keep the parents up-to-date on school activities. We also have a section of our website dedicated to EBIAfamilies. It includes several way for families to get involved with school activities.

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 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 11.4% 11.5% 10.7%

Graduat ion Rate 0.00 0.00 0.00 59.60 62.60 66.80 80.44 80.95 82.27

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

1.0


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2012-13 2013-14 2014-15-1.0

-0.5

0.0

0.5

1.0Dropout 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 -- 75 85

Black or African American -- 69 77

American Indian or Alaska Nat ive -- 47 75

Asian -- 82 99

Filipino -- 76 97

Hispanic or Lat ino -- 76 84

Native Hawaiian or Pacific Islander -- 62 85

White -- 86 87

Two or More Races -- 91 91

Socioeconomically Disadvantaged -- 73 77

English Learners -- 44 51

Students w ith Disabilit ies -- 82 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 0.0 5.0 0.9 4.8 4.1 4.1 4.4 3.8 3.7

Expulsions 0.0 0.0 0.0 0.1 0.1 0.1 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160.0

1.0

2.0

3.0

4.0

5.0

6.0School 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

EBIA has worked hard to ensure the School Safety Plan meets or exceeds safety standards. There is a designated team on site to review and monitor the safetyplan periodically. The Plan includes but is not limited to Emergency Safety Drills, building inspect ions and safety training for staff members.

All staff and students part icipate in training to ensure familiarity w ith emergency procedures. All staff members are cert ified in first aid and CPR. The School alsocomplies w ith the Educat ion Code requirement that each new employee be fingerprinted for the purpose of obtaining a criminal background check as a condit ionof employment.

EBIA follows standard health and safety pract ices as required by State and local law. All visitors to the school are required to sign in and indicate the purpose oftheir visit . No unauthorized visitors are allowed on the campus. The School pract ices close communicat ion w ith parents, such as calling home when a student issick or in the case of a medical emergency to ensure the health and safety of the student body


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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 2004-2005

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 84

Percent of Schools Current ly in Program Improvement N/A 78.5%

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 0.0 0 0 0 0.0 0 0 0

1 0.0 0 0 0 0.0 0 0 0

2 0.0 0 0 0 0.0 0 0 0

3 0.0 0 0 0 0.0 0 0 0

4 0.0 0 0 0 0.0 0 0 0

5 0.0 0 0 0 0.0 0 0 0

6 0.0 0 0 0 16.0 8 0 0 29.0 0 4 0

Other 0.0 0 0 0 0.0 0 0 0


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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 0.0 0 0 0 20.0 3 0 0 28.0 0 8 0

Mathematics 0.0 0 0 0 20.0 3 0 0 28.0 0 8 0

Science 0.0 0 0 0 20.0 3 0 0 28.0 0 8 0

Social Science 0.0 0 0 0 20.0 3 0 0 28.0 0 8 0

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

Academic Counselor 18.0 19.0

Counselor (Social/Behavioral or Career Development) 1.0 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.0 N/A

Psychologist 0.5 N/A

Social Worker 0.0 N/A

Nurse 0.0 N/A

Speech/Language/Hearing Specialist 0.5 N/A

Resource Specialist (non-teaching) 2.0 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 -- -- -- --

District N/A N/A $0.0 $58033.0

Percent Difference – School Site andDistrict

-- -- -- 0.5%

State N/A N/A $5677.0 $75837.0

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)

In addit ion to our previously mentioned advisory program, EBIA provides free before school and after school care and programming for all students. Theseprograms include academic support and intervent ion, sports and STEAM-based clubs.

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 $42,498 $45,092

Mid-Range Teacher Salary $58,516 $71,627

Highest Teacher Salary $76,402 $93,288

Average Principal Salary (Elementary) $94,016 $115,631

Average Principal Salary (Middle) $96,176 $120,915

Average Principal Salary (High) $109,882 $132,029

Superintendent Salary $288,000 $249,537

Percent of Budget for Teacher Salaries 30.0% 37.0%

Percent of Budget for Administrat ive Salaries 9.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000


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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 N/A

English N/A

Fine and Performing Arts N/A

Foreign Language N/A

Mathematics N/A

Science N/A

Social Science N/A

All Courses --


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Professional DevelopmentProfessional Development

East Bay Innovat ion Academy has been in operat ion since the 2014-2015 school year. EBIA faculty are given enormous opportunity to grow as educators anddevelop new skills.

EBIA has created a teacher Development Cycle (TDC) that begins w ith sett ing goals and growth plans for the school year in the Personalized Educator Plan(PEP). School leaders also commit to regular observat ion and feedback to ensure that teachers are meeting their goals and that they have the proper resourcesto do so. Addit ionally, the school offers a number of days of professional development per year, in order for teachers to meet their professional developmentgoals. These professional development days take place at the start of the year, during intersession (a 2 week period 3 t imes during the school year), at the endof the year, and on dedicated days during the school year. A port ion of regular leadership team (faculty) meetings is also be dedicated to professionaldevelopment. Intrinsic in these professional development sessions are several days dedicated to data analysis of student assessment and student work, to ensurethat teachers are meeting their own individual classroom goals as well as the school’s instruct ional goals. PD days are also be dedicated to helping targetedstudent populat ions, including special educat ion, ELs, and other struggling students. Finally, EBIA has incorporate the newest technology in teacher development,including video, observat ion data and online talent management systems.

In the spirit of our innovat ion and design focus, a port ion of professional development t ime is invest igat ing the design of the school and making sure the school isusing the most up to date, innovat ive pract ices in innovat ion. Faculty undergoes the design process themselves, invest igat ing how to cont inually “iterate” andimprove upon the school and the student experience.


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SARC Report for East Bay Innovation Academy · School Accountability Report Card Reported Using...

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