April 2016 Memo CSD Item 01 Attachment 22 Revised ...



|School Name |The School of Arts and Enterprise (The SAE) |

|Address | |

| |295 North Garey Avenue |

| |Pomona, CA 91767-5429 |

|Web Site Link | |

| | |

|County District School Code | |

| |19 75697 1996693 |

|Charter Number | |

| |0505 |

|Charter Term | |

| |2011–16 |

|School Description | |

| |The SAE provides a standards-aligned, college preparatory middle and high school program emphasizing arts and business |

| |through innovative project based learning. The SAE targets middle and high school students with an interest in the arts |

| |and business/entrepreneurship who choose to learn through project based learning which better prepares them for college |

| |and the careers of their choice. |

|Grade Levels Served | |

| |Grade Six through Grade Twelve |

|2014–15 Enrollment | |

| |691 |

|2014–15 Second Principal |652.39 |

|(P-2) Apportionment Average | |

|Daily Attendance | |

|Site Based or Non-Site Based|Site Based |

* Prepared by the California State Board of Education, April 2016

2015 California Assessment of Student Performance and Progress Results

Schoolwide Percentage of Pupils by Group and Achievement Level for

English Language Arts/Literacy

|Pupil Groups |Number of Pupils |Percent of Pupils who |Percent of Pupils who |Percent of Pupils who |Percent of Pupils who |

| |Enrolled/Tested |Exceeded Standards |Met Standards |Nearly Met Standards |Did Not Meet Standards |

|All Pupils |371/357 |7% |33% |37% |23% |

|Male |371/130 |2% |28% |37% |32% |

|Female |371/227 |10% |35% |37% |18% |

|Asian |371/4 |* |* |* |* |

|Black or African American |371/24 |4% |29% |29% |38% |

|Filipino |371/3 |* |* |* |* |

|Hispanic or Latino |371/286 |6% |31% |39% |23% |

|White |371/28 |7% |54% |18% |21% |

|Two or More Races |371/12 |25% |25% |50% |0% |

|English Learner |371/46 |0% |7% |48% |46% |

|Students with Disability |371/29 |0% |17% |31% |52% |

|Economically Disadvantaged1 |371/1 |* |* |* |* |

|(Asian) | | | | | |

|Economically Disadvantaged1 |371/18 |0% |28% |39% |33% |

|(Black or African American) | | | | | |

|Economically Disadvantaged1 |371/1 |* |* |* |* |

|(Filipino) | | | | | |

|Economically Disadvantaged1 |371/196 |5% |31% |39% |25% |

|(Hispanic or Latino) | | | | | |

|Economically Disadvantaged1 |371/15 |7% |40% |20% |33% |

|(White) | | | | | |

|Economically Disadvantaged1 |371/4 |* |* |* |* |

|(Two or More Races) | | | | | |

1  Economically Disadvantaged Students include students eligible for the free and reduced priced meal program, foster youth, homeless students, migrant students, and students for whom neither parent is a high school graduate.

In order to protect pupil privacy, an asterisk (*) will be displayed instead of a number on Internet test results where 10 or fewer pupils had valid test scores.

Data Source:



NOTE:  Percentages may not total to 100 percent due to rounding.

2015 California Assessment of Student Performance and Progress Results

Schoolwide Percentage of Pupils by Group and Achievement Level for

Mathematics

|Pupil Groups |Number of Pupils |Percent of Pupils who |Percent of Pupils who |Percent of Pupils who |Percent of Pupils who Did |

| |Enrolled/Tested |Exceeded Standards |Met Standards |Nearly Met Standards |Not Meet Standards |

|All Pupils |371/357 |1% |5% |29% |64% |

|Male |371/130 |1% |5% |28% |65% |

|Female |371/227 |0% |4% |30% |64% |

|Asian |371/4 |* |* |* |* |

|Black or African American |371/24 |4% |4% |17% |75% |

|Filipino |371/3 |* |* |* |* |

|Hispanic or Latino |371/286 |0% |3% |30% |65% |

|White |371/28 |0% |18% |29% |54% |

|Two or More Races |371/12 |8% |8% |33% |50% |

|English Learner |371/46 |0% |2% |17% |80% |

|Students with Disability |371/29 |0% |3% |7% |86% |

|Economically Disadvantaged1 |371/1 |* |* |* |* |

|(Asian) | | | | | |

|Economically Disadvantaged1 |371/18 |0% |0% |11% |89% |

|(Black or African American) | | | | | |

|Economically Disadvantaged1 |371/1 |* |* |* |* |

|(Filipino) | | | | | |

|Economically Disadvantaged1 |371/196 |0% |2% |26% |71% |

|(Hispanic or Latino) | | | | | |

|Economically Disadvantaged1 |371/15 |0% |20% |33% |47% |

|(White) | | | | | |

|Economically Disadvantaged1 |371/4 |* |* |* |* |

|(Two or More Races) | | | | | |

1  Economically Disadvantaged Students include students eligible for the free and reduced priced meal program, foster youth, homeless students, migrant students, and students for whom neither parent is a high school graduate.

In order to protect pupil privacy, an asterisk (*) will be displayed instead of a number on Internet test results where 10 or fewer pupils had valid test scores.

Data Source:



NOTE:  Percentages may not total to 100 percent due to rounding.

2015 California Assessment of Student Performance and Progress Results

California Standards Test (CST) Scores

CST Science - Grade 8 and Grade 10 Life Science

Result

Type |2 |3 |4 |5 |6 |7 |8 |9 |10 |11 | |Pupils Tested |NA |NA |NA |NA |NA |NA |85 |NA |104 |NA | |Percent of Enrollment |NA |NA |NA |NA |NA |NA |92.4% |NA |93.7% |NA | |Pupils with Scores |NA |NA |NA |NA |NA |NA |85 |NA |104 |NA | |Mean Scale Score |NA |NA |NA |NA |NA |NA |317.7 |NA |349.7 |NA | |Percent Advanced |NA |NA |NA |NA |NA |NA |5% |NA |16% |NA | |Percent Proficient |NA |NA |NA |NA |NA |NA |22% |NA |32% |NA | |Percent Basic |NA |NA |NA |NA |NA |NA |40% |NA |36% |NA | |Percent Below Basic |NA |NA |NA |NA |NA |NA |15% |NA |9% |NA | |Percent Far Below Basic |NA |NA |NA |NA |NA |NA |18% |NA |8% |NA | |NA is marked when that specific grade level was not tested in science.

Data Source:



NOTE: The first row in each table contains numbers 2 through 11 which represent grades two through eleven respectively.

The School of Arts and Enterprise

LCAP Executive Summary 2014-15

The School of Arts and Enterprise chose 10 goals for the Local Control and Accountability Plan for 14-1. These goals were strategically selected based on our Charter and feedback from stakeholders.

Goal #1 All core academic teachers will hold valid CA credentials. (State priority #1)

Goal #2 All students courses will support Common Core State Standards with fully

aligned curriculum and materials. (State priority #1)

Goal #3 Provide safe and clean facilities on all campuses. (State priority #1)

Goal #4 All courses will support CCSS with fully aligned pacing guides, course maps, and projects.

(State priority #2)

Goal #5 Increase parent and community involvement in The SAE planning

and development (State priority #3)

Goal #6 All Students will show growth on formative CCSS assessment

throughout the year. (State priority #4)

Goal #7 Student attendance rate of 95% or better ADA. Overall reduction in suspension rate

and maintain a low expulsion rate. (State priority #5 and 6)

Goal #8 Students will pass the CAHSEE. (State priority #4)

Goal #9 Equal access to academic and educational program (State priority #7)

Goal #10 Access to courses and support materials to include early interventions in Math and

English. (State priority #8)

Conditions of Learning

In order to ensure that students have a high quality education and experience, The SAE has set several goals. These goals include having only highly qualified teachers in every core class and that all Arts and Business teachers will be CTE credentialed (within 2 years of employment at The SAE). Teachers will participate in Professional Growth on Common Core implementation.

Further, to support Common Core State Standards, all courses and projects will be rewritten or revised to be CCSS aligned. We will support all students with Common Core State Standards aligned curriculum materials. To support students’ academic success with CCSS, we will administer CCSS aligned benchmarks several times each school year and with a student growth target established for each benchmark session. Further, we have adopted schoolwide literacy strategies to support CCSS Literacy for all students, including our English Learner population. We aim to assist EL students in moving up proficiency levels with targeted interventions, such as Complex Instruction, EL support classes for qualifying students, literacy strategies throughout all classes. Goal 8 regarding the CASHEE is inapplicable based on state legislation.

The School of Arts and Enterprise will provide safe and clean facilities for its students and staff on all three school campuses. We set are in the downtown arts colony in Pomona and pride ourselves on an aesthetically pleasing environment. We have established an Operations Request Form, which is available to staff to report any facility concerns, and needs. A spreadsheet is generated and checked weekly and prioritized by importance, with student safety being our first priority. A quarterly facilities review is performed by administration to follow up on all work and progress.

Restorative Justice

To create a safe learning environment, The SAE adopted a Restorative Justice model in 2014-15. It is through this community accountability model that we will reduce suspensions and behavioral incidents. Counselors and several members of the administration have been trained in running Circles (an element of RJ that requires all members of an incident to discuss and resolve by “righting a wrong”. Teachers will receive professional development on using Circles in the classroom as well as ways to educate and support the whole child. Because this approach requires community decision making on how to right a wrong, students are less frequently suspended. Furthermore, Circles promote dialogue and problem solving. This forum will help to reduce student misbehaviors and potential expulsions.

Engagement

The School of Arts and Enterprise involves stakeholders in our LCAP process through myriad efforts. We offer quarterly “School as a Whole” (SAW) meetings for the school community (administrators, teachers, parents, students) to participate in decision making. As a part of the SAW meeting times, ELAC meeting and parents training sessions are offered to better understand our student information system. Parents are encouraged to meet with the Director to discuss school-wide issues. Student advisory groups regularly meet with school site leadership. Board meetings are advertised on our website and have public comments opportunities. Finally, we administer surveys two times a year to parents, students, and staff. The SAE has increased communication efforts for all SAE events to our community via website, social media platforms, One Call (automated calling system), email, and mailings.

We welcome stakeholders to assist with The SAE’s planning, development and decision. However, in the recent past we have not been able to consistently involve parents and students in the decision making processes. As such, The SAE has increased communications to involve more stakeholders. We communicate our school events via our website, social media platforms (Facebook, Twitter, Instagram), One Call, emails, and mailings.

All students including are maintaining a 95% or better ADA rate. This is the result of daily attendance accountability through monitoring and review. Award ceremonies and positive incentives are in place and our counselors are assisting student where needed.

Pupil Outcomes

It is our goal that students will demonstrate growth on English and Math CCSS benchmarks over the year. We adopted course maps and CCSS benchmark in Fall 2014. Teachers will use data to inform instruction and to target students and skills. We aim to support our EL students in advancing one level on the CELDT or RFEP eligibility. To achieve this goal, teachers receive professional development on analyzing data to inform instruction, CCSS best practices, literacy across the curriculum and ELD support by using the ELD standards and SDAIE.

All of our 9-12 core academic courses are UC/CSU approved. Our 9-12 program is designed for all students to meet the UC/CSU minimum requirements. The school has executed Master Learning for assessments in grades 6-12; students and parents have attended meetings to better understand our rubric system and expectations for academic success. Progress reports, semester grade reports and parent conferences have increased communications and student achievement. Project Based Learning allows student to apply their learning objectives to demonstrate their academic knowledge aligned with CCSS.

Through our Arts Majors (a rigorous 4 year major that focuses on one area of the arts), students are exposed to and prepped for various jobs within the arts industry. Students learn hands on skills to work as an artist or in an art related industry.

LCAP Supplemental Funding Supports

Actions that will IMPROVE and EXPAND services to students

● Professional Development on classroom and conflict management and Restorative Justice

● Teacher coaching on CCSS curriculum design and instruction

● Implementation of arts majors

● Hire additional qualified teachers

● Hire additional counselor

● New Teacher Support Meeting

● Increase AP course offerings

● Increased counseling support services

● Increased alignment for benchmarks for English and Math

● Expansion and improvement of facilities. A new middle school building and upgrade of yard at the senior campus

In conclusion:

The School of Arts and Enterprise LCAP is a result of a cycle for inquiry from all stakeholders coupled with shared decision making. We are committed to using the LCAP to guide a cycle of continuous learning and improvement.

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