SARC Report for Literacy First Charter 2017 2018.pdf · Literacy First Charter ... required by...

Literacy First Charter

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 and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies toaddress state 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 2016-17 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.

Debbie Beyer, Executive Director/PrincipalPrincipal, Literacy First Charter

Literacy First Charter School is a located in East San Diego County. The school is located in four separate locat ions, servinga diverse populat ion of students K-12th grade. Addit ionally, LFCS includes Freedom Academy, an independant studyprogram for students K-8. The Literacy First Charter Schools mission states that we exist to nurture the whole child fromkindergarten through high school graduat ion by ignit ing a passion for comprehensive L I T E R A C Y and equipping themto wholeheartedly part icipate in their community.

OUR VISIONLiteracy First views educat ion as a process, not a product, which enables students to go fromlearning to read, to reading to learn.

LFCS desires to shapeL Literate, life-long learnersI Independent thinkersT Technologically literate cit izensE Enthusiast ic and highly qualified teachersR Reliable assessments that provide students a product ive educat ional experienceA Aspiring leaders who posit ively impact their communityC Community that understands and supports the mission of LFCSY Yearly fiscal sound budget

OUR VALUES

NURTUREAll children w ill be known, recognized for their unique and creat ive nature and becomfortable to take risks.All staff w ill be invested in the success of each student through cont inuous professionaldevelopmentAll parents w ill be recognized as invaluable resources

IGNITEAll children w ill be cultured, and literate in a w ide-range of subjectsAll staff w ill have an enthusiasm for teaching using research proven methods wherestudent success is expected

About Our SchoolAbout Our School

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

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

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

All parents w ill be enthusiast ically drawn into the school environment

EQUIPAll children w ill be self-directed, life-long learners and innovat ive leadersAll staff w ill encourage students to be product ive, independent, values-conscious thinkersAll families w ill serve as links to the community where students can become informedpart icipants in the democrat ic process.

Teachers Trained

Academic Accountability

Parent Connected

Students Protected

These are our LFCS K12 Goals:

GOAL # 1

Students w ill receive instruct ion by teachers who part icipate in ongoing Professional Development on 21st Centuryinstruct ion; Common Core State Standards (CCSS) including all developed content frameworks because at LFCS:

All staff is invested in the success of each individualNurturing the whole child is regarded as the norm, not the except ionChildren are embraced as unique and creat ive individuals

GOAL #2Implement a school-w ide transit ional Common Core aligned assessment system to effect ively analyze student performancedata on an ongoing basis to improve instruct ion, close the achievement gap, and ensure that all students meet or exceedstate standards because we believe that:

Literacy includes culture and languageEducat ional Success is expected for all studentsResearch proven methods and techniques are employedTechnology is integrated into the school rout ineChildren are embraced as unique and creat ive individuals

GOAL #3Engage parents through educat ion, communicat ion, and collaborat ion to promote student academic success &engagement we recognize the relat ionship between parents connect ion and student achievement we believe that : Parents are valued as an integral part of the “team”.

GOAL #4To provide all student w ith a safe well-maintained facility and a posit ive learning climate that supports the academic,socials, emotional and physical needs of all students in order that: All children are knownEducat ional success is expected for all studentsChildren are embraced as unique and creat ive individuals

Finally, educat ion is viewed as a process, not a product.

LFCS is a place where because character counts, parents matter and teachers care…children thrive.

Literacy First Charter799 East Washington Ave.El Cajon, CA 92020-5327

Phone: 619-579-7232E-mail: [email protected]

ContactContact

2016-17 SARC - Literacy First Charter

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mailto:[email protected]

Last updated: 12/14/2017

About This School

Contact Information (School Year 2017-18)Contact Information (School Year 2017-18)

District Contact Information (School Year 2017-18)

District Name San Diego County Office of Educat ion

Phone Number (858) 292-3500

Superintendent Paul Gothold

E-mail Address [email protected]

Web Site www.sdcoe.net

School Contact Information (School Year 2017-18)

School Name Literacy First Charter

Street 799 East Washington Ave.

City, State, Zip El Cajon, Ca, 92020-5327

Phone Number 619-579-7232

Principal Debbie Beyer, Execut ive Director/Principal

E-mail Address [email protected]

Web Site http://www.lfcsinc.org

County-District-School(CDS) Code

37103716119119

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

Literacy First Charter Schools exist to

nuture the whole child from kindergarten through high school graduat ion by ignit ing a passion for comprehensive L I T E R A C Y and equipping them towholeheartedly part icipate in their community.

OUR VISIONLiteracy First views educat ion as a process, not a product, which enables students to go fromlearning to read, to reading to learn.

LFCS desires to shapeL Literate, life-long learnersI Independent thinkersT Technologically literate cit izensE Enthusiast ic and highly qualified teachersR Reliable assessments that provide students a product ive educat ional experienceA Aspiring leaders who posit ively impact their communityC Community that understands and supports the mission of LFCSY Yearly fiscal sound budget

OUR VALUES

NURTUREAll children w ill be known, recognized for their unique and creat ive nature and becomfortable to take risks.All staff w ill be invested in the success of each student through cont inuous professionaldevelopmentAll parents w ill be recognized as invaluable resources

IGNITEAll children w ill be cultured, and literate in a w ide-range of subjectsAll staff w ill have an enthusiasm for teaching using research proven methods wherestudent success is expectedAll parents w ill be enthusiast ically drawn into the school environment


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www.sdcoe.net


http://www.lfcsinc.org


EQUIPAll children w ill be self-directed, life-long learners and innovat ive leadersAll staff w ill encourage students to be product ive, independent, values-conscious thinkersAll families w ill serve as links to the community where students can become informedpart icipants in the democrat ic process.


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Student Enrollment by Grade Level (School Year 2016-17)Student Enrollment by Grade Level (School Year 2016-17)

Grade Level Number of Students

Kindergarten 162

Grade 1 156

Grade 2 155

Grade 3 153

Grade 4 148

Grade 5 141

Grade 6 142

Grade 7 133

Grade 8 116

Grade 9 78

Grade 10 102

Grade 11 87

Grade 12 64

Total Enrollment 1637

KindergartenGrade

1

Grade

2

Grade

3

Grade

4

Grade

5

Grade

6

Grade

7

Grade

8

Grade

9

Grade

10

Grade

11

Grade

12

0

25

50

75

100

125

150

175

Student Enrollment by Student Group (School Year 2016-17)Student Enrollment by Student Group (School Year 2016-17)

Student Group Percent of Total Enrollment

Black or African American 2.4 %

American Indian or Alaska Nat ive 0.2 %

Asian 27.5 %

Filipino 1.2 %

Hispanic or Lat ino 24.4 %

Native Hawaiian or Pacific Islander 0.2 %

White 40.1 %

Two or More Races 3.9 %

Other 0.1 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 43.8 %

English Learners 30.0 %

Students w ith Disabilit ies 0.8 %

Foster Youth 0.0 %


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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

2015-16

2016-17

2017-18

2017-18

With Full Credent ial 101 106 110 110

Without Full Credent ial 0 0 0 0

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

0 0 0 0

2015-16 2016-17 2017-180

20

40

60

80

100

120Teachers 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

Indicator2015-

162016-

172017-

18

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2015-16 2016-17 2017-18-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Year and month in which the data were collected: December 2017

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

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

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?

PercentStudentsLacking

OwnAssigned

Copy

Reading/LanguageArts The language art program at LFCS is driven by a broad understanding that w ithout literacy, success in general is

doubtful. Curriculum researched and used at LFCS has proven to be successful for students K12, including EL andresource students. Materials used include McGraw -Hill, Amplify, Hampton Brow n, teacher made materials, BigEnglish, Language Central and a variety of ancillary materials used to support second language and struggling

students. High school curriculum is diverse to meet the variety of levels of remedial and AP classes. Publishers includeBedford, Houghton Mifflin Harcourt, as w ell as Prent ice Hall and. Instruct ion is delivered in w hole groups, small

groups and individually. A variety of online support programs are used as well including A-Z Reading, Accellus, RosettaStone, Read Naturally, and Raz Kids, . At the junior high and high school level a specific "bullpen/academy" w ithin the

school addresses the needs of underperforming EL and remedial students w ith specific instruct ion in readingcomprehension, fluency and writ ing strategies. Materials for use in this program include SRA, Steck Vaught, Road to

Reading, and other ancillary resources. Because charters are not required to follow state adopt ions t imelines,materials have been updated and upgraded as necessary

Yes 0.0 %

MathematicsLFCS student K8 do very well in mathematics. Our math program teaches math thinking, not rote math andComputat ion only. These programs include Every Day Mathematics and Connected Mathematics. Addit ionally

Successmaker is used for independent programs, as w ell as AVENT A learning online classes for individual studentsrequiring upper level math for the grade level. At the high school level a variety of math texts are used to meet theneeds of advanced math students and lower math students. These include publisher Prent ice Hall, Holt and Pearson,

and Addison Wesley

Yes 0.0 %

ScienceK5 Science at LFCS is a hands on dynamic program using FOSS science programs. 6-8 Uses a combinat ion of PearsonExplorer series and an integrated science text. At the high school level a combinat ion of Prent ice Hall and Pearson

texts are used as well as an online support program called Accelus.

Yes 0.0 %

History-SocialScience Social Science at the K8 level uses History Alive along w ith teacher made/supported materials that teach the state

standards.Houghton Mifflin materials are used to supplement teacher lessons. The high

school uses a variety of publishers to meet the need of a diverse set of classes w hich include History and GeographyAlive. Addit ionally, Wadsworth, Prent ice Hall/Pearson and Holt .

Yes 0.0 %

Foreign LanguageSpanish is taught at the high school. This program uses McDougall- Lit tel materials as well as Holt Publisher for ancillaryand support materials. These classes are a blend of academic, cultural and pract ical instruct ional pract ices that engage

students in learning a foreign language

Yes 0.0 %

HealthHealth is taught through use of teacher made materials, online resources and parts of the science materials. In thelower elementary grades, materials from the California Dairy Council are used. Generally this topic is part of our PE

program and taught incidentally in biology.

Yes 0.0 %

Visual andPerforming Arts K-8 visual arts are taught using the Arts Attack and Davis Art, Art Everywhere programs. At the high school level,

materials used for art instruct ion includes materials published by Davis Publishing. Teacher made materials are a vitalcomponent of this program.

Yes 0.0 %

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: December 2017

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

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

Literacy First operates its campuses in leased facilit ies that have been approved by the local city building and planning departments. LFCS ensures that studentsattend school in clean and safe facilit ies. The school’s custodial and maintenance staff follows a comprehensive scheduled prevent ive maintenance program tooffset cost ly repairs and minimize disrupt ions to the instruct ional program. A facilit ies observat ion and report system is in place to ensure that each campus ismaintained in good repair. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority. Daily cleaningschedules ensure that classrooms, offices and bathrooms are clean and well maintained. Playgrounds and fields are secure and well maintained. A custodial teammaintains every campus throughout every school day. An after-school custodial crew cleans classrooms, restrooms and offices daily. LFCS has adopted cleaningstandards for all schools along w ith appropriate training and oversight. Planned recent ly completed maintanance occured at the Liberty Academy when it waspainted inide and out during the summer of 2017. Improvements to the fencing at the Junior Academy was also completed in fall of 2017. General maintanance istaken care of at the t ime it is needed. All 4 campuses are safe, secure and up to date.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

GoodHVAC systems upgraded/

newas needed inmaintenance

period.

Interior: Interior Surfaces GoodMaintained daily, w ith

annualpaint ing schedule.

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

GoodScheduled pest control

w ith, asneeded, service.

Electrical: Electrical GoodMaintained and upgraded

asneeded.

Restrooms/Fountains: Restrooms,Sinks/Fountains

GoodMaintained daily w ith

repair/renovat ion as needed.

Safety: Fire Safety, Hazardous Materials GoodMaintained daily w ith

repair/renovat ion as needed.

Structural: Structural Damage, Roofs GoodFrequent inspect ions andmaintanance as required.

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

Goodplayground and

playgroundsurfaces maintained daily

andrefreshed annually.

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. Only eligible students may part icipate in the administrat ion of the CAAs. CAAs items arealigned w ith alternate achievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognit ivedisabilit 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 ELA and Mathematics for All StudentsCAASPP Test Results in ELA and Mathematics for All Students

Grades Three through Eight and Grade Eleven Grades Three through Eight and Grade Eleven (School Year 2016-17)(School Year 2016-17)

Subject

Percentage of Students Meeting or Exceeding the State Standards

School District State

2015-16 2016-17 2015-16 2016-17 2015-16 2016-17

English Language Arts / Literacy (grades 3-8 and 11) 74% 75% 74% 75% 48% 48%

Mathematics (grades 3-8 and 11) 69% 69% 69% 69% 36% 37%


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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 (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who part icipated 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 forstat ist ical accuracy 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 2016-17)Grades Three through Eight and Grade Eleven (School Year 2016-17)

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

All Students 913 892 97.5% 75.17%

Male 404 399 98.78% 74.18%

Female 509 493 96.86% 76.27%

Black or African American 17 17 100.00% 35.29%

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

Asian 267 267 100.00% 71.00%

Filipino -- -- --

Hispanic or Lat ino 190 186 97.8% 69%

Native Hawaiian or Pacific Islander -- -- --

White 387 371 95.89% 82.57%

Two or More Races 42 42 100.00% 78.57%

Socioeconomically Disadvantaged 419 414 98.81% 67.63%

English Learners 348 346 99.43% 68.50%

Students w ith Disabilit ies 89 84 94.38% 36.90%

Students Receiving Migrant Educat ion Services

Foster Youth -- -- -- --


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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 (i.e.,achieved Level 3–Alternate) on the CAAs divided by the total number of students who part icipated 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 forstat ist ical accuracy 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 Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2016-17)Grades Three through Eight and Grade Eleven (School Year 2016-17)

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

All Students 913 890 97.5% 68.64%

Male 404 399 98.78% 72.35%

Female 509 491 96.46% 65.58%

Black or African American 17 17 100.00% 29.4%

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

Asian 267 267 100.00% 70.63%

Filipino -- -- --

Hispanic or Lat ino 190 185 97.30% 56.15%

Native Hawaiian or Pacific Islander -- -- --

White 387 370 95.63% 75.00%

Two or More Races 42 42 100.00% 66.67%

Socioeconomically Disadvantaged 419 413 98.57% 61.26%

English Learners 348 345 99.14% 64.35%

Students w ith Disabilit ies 89 84 94.38% 30.95%

Students Receiving Migrant Educat ion Services

Foster Youth -- -- -- --


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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.

Note:The 2016-17 data are not available. The California Department of Educat ion is developing a new science assessment based on the Next Generat ion ScienceStandards for California Public Schools (CA NGSS). The new California Science Test (CAST) was piloted in spring 2017. The CST and CMA for Science w ill no longer beadministered.

Career Technical Education Programs (School Year 2016-17)

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

Grades Five, Eight and TenGrades Five, Eight and Ten

Subject

Percentage of Students Scoring at Proficient or Advanced


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

Science (grades 5, 8, and 10) 76.0% 84.0% 76.0% 84.0% 56% 54%

We have started the process of designat ing CTE courses. The first is our internship class which w ill be a graduat ion requirement for all students start ing w ith theclass of 2020. Our capstone senior exhibit ion class is another CTE course current ly required of all students. In addit ion, we offer courses in industrial arts andgardening, home economics and life skills, garment making, technology, and AP Computer Science Principles that provide specific career preparatory skills in theindustry sectors of agriculture, building and construct ion, fashion, and information and communicat ion technologies. We have integrated the 11 CTE Anchorstandards and the 12 CTE Standards for Career Ready Pract ice into not only these industry aligned courses but also into our general educat ion courses, our WASCExpected Student Learning Results, and our Leadership program.

• Programs and classes offered that are specifically focused on career preparat ion and/or preparat ion for work

Agriculture and industrial artsLife Skills and home economicsInternshipSenior Exhibit ionAP Computer Science PrinciplesEdynamic.com courses (UCG approved)- (photography, game design, advert ising and market ing, engineering, manufacturing, )Anchor standard 3: During the students 10th grade year, they complete digital interest and personality profiles that produce reports containing possible careermatches and the educat ion required for those careers. These are used to steer students toward meaningful internships and post secondary educat ion andtraining.Career Ready Pract ice Standard 6: As part of our internship program, students complete the EverFi financial literacy online course.

• How these programs and classes are integrated w ith academic courses and how they support academic achievement

Our technology 1 class is a prerequisite for the technology 2 class.The internship class requires students to use internet resources and GoogleDocs to create a resume, pract ice communicat ion skills necessary topart icipate in a successful job interview , and effect ively communicate their internship experience using mult i-media and internet based applicat ions such asFacebook.The agriculture and industrial arts, life Skills and home economics, and garment making courses support academic achievement by requiring students to readtechnical texts forunderstanding, effect ively communicate in written form, and apply mathematics to real life situat ions.

• How the school addresses the needs of all students in career preparat ion and/or preparat ion for work, including needs unique to defined special populat ions ofStudents

All 10th graders take the online interest and personality profiles. They all receive the result ing reports and are provided direct teacher led guidance as theyanalyze the content of the reports and make decisions concerning pursuit of careers (i.e. adjust high school course plans to the meet the educat ion requirementsfor a career of interest, securing internships). Different iated help is provided to individual students based on their English proficiency.

Our gardening course is structured to help build the vocabulary of our EL students.

Our Life Skills course is designed to help meet the post-secondary goals of our Special Educat ion students.


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Our WASC Expected School w ide Learning Results align w ith the CT E Anchor Standards and Career Ready Pract ice Standards:

Effect ive CommunicatorResponsible Community LeaderSelf-Directed LearnerValues Conscious T hinkerLiterate Cit izen

• The measurable outcomes of these programs and classes, and how they are evaluated for effect iveness in attaining those outcomes.

100% passing rates in industrial arts and gardening, home economics and life skills, and the garment making courses.80% Internship placement rate of all who enrolled in the course96% Internship complet ion rate of those placed in an internship100% passing rate for Senior Exhibit ionNumber of students enrolled in industrial arts and gardening, home economics and life skills, garment making, AP computer science principles, senior exhibit ion,eDynamic courses, and internship:Industrial arts and Gardening: 11Home Economics and Life Skills: 10Garment Making:6Internship: 11eDynamics: 7Senior Exhibit ion:74

Career Technical Education Participation (School Year 2016-17)Career Technical Education Participation (School Year 2016-17)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 92

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 100.0%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 60.0%

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

2016-17 Pupils Enrolled in Courses Required for UC/CSU Admission 97.0%

2015-16 Graduates Who Completed All Courses Required for UC/CSU Admission 41.0%


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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 2016-17)California Physical Fitness Test Results (School Year 2016-17)

Grade Level

Percentage of Students Meeting Fitness Standards

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

5 17.6% 32.4% 36.0%

7 14.1% 26.6% 53.9%

9 18.8% 28.8% 21.2%


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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

Opportunities for Parental Involvement (School Year 2017-18)Opportunities for Parental Involvement (School Year 2017-18)

As a school of choice parental involvement is paramount at LFCS. A variety of opportunit ies are offered and available toparents that allow for a lot or a lit t le involvement. All parents are asked, as written in our charter, to part icipate/volunteer atleast 40 hours/yearly to provide support to our school programs. This comes by working in a classroom as support, fieldtrip chaperone, special events and act ivit ies, fundraising, sports events and general school event support. At the K8 levelthe Parent T eam Leadership Council provides leadership in an abundant number of special events and fundraisers aswell as programs that support the overall program of Literacy First. The support of the PTLC and their input into schoolclimate is indicat ive of the posit ive att itude of parents at a school of choice. The DELAC team, which is comprised ofparents of second language students meets regularly to discuss better and more effect ive ways to support both studentsand families of culturally diverse and language different student populat ions. Bridging this gap is important to our students’academic success. At the high school level the Booster Club provides support for arts and athlet ic programs. Quarterlyopportunit ies to meet at “parent connect ion” events provides t ime for school administrat ion to discuss w ith parents “hottopics” that are relevant to LFCS. Back to School Night, Open Houses, Shadow Days, the College Fair and school finearts programs provide mult iple w ays in which parents can see snap shots of the LFCS educat ional and overall program.School w ide social media campaigns allow information to flow freely as do individual teacher websites and the LFCSschool website. Parents are important players at LFCS.


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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

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

Indicator


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

Dropout Rate 3.6% 0.0% 0.0% -- -- -- 11.5% 10.7% 9.7%

Graduat ion Rate 74.5% 95.7% 93.0% -- -- -- 81.0% 82.3% 83.8%

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

2013-14 2014-15 2015-160

20

40

60

80

100Dropout Rate

Graduation Rate


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Completion of High School Graduation Requirements - Graduating Class of 2016 Completion of High School Graduation Requirements - Graduating Class of 2016

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

Student Group School District State

All Students 90.0% 60.0% 87.1%

Black or African American 67.0% 0.0% 79.2%

American Indian or Alaska Nat ive 0.0% 0.0% 80.2%

Asian 91.0% 0.3% 94.4%

Filipino 100.0% 0.0% 93.8%

Hispanic or Lat ino 84.0% 0.3% 84.6%

Native Hawaiian or Pacific Islander 0.0% 0.0% 86.6%

White 94.0% 0.3% 91.0%

Two or More Races 100.0% 0.0% 90.6%

Socioeconomically Disadvantaged 91.0% 0.6% 85.5%

English Learners 95.0% 0.1% 55.4%

Students w ith Disabilit ies 67.0% 0.0% 63.9%

Foster Youth 0.0% 0.0% 68.2%


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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 2017-18)

Our school's ComprehensiveSchool Safety Plan was approved and adopted by the SchoolBoard in November of 2016. Teachers aregiven an Emergency Procedures binder at the beginning of each year along w ith individual sheet emergency procedurechecklists that are posted by the door to each classroom. Binders include emergency phone numbers, staff phonenumbers, staff phone extensions, first aid protocols, and procedures to follow in the case of fire, earthquake, chemicalspill, and lock down. Rout ine safety drills are conducted regularly to ensure readiness should the need ever arise.Emergency food and water are in place as well should there be a t ime when students are on campus for more than aschool day. A copy of the individual campus' Comprehensive School Safety Plan is located at each school office and a public view version is available at our PrimaryAcademy Locat ion.


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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.

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).

2014-15 2015-16 2016-17

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 22.0 0 7 0 22.0 0 7 0 22.0 0 7 0

1 22.0 0 7 0 22.0 0 7 0 22.0 0 7 0

2 22.0 0 7 0 22.0 0 7 0 22.0 0 7 0

3 22.0 0 7 0 22.0 0 7 0 22.0 0 7 0

4 28.0 0 5 0 28.0 0 5 0 28.0 0 5 0

5 28.0 0 5 0 28.0 0 5 0 28.0 0 5 0

6 28.0 0 5 0 28.0 0 5 0 28.0 0 5 0

Other 0.0 0 0 0 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 2016-17)


*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)

2014-15 2015-16 2016-17

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 16.0 23 5 0 17.0 23 5 0 14.0 27 2 1

Mathematics 16.0 17 4 0 13.0 19 6 0 13.0 23 0 0

Science 18.0 9 1 0 16.0 9 3 0 16.5 9 3 0

Social Science 18.0 14 5 0 19.0 12 6 0 16.6 15 6 0

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

Academic Counselor 1.0 360.0

Counselor (Social/Behavioral or Career Development) 4.0 N/A

Library Media Teacher (Librarian) 1.0 N/A

Library Media Services Staff (Paraprofessional) 0.0 N/A

Psychologist 1.0 N/A

Social Worker 0.0 N/A

Nurse 1.5 N/A

Speech/Language/Hearing Specialist 0.0 N/A

Resource Specialist (non-teaching) 5.0 N/A

Other N/A


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Types of Services Funded (Fiscal Year 2016-17)Types of Services Funded (Fiscal Year 2016-17)

A variety of supplimental services are provided at Literacy First Charter School. While some funding comes from categorical programs, general fund revenue isrequired to provide the extra support services needed for the student success. Services include intervent ion act ivit ies, small group tutoring and other classroomassistance.


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

Professional Development

Advanced Placement (AP) Courses (School Year 2016-17)Advanced Placement (AP) Courses (School Year 2016-17)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 1 N/A

English 2 N/A

Fine and Performing Arts 1 N/A

Foreign Language 1 N/A

Mathematics 2 N/A

Science 2 N/A

Social Science 4 N/A

All Courses 13 35.0%

Data drives instruct ion at LFCS. Knowing where students are is vital to developing a rigorous, relevant and accurate academic program. At the beginning of theschool year current student performance, writ ing samples and school history are considered as grade level teams develop a comprehensive program to meetindividual student needs as well as the group as a whole. Meet ing the needs of all students is expected. K6 teachers meet in grade level teams, while, while 7- 12meet in contentareas to develope goals to determine student success.

Professional development is crit ical to school culture and prfessional success. Prior to school start ing a week of training is hosted which reiterates the mission andvision for LFCS as a community. During this t ime a variety of training sessions occur from technology to reading strategiesand specific site procedures. During theschool year regular monthly, all- staff training occurs as well as grade level and content groups. Quarterly content areas meet to ensure matriculat ion from 6-12 aswe develop our students. Addit ionally, specialty teams which includePE, resource, EL and art teachers meet to strategically plan lessons that are providing equityand cont inuity across the grade levels. A mentor program is established for new teachers and teachers that have changed grade levels or require addit ionalcoaching support.

Regular site staff meetings occur to discuss specific site procedures and student matters, including the site educat ional program and instruct ional implimentat ion.The admin team meets rout inely to discuss future and current needs as well as best pract ices for student success. An open door policy exists between teachers,admin and parents, as well as students at LFCS K12.


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SARC Report for Literacy First Charter 2017 2018.pdf · Literacy First Charter ... required by...

Documents

Transcript of SARC Report for Literacy First Charter 2017 2018.pdf · Literacy First Charter ... required by...