April 2016 Memo CSD Item 01 Attachment 2 - Information ...



|School Name |Anahuacalmecac International University Preparatory of North America (AIUPNA) |

|Address | |

| |4736 Huntington Drive South |

| |Los Angeles, CA 90032-1942 |

|Web Site Link | |

| | |

|County District School Code| |

| |19 76885 0132928 |

|Charter Number | |

| |1685 |

|Charter Term | |

| |2014–19 |

|School Description | |

| |AIUPNA incorporates the Metacognitive Ancestry-based Indigenous Zetetic Education and the International Baccalaureate program |

| |to create learning in a meaningful, creative, and rich context that prepares future generations of indigenous pupils to become|

| |viable citizens. AIUPNA was approved to add transitional kindergarten through grade eight by the State Board of Education on |

| |July 9, 2015. |

|Grade Levels Served | |

| |Grade Nine through Grade Twelve |

|2014–15 Enrollment | |

| |112 |

|2014–15 Second Principal |105.70 |

|(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 |9/8 |* |* |* |* |

|Male |9/6 |* |* |* |* |

|Female |9/2 |* |* |* |* |

|Hispanic or Latino |9/6 |* |* |* |* |

|White |9/1 |* |* |* |* |

|Two or More Races |9/1 |* |* |* |* |

|English Learner |9/1 |* |* |* |* |

|Students with Disability |9/1 |* |* |* |* |

|Economically Disadvantaged1 |9/4 |* |* |* |* |

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

|Economically Disadvantaged1 |9/1 |* |* |* |* |

|(White) | | | | | |

|Economically Disadvantaged1 |9/1 |* |* |* |* |

|(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 |9/8 |* |* |* |* |

|Male |9/6 |* |* |* |* |

|Female |9/2 |* |* |* |* |

|Hispanic or Latino |9/6 |* |* |* |* |

|White |9/1 |* |* |* |* |

|Two or More Races |9/1 |* |* |* |* |

|English Learner |9/1 |* |* |* |* |

|Students with Disability |9/1 |* |* |* |* |

|Economically Disadvantaged1 |9/4 |* |* |* |* |

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

|Economically Disadvantaged1 |9/1 |* |* |* |* |

|(White) | | | | | |

|Economically Disadvantaged1 |9/1 |* |* |* |* |

|(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 10 Life Science

Result

Type |2 |3 |4 |5 |6 |7 |8 |9 |10 |11 | |Pupils Tested |NA |NA |NA |NA |NA |NA |NA |NA |25 |NA | |Percent of Enrollment |NA |NA |NA |NA |NA |NA |NA |NA |96.2% |NA | |Pupils with Scores |NA |NA |NA |NA |NA |NA |NA |NA |25 |NA | |Mean Scale Score |NA |NA |NA |NA |NA |NA |NA |NA |306.5 |NA | |Percent Advanced |NA |NA |NA |NA |NA |NA |NA |NA |4% |NA | |Percent Proficient |NA |NA |NA |NA |NA |NA |NA |NA |12% |NA | |Percent Basic |NA |NA |NA |NA |NA |NA |NA |NA |40% |NA | |Percent Below Basic |NA |NA |NA |NA |NA |NA |NA |NA |28% |NA | |Percent Far Below Basic |NA |NA |NA |NA |NA |NA |NA |NA |16% |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.

Anahuacalmecac International University Preparatory Local Control Accountability Plan

Executive Summary

December 2015

Anahuacalmecac International University Preparatory of North America is operated by a community-based, educational non-profit organization led by indigenous educators in Los Angeles, California whose mission is to promote academic excellence, for all TK-12 students, through an International Baccalaureate (IB) framework that is rooted in the cultural and intellectual heritage of Indigenous Peoples. The school has received acclaim and support from various respected local organizations, including the Western Association of Schools and Colleges, the International Baccalaureate, the Seventh Generation Fund for Indian Development, and the Native American Alliance for Charter Schools.

Anahuacalmecac’s LCAP is intended to be a comprehensive planning tool. The goals outlined in the LCAP embrace Anahuacalmecac’s overarching goals that have consistently guided strategic planning and supports. Aligned with the 8-state priorities, the goals and targets included in the LCAP provide for setting targets for student subgroup populations, such as low- income, English learner, Foster youth, Latino and Students with Disabilities subgroups, to assess whether resources are impacting the outcomes of these students.

The following serve as markers of progress towards the elements of the school’s LCAP.

Goal:

All students will graduate with the academic preparation and achievement necessary for college and career readiness.

As measured by:

1. Graduation rates - Increase rate by 1% - In Progress

2. UC/CSU eligibility - Increase percent of students who have completed UC/CSU (A-G) requirements by 1% - In Progress

3. Student feedback and goal setting - Increase positive responses regarding student attitude, interest, involvement and goal setting related to career readiness by 1% as indicated by student surveys, or teacher/counselor observations or other measurement deemed appropriate by school leadership and personnel - Met

4. Percentage of English learners who made progress toward English proficiency as measured by the CELDT will increase by one percent from the previous year – In Progress

As of December 2015, all students in grade twelve are expected to graduate in June of 2016. The school looks forward to a 100 percent graduation rate. Grade twelfth students are currently meeting application due dates for four year universities as well as state and community institutions. Presently, the UC/CSU eligibility rate is at 75 percent for the senior class a 25 percent increase from the previous academic year. Although a small class of 8 students, the twelfth grade group is composed of a diverse group of learners inclusive of students with disabilities, students identified as gifted or talented and students who qualify for free or reduced lunch.

School-wide, all students are continuing to receive a UC A-G approved curriculum. Additionally, highly qualified teachers are currently serving all students. The instruction and curriculum reflects the implementation of the state common core standards and the principles of the International Baccalaureate (IB). School staff along with the guidance counselor will continue to support students needing to meet A-G academic requirements and ensuring students are on track for graduation.

All students in grade eleven are participating in an ACT preparation course. Tenth graders are currently working on their yearlong student centered and directed IB personal project.

The school’s counselor continues to provide career and academic counseling support for students in TK-12. Systems in place and academic supports will continue to improve student learning and drive towards positive outcomes. After school tutoring, interventions and programming support students in furthering the day curriculum. Additionally interventions are provided through out the school day to support small groups of students in performing better on ongoing assessments.

Currently 21 percent of the school’s student body is identified as an English Learners. The school complied in providing the CELDT testing during the fall. Teachers and administrators continuously analyze data to measure the academic progress of English Learners. The school is awaiting CELDT results in order to redesignate students in the spring.

When surveyed in the fall, students in TK-11 were given the opportunity to set goals for themselves regarding career and college interest. Survey results demonstrate that all students are looking forward to university acceptance and completion. All student goals reflect an interest in helping others and the world at large.

With the creation and continuation of student clubs and after school support programs students demonstrate a positive attitude towards involvement and college and career readiness. As of August 2015, Anahuacalmecac has experienced a 30 percent increase in student’s involvement in extra curricular activities for grades K-12th. For example, in the summer of 2015 for grades

6-12th a partnership with Teen Court in collaboration with the Superior Court of Los Angeles was established to provide Anahuacalmecac students exposure to the California judicial system and careers in law by litigating on juvenile low level offenses. Through the program students are exposed to the court systems and build connections with attorneys, judges and other members of the community. Teen court cases are held on a monthly basis at the school campus.

Anahuacalmecac further continues its involvement in the Model United Nations, on July 8th- 10th, 9-12th grade students participated in a First Indigenous Youth Summit held at the White House in Washington DC. This exposure to international politics and consciousness helped students improve their research and public speaking skills.

Students in 9-12th grade participated in the Hanban Student Summer Camp, in Hanban Providence in China on July 14th-31st. The program sponsored by Hanban with the cooperation of the Confucius Institutes, aimed at deepening the students’ understanding of Chinese language and culture, and stimulating their passion for learning Chinese.

Additionally, Anahuacalmecac and the American Indian Health Career Ladder continue to foster student’s potential career interest in the medical field. To supplement this interest the medical club and science club has seen an increase in in membership.

Anahucalmecac is continuing its association with Generation Green and the forest services through its youth program for students 9-12th grade. Currently, Anahuacalmecac along with the USDA Forest Service is expanding the program for elementary and middle school students.

Elementary students look forward to their garden project. In the near future, the program will provide field trips, presentations and mentorship opportunities. High school students in the Generation Green continue to participate in educating the community about the importance of preserving natural lands and sources of water. Additionally, students continue to advocate and problem solve for the protection of the Earth.

Academically, Anahuacalmecac is increasing its support for students. It’s continuing its collaboration with the East Los Angeles Community College Jamie Escalante Math Program. Beyond instruction in the day program, Escalante teachers are also coordinating weekend math fairs for the middle school to increase interest in math. This program is further supplemented

by after school Math Labs for middle school students. The school took part in two math fairs held on November 21st and December 5th.

The TK-5th grade students have also participated in monthly trips to the El Sereno Library. The trips work to tie in their IB units of study with an interest in advancing literacy and furthering research on the lines of inquiry.

The Youth Policy Institute (YPI) afterschool program provided students with enrichment opportunities that ranged from cooking sessions, sports, usage of technology and literacy. The program is serving student in TK-5th at an enrollment capacity.

Anahuacalmecac’s emphasize in college preparedness has strived to provide students with more opportunities to explore different campuses and college preparation courses. All students in grades TK-12 participated in the school’s virtual college visits fair. All students in grade eleven are participating in an ACT preparation courses. Tenth graders are currently working on their yearlong student centered IB personal project. The school sponsored an alumni panel to present to students about their college experience and allowed for a question and answer session for all students in grades TK-12. Students have visited campuses such as Loyola Marymount University, Humboldt, Berkley and Pitzer College.

The importance of physical fitness and health continues to gain more interest among the student body. The school’s running club has participated in several community runs this year. Students have also taken an interest in creating new clubs like the Basketball club and the health and nutrition club. Wudang Quan Gong Fu Academy along with Master Bing provided all students with martial arts instruction in the fall.

A one week winter intervention academy is scheduled for the winter recess to provide intervention services for students in TK-5 and for the high school. The school will collaborate with YPI to facilitate academic support, enrichment and recreation programming for students in grade. Grade 10 students will receive support with their personal project. High school students will receive intervention services for all courses.

Goal:

All students will have access to curriculum rooted in the cultural, intellectual and linguistic bodies of knowledge of Indigenous Peoples.

As measured by:

75% enrollment in at least one world (or maternal) language course of study other than English as reflected in the matrix of course offerings, master schedule and individual student schedule.

- Met

Pupil engagement will increase in accordance with State Priorities (Education Code 52060(d)(5) as measured by all of the following:

• Reduction in school attendance rates by 1% - In Progress

• Reduction in chronic absenteeism rates by 1% - In Progress

• Reduction in middle school dropout rates by 1% - In Progress

• Reduction in high school dropout rates by 1% - In Progress

• Increase in high school graduation rates by 1% - In Progress

All students served by Anahuacalmecac have access to and receive curriculum rooted in the cultural, intellectual and linguistic bodies of knowledge of Indigenous Peoples. As part of the school’s best practices, teachers, support staff and administrators collaborate in order to ensure that the challenging curriculum is both native and global in scope. As a result of these efforts, Native culture is embedded in all planners. All students in grades TK-12 are being provided with a culturally relevant ancestry based regenerative education.

All students in grades 6th through 12th are currently enrolled in a Spanish course as part of the school’s language course offering. An after school Spanish Lab for middle school students further supplements the main Spanish class offered in the school day programming. Students in grade 8 and in high school are enrolled in a Spanish course that fulfills the UC language requirements for university admission. Students in grades TK- 5 are enrolled in the school’s dual language 9/10 Spanish program. Additionally, all students in grades TK-5 are currently receiving Nahuatl language instruction on a daily basis.

Some of the cultural events that expand on the classroom curriculum that all students in TK- 12th have participated in include film screenings that focus on the need for dignity in education in Mexico, the school’s community celebration and remembrance for dia de los muertos, and participation in the Xicano Institute for Teaching and Organizing conferences. Moreover, students and families participated in ceremonies to celebrate the life and transcendence of our Nahutal teacher and cultural guide, Tata Cuaxtle held at Debs Park and at the Wishtoyo Chumash ceremonial grounds in Malibu earlier this year.

As part of the school’s living curriculum, students in grades TK-5 practice danza Azteca on a weekly basis as integrated into the offering of science and physical education.

Goal:

All students will access academic, cultural, and community resources aimed at strengthening student educational achievement and overall school climate.

As measured by:

Students will access two academic, cultural and/or community resources. - Met

School climate will improve in accordance with State priority Education Code 52060(d)(6) as measured by all of the following as applicable:

• pupil suspension rates will be reduced by 1% - In Progress

• pupil expulsion rates will be reduced by .02% - In Progress

• other local measures of pupils, parents and teachers on the sense of safety and school connectedness will increase by 1% - In progress

Thus far, all students in all grade levels have accessed at a minimum two academic or cultural/community resources. The school continues to provide opportunities for students to be able to take advantage of the partnerships and resources available.

The school community continues to work towards providing a safe learning environment for all students, teachers, staff and parents. The school has zero suspensions and zero expulsions to report. The school’s safety and facilities committee as well as the discipline committee respectively are meeting every other month as a proactive measure to ensure the school’s

efforts for increased academic achievement by students.

As an example, students in the middle and high school participate in transcendental meditation and meditate during two sessions embedded into the school day. Students received scholarships for training in the transcendental meditation technique from the David Lynch Foundation.

Students in grades TK-5 practice a quiet time session on a daily as well.

The school’s psychologist partnered with the National Alliance on Mental Illness to offer workshops on mental health and well-being to middle and high schools students. The workshops focused on self-harm and depression.

Additionally, the Los Angeles Gang Reduction and Youth Development community intervention program provided presentations on the negative effects of marijuana, anger management, and self-awareness through indigenous ways.

The school is currently collaborating with Alma Family Services, Hatthaway Sycamores, Exodus Mental Health, VIP Community Health, Los Angeles Gang Reduction and Youth Development community intervention program and Didi Hersch in order to have readily available mental health services for students and parents. Planning meetings to secure rider relief vouchers for students and families are currently in the works.

Weekly assemblies with middle and high school students provide a space to highlight student accomplishments and the delivery of awards or certificates. The assemblies allow for reporting out to the student body. Additionally the assemblies consist of presentations by students and guest speakers.

Presently, the school is supporting the entire senior class as they advance their plans to participate in an indigenous cultural exchange in Canada this spring. This trip will build upon an existing International relationship with the Cowichan Sovereign Nation.

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