April 2016 Memo CSD Item 01 Attachment 1 - Information ...



|School Name |Academia Avance Charter (AAC) |

|Address | |

| |115 North Avenue 53 |

| |Highland Park, CA 90042-4005 |

|Web Site Link | |

| | |

|County District School | |

|Code |19 76968 0109926 |

|Charter Number | |

| |0738 |

|Charter Term | |

| |2015–2020 |

|School Description | |

| |AAC provides a college preparatory school to insure that all pupils will complete A—G requirements, graduate, and be |

| |equipped to be accepted into colleges and universities. |

|Grade Levels Served | |

| |Grade Six through Grade Twelve |

|2014–15 Enrollment | |

| |474 |

|2014–15 Second Principal |466.80 |

|(P-2) Apportionment | |

|Average Daily Attendance | |

|Site Based or Non-Site |Site Based |

|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 |261/255 |5% |23% |33% |38% |

|Male |261/134 |5% |19% |28% |47% |

|Female |261/121 |4% |28% |37% |28% |

|Hispanic or Latino |261/247 |4% |22% |33% |38% |

|English Learner |261/34 |0% |3% |6% |85% |

|Students with Disability |261/14 |0% |0% |14% |79% |

|Economically Disadvantaged1 |261/199 |5% |23% |30% |40% |

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

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 |261/255 |5% |17% |31% |46% |

|Male |261/134 |6% |19% |26% |48% |

|Female |261/121 |3% |15% |36% |44% |

|Hispanic or Latino |261/247 |4% |17% |31% |46% |

|English Learner |261/34 |0% |3% |6% |88% |

|Students with Disability |261/14 |0% |7% |0% |93% |

|Economically Disadvantaged1 |261/200 |5% |17% |30% |47% |

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

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 |90 |NA |80 |NA | |Percent of Enrollment |NA |NA |NA |NA |NA |NA |98.9% |NA |100% |NA | |Pupils with Scores |NA |NA |NA |NA |NA |NA |90 |NA |80 |NA | |Mean Scale Score |NA |NA |NA |NA |NA |NA |321.4 |NA |320.9 |NA | |Percent Advanced |NA |NA |NA |NA |NA |NA |14% |NA |6% |NA | |Percent Proficient |NA |NA |NA |NA |NA |NA |13% |NA |19% |NA | |Percent Basic |NA |NA |NA |NA |NA |NA |29% |NA |40% |NA | |Percent Below Basic |NA |NA |NA |NA |NA |NA |22% |NA |28% |NA | |Percent Far Below Basic |NA |NA |NA |NA |NA |NA |21% |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.

Academia Avance’s 2014-2015 LCAP consists of 20 goals within the eight State Priorities.

Basic Conditions

Under Basic Conditions one of our goals is to maintain and/or implement facilities in good condition to ensure student safety and productivity. In 2014-2015 Port-A-Cools were purchased to help ease the hot weather in the summer months at our Highland Park campus. All classroom and hallway walls were painted. Daily maintenance keeps restrooms, classrooms, and hallways clean. Another goal under the first state priority was to provide highly qualified teachers to all Avance students. All of our teachers were and remain highly qualified.

Implementation of CCSS

Under state priority Implementation of CCSS, Avance was able to meet one goal fully and another goal partially. The goal met partially was to provide Avance students with CCSS aligned instructional materials. During this year Avance purchased Common Core aligned textbooks for Mathematics for grades 6-8. The other goal was to provide teachers with common core professional development and/or training to support student learning. Avance participated in a training with DataWorks, whose objective is to utilize Explicit Direct Instruction (EDI) to create and deliver lessons. Out of this two-day training DataWorks was impressed with the work at Avance that then lead to a partnership with CSU Dominguez Hills. Avance teachers were trained in utilizing common core state standards to create, drive, and deliver lessons. As the partnership developed, Avance has been able to fully prepare teachers to properly use common core state standards with the support of CSU Dominguez Hills and DataWorks. Also, Academia Avance is part of the Innovative School of Leadership Institute (ISLI) grant. Through this grant teachers have been participating in continuous professional development in common core, lesson delivery, and restorative practices. School administrators have also received continuous common core training to properly support teachers.

Parental Involvement

Parental Involvement continues to increase year by year. In 2014-2015 there were various opportunities for parents to be involved. Continuing from previous years, Parent Advisory Committee (PAC) happened on the first Tuesday of each month and Parent Forum happened on the second Tuesday of each month. Throughout the year parents were also able to attend English classes and computer classes offered through Youth Policy Institute (YPI). Parents also had the opportunities to be part of board meetings and school site council. Various volunteer opportunities like selling tamales at Avance’s annual Tamaliza, participating in the community’s holiday parade, and beautifying the school were also great parental involvement opportunities.

Pupil Achievement

Under the state priority for Pupil Achievement, Academia Avance had six goals in the school year 2014-2015. One of the goals was to increase the percentage of students scoring proficient or advanced on Smarter Balanced Assessment for ELA and Mathematics. This year was the first year Academia Avance students took the Smarter Balanced Assessment. Based on those results the school has set a baseline and will begin to grow and improve on it.

In 2014-2015 Academia Avance met the goal to increase access and enrollment to honors/advanced placement courses. Academia Avance increased the amount of students enrolled in these courses from 12% to 28%. Within the same state priority the percentage of students who completed 11 of 16 A-G courses by the end of their senior year was also met. Academia Avance was able to increase this percentage by implementing Acellus to help students remediate courses and stay on track with A-G courses and graduation. Academia Avance did not meet the goal to increase the percentage of students in each 4-year cohort who are college ready by the end of their junior year. Class of 2016, Juniors in 2014-2015, were at a 61 percentage of students being college ready by the end of the junior year. Another goal not met by Academia Avance was to increase the reclassification rate of English learners to Fluent English (RFEP) Proficiency by 2% annually; Academia Avance did not meet this goal.

Pupil Engagement

Under state priority Pupil Engagement, Academia Avance maintained 96% or better average daily attendance from students in grades 6-8 and also for students in grades 9-12.

Academia Avance kept track of students with chronic absences, communicated with parents, and created plans to improve attendance and still continue to work to decrease the percentage of students with 10 or more absences. The middle school and high school dropout rates were maintained at a 0% in 2014-2015. The expulsion rates were also 0%.

School Climate

Under state priority School Climate, Academia Avance was able to have continuous meetings with parents, students, administration, and the board to provide behavior intervention for students to help reduce suspensions and school expulsions.With the partnership of CSUDH, Academia Avance was able to use restorative practices as a behavior intervention to help resolve altercations.

Course Access

Under Course Access, Academia Avance increased the percentage of students scoring a 3 or higher on Advance Placement (AP) examination in AP Calculus. Academia Avance did not meet the goal in AP US History.

Other Pupil Outcomes

Under Other Pupil Outcomes, Academia Avance students took NWEA's Measures of Academic Progress (MAP) three times with the school year; MAP assessments were conducted in September, January and May. From the first test in September to the third test in May Academia Avance met the goal to increase student performance on NWEA's Measures of Academic Progress (MAP) for students in grades 6-11. School-wide our students either met or exceeded the RIT score on MAP evaluations. The 6th grade cohort performed well in Science. The 7th grade cohort performed well in Reading and Science. The 8th grade cohort performed well in Math and Reading. The 9th and 10th grade cohort increased in all areas: Math, Reading, Language; not tested in Science. The 11th grade cohort increased in Math and Reading.

Our EL and SPED students were also able to increase their RIT score.

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