April 2016 Memo CSD Item 01 Attachment 12 - Information ...



|School Name |Magnolia Science Academy Santa Ana (MSASA) |

|Address | |

| |102 Baker Street East |

| |Costa Mesa, CA 92626-4503 |

|Web Site Link | |

| | |

|County District School Code | |

| |30 76893 0130765 |

|Charter Number | |

| |1686 |

|Charter Term | |

| |2014–19 |

|School Description | |

| |MSASA is one of eleven charter schools that is overseen by Magnolia Public Schools. MSASA provides a college preparatory |

| |educational program emphasizing science, technology, engineering, and mathematics in a safe environment that cultivates |

| |respect for self and others. MSASA is Western Association of Schools and Colleges accredited. |

|Grade Levels Served | |

| |Grade Six through Grade Twelve |

|2014–15 Enrollment | |

| |160 |

|2014–15 Second Principal |157.11 |

|(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 |

|Male |122/84 |14% |35% |29% |20% |

|Female |122/34 |12% |47% |29% |12% |

|Asian |122/8 |* |* |* |* |

|Black or African American |122/0 |* |* |* |* |

|American Indian or Alaska |122/1 |* |* |* |* |

|Native | | | | | |

|Filipino |122/2 |* |* |* |* |

|Hispanic or Latino |122/55 |9% |42% |33% |16% |

|White |122/44 |16% |41% |25% |16% |

|Two or More Races |122/8 |* |* |* |* |

|English Learner |122/7 |* |* |* |* |

|Students with Disability |122/14 |14% |14% |14% |57% |

|Economically Disadvantaged1 |122/2 |* |* |* |* |

|(Asian) | | | | | |

|Economically Disadvantaged1 |122/1 |* |* |* |* |

|(American Indian or Alaska | | | | | |

|Native) | | | | | |

|Economically Disadvantaged1 |122/1 |* |* |* |* |

|(Filipino) | | | | | |

|Economically Disadvantaged1 |122/41 |7% |41% |32% |20% |

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

|Economically Disadvantaged1 |122/13 |8% |38% |15% |38% |

|(White) | | | | | |

|Economically Disadvantaged1 |122/2 |* |* |* |* |

|(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 |Percent of Pupils who |Percent of Pupils who |

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

|All Pupils |122/118 |16% |20% |36% |25% |

|Male |122/84 |15% |21% |32% |27% |

|Female |122/34 |18% |18% |44% |18% |

|Asian |122/8 |* |* |* |* |

|Black or African American |122/0 |* |* |* |* |

|American Indian or Alaska |122/1 |* |* |* |* |

|Native | | | | | |

|Filipino |122/2 |* |* |* |* |

|Hispanic or Latino |122/55 |7% |22% |42% |25% |

|White |122/44 |27% |18% |34% |20% |

|Two or More Races |122/8 |* |* |* |* |

|English Learner |122/7 |* |* |* |* |

|Students with Disability |122/14 |0% |14% |29% |57% |

|Economically Disadvantaged1 |122/2 |* |* |* |* |

|(Asian) | | | | | |

|Economically Disadvantaged1 |122/1 |* |* |* |* |

|(American Indian or Alaska | | | | | |

|Native) | | | | | |

|Economically Disadvantaged1 |122/1 |* |* |* |* |

|(Filipino) | | | | | |

|Economically Disadvantaged1 |122/41 |5% |15% |46% |29% |

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

|Economically Disadvantaged1 |122/13 |15% |15% |38% |31% |

|(White) | | | | | |

|Economically Disadvantaged1 |122/2 |* |* |* |* |

|(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 |41 |NA |14 |NA | |Percent of Enrollment |NA |NA |NA |NA |NA |NA |97.6% |NA |93.3% |NA | |Pupils with Scores |NA |NA |NA |NA |NA |NA |41 |NA |14 |NA | |Mean Scale Score |NA |NA |NA |NA |NA |NA |381.9 |NA |350.1 |NA | |Percent Advanced |NA |NA |NA |NA |NA |NA |32% |NA |14% |NA | |Percent Proficient |NA |NA |NA |NA |NA |NA |32% |NA |36% |NA | |Percent Basic |NA |NA |NA |NA |NA |NA |27% |NA |36% |NA | |Percent Below Basic |NA |NA |NA |NA |NA |NA |7% |NA |14% |NA | |Percent Far Below Basic |NA |NA |NA |NA |NA |NA |2% |NA |0% |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.

Executive Summary of Local Control Accountability Plan (LCAP)

Magnolia Science Academy Santa Ana (MSA-SA) went through a thorough analysis of the data at hand (California Assessment of Student Performance and Progress (CAASPP) scores, Measures of Academic Progress (MAP) Scores, and Teacher feedback based on class data) in effort to target the areas of need to support student achievement growth. MSA SA’s Administrative Team, staff, and School Site Council (SSC) participated in the development of the school wide areas of target for the 2015-16 school based on the LCAP school year. The team came up with 12 areas that will remain our focus this year: (1) SBAC Score Analysis, (2) Internal Assessment (MAP), (3) English Learner (EL)-Proficiency, (4) EL-Progress, (5) EL-Reclassification, (6) Home Visits, (7) Advanced Placement (AP) Exams, (8) Graduation Rates, (9) 4-Year College acceptance, (10) Suspension rate, (11) Average Daily Attendance (ADA), and (12) Stakeholders’ Involvement.

(1) SBAC Score Analysis (In Progress)

Areas of Focus- All subgroups will improve (by at least 5%) their proficiency level in English Language Arts/Literacy (ELA) and mathematics on the CAASPP assessment system.

Data (SBAC 2015)-Did not meet grade level expectations: Math- 62% and English 47%

Action Plan-

A. Power ELA class will be offered as an intervention class for students who did not meet the grade-level expectations, instead of an elective.

B. Power Math class will be offered as an intervention class for students who did not meet the grade-level expectations, instead of an elective.

C. After School Tutoring will be offered for students Monday-Friday from 3-4pm.

D. Morning School (ALEKS) will be offered to students who did not meet the math expectations.

E. K12 Revolution will be used in the classroom as another tool to differentiate instruction.

F. Targeted intervention will be developed for all students who did not meet the grade-level expectations so that they can be provided with extra support. (all students will have at least one form of intervention).

G. Dean of Academics will track the progress of the students and will report on their progress during the weekly Administrative meetings and Friday Professional Developments.

Measurement Description-

A. Compare proficiency scores on the SBAC from 2014-15 and 2015-16.

B. CAASPP reports from the CDE will be analyzed.

(2) Internal Assessment (MAP) (In Progress)

Areas of Focus- For all student subgroups, the percentage of students performing proficient on the Reading/ELA and math sections of our internal, common-core aligned MAP assessment will increase by 5% from Fall 2015 to Winter 2015.

Data (Fall 2015 to Winter 2015): Students did not meet Proficient or Advance during the Fall 2015 MAP test: Math 56% and English 41%---->Winter 2015: (Comparison Pending)

Action Plan-

A. Power ELA class will be offered as an intervention class for students who did not meet the grade-level expectations, instead of an elective.

B. Power Math class will be offered as an intervention class for students who did not meet the grade-level expectations, instead of an elective.

C. After School Tutoring will be offered for students Monday-Friday 3-4pm.

D. Morning School (ALEKS) will be offered to students who did not meet the math expectations.

E. K12 Revolution will be used in the classroom as another tool to differentiate instruction.

F. Targeted Intervention will be developed for all students who did not meet the grade-level expectations so that they can be provided with extra support. (all students will have at least one form of intervention)

H. Dean of Academics will track the progress of the students and will report on their progress during the weekly Administrative meetings and Friday Professional Developments.

Measurement Description-

A. MAP Test growth comparison reports (Fall 2015 to Winter 2015)

B. Generate a list of targeted intervention received per student.

C. Develop SMART Goals (Admin, Teacher, and Students)

(3) EL-Proficiency and (4) EL Progress (In Progress)

Areas of Focus- The percentage of EL students performing proficient on the Reading/ELA and math sections of our internal, common-core aligned Measures of Academic Progress (MAP) assessment will increase 5% from Fall 2015 to Spring 2016. The percentage of EL students attaining English language proficiency as measured by the CELDT and/or MAP will increase by 5% from the prior year.

Data-We will look at MAP data and CELDT data.

Action Plan-We will use Title III funds to support the ELD Program and to train the ELD Coordinator. Also, we will hire a TA that can speak Turkish to support the Level 1 students that only speak Turkish.

Measurement Description-

A. MAP Test growth comparison reports (Fall 2015 to Winter 15)

B. Student performance track record per the ELD Coordinator's reporting.

C. CELDT Data

(5) EL-Reclassification (Complete)

Areas of Focus- The percentage of EL students who are reclassified will be at least 25%.

Data-CELDT data, MAP Data, and teacher references/grades are used to identify students that are reclassified. Currently 40% of our EL students have been reclassified (2015).

Action Plans-

A. Host a Parent Info Session to explain the reclassification criteria and process.

B. Create a structured system to track the students to ensure that they are successful in their ELA classes.

Measurement Description-

A. Reclassification process is used as established in our EL Plan.

(6) Home Visits (In Progress)

Areas of Focus- At least 50% of MSA SA's students will be home-visited by the teachers and/or Admin. Our charter petition stated that we will visit 25% of our students’ homes and we want to exceed that number.

Data-Home visit Coordinator and Dean of Students will monitor the number of visits and will make sure that goal is accomplished.

Action Plans-

A. Train the Home Visit Coordinator

B. Schedule Home visits or allow parents to request the home visits.

C. Collect evidence of the home visit and share during the Friday PDs what was learned.

Measurement Description-

A. A binder will be delegated to collect the evidence and numbers of home visits.

(7) AP Exams (In Progress)

Areas of Focus- At least 50% of the graduating seniors (taking an AP course) will have passed an AP exam with a score of 3 or higher.

Data-AP Test Scores

Action Plans-

A. Ms. Diaz (Dean of Academics) will work with the AP teachers and AP students to develop an action plan and SMART goals to keep them involved in this goal.

Measurement Description-

A. SMART Goals to meet this goal (teacher and student)

B. AP Scores of 3 or higher will be more evident this school year.

(8) Graduation Rate 100% (In Progress)

Areas of Focus- MSA-SA will maintain graduation rate of 100%

Data-Graduation Rate Data in June 2016.

Action Plans-

A. College Counselor

B. Dean of Academics

C. A-G 4 year Plan

Measurement Description-

A. Monitor the student's progress towards the 4 year Plan starting in 9th grade.

(9) 4 Year College Application (Complete)

Areas of Focus- 100% of students will apply to 4 year Colleges

Data-Collect evidence that students submitted UC/Cal State Applications.

Action Plans-

A. College Counselor will meet with the seniors 3-5 times each morning for 30 minutes, during Advisory to ensure that students are completing their applications.

Measurement Description-

A. The number of applications will be tracked by our College Counselor and shared to all the staff by November 30th (deadline for UC/Cal States)

(10) Suspension Rate 0% (In Progress)

Areas of Focus- MSA-SA will maintain a student suspension rate of 0%.

Data-CDE website

Action Plans-

B. Dean of students will develop, along with the discipline committee a structure for disciplining students and supporting teachers that are struggling with classroom management or behavior problems in the class.

C. Get Ready For Life Program (GRFL) will embrace and reinforce our Core Values: Scholarship, Critical Thinking, Effective Communication and Social Responsibility. These Core Values will help support our students developing skills.

Measurement Description-

A. CDE Data and Suspension Rate for 2015-16

(11) ADA-Goal 98% (In Progress-Currently we are averaging 97%)

Areas of Focus- ADA Goal this year is 98%

Data-Our goal is that we maintain an ADA of 98%.

Action Plans-

A. Dean of Students will enforce Dean of Students

B. Office Manager will maintain weekly attendance reports and prepare Attendance Awards for students with 100%

Measurement Description-

A. CALPADS attendance monthly reports

B. CDE website

(12) Stakeholders’ Involvement (In Progress)

Areas of Focus- Our goal this year is to create many opportunities for teachers, students, and parents to collaborate and to take ownership of the school. In effort to make this possible our goal is that we host at least 5 meetings each: (1) SSC, (2) Parent Task Force (PTF), (3) ASB that is open to the public.

Data-Parent for Success Timeline is a document that has to be signed or stamped after the parent attends an event on the list. Also, all of the meetings will have a sign in sheet, an agenda, and minutes that will be shared on the school website.

Action Plans-

A. All meeting dates will be posted on the school website.

B. Office Manager will email parents and call them to inform them about upcoming events.

C. Principal and Dean of Students will have an updated Friday Flash that will be sent out to the parents to keep them informed on all events happening on campus on a weekly basis. (on Fridays)

Measurement Description- Parent for Success Time lines that show that parents participate and the parents are rewarded (Parent award ceremony).

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