Civitas

School of Leadership

Civitas School of Leadership

WASC Self-Study Report

1200 W. Colton Street Los Angeles, CA 90026

Los Angeles Unified School District Spring 2013

Civitas
School of Leadership

CHAPTER 1 STUDENT/COMMUNITY PROFILE AND SUPPORTING DATA AND FINDING

Civitas School of Leadership WASC Accreditation Self-Study Report 2012-2013

Chapter 1: Student/Community Profile-Data and Findings

Introduction
Community Civitas School of Leadership is one of two pilot schools that opened in Los Angeles Unified School District in 2007. Civitas is part of the network of now 32 pilot schools in LAUSD patterned after the Boston Pilot Schools. Civitas School of Leadership is a traditional calendar school that welcomed students, parents and community members during the grand opening on the Belmont High School Campus in September 2007. Civitas SOL was one of three schools located on campus which also included another pilot school. Civitas opened its doors to one-hundred 9th grade students with no campus or full facilities of our own. The original campus was made up of bungalows located on the back parking lot of the Belmont High School campus. Due to three different bell schedules, Civitas did not have access to the cafeteria or gym facilities on campus. Students commuted to and from Miguel Contreras Learning Center everyday to utilize their field for physical education classes. Teachers and Principal assisted with supervision during their conference periods for these daily class trips. A year later Civitas was moved to the Roybal Learning Center Campus in the heart of downtown Los Angeles. Here we share the cafeteria, library, and physical education facilities with all Small Learning Communities housed at Roybal Learning Center. Every year Civitas SOL grew one grade level until reaching its capacity of 9th through 12th grade students. Our feeder schools include John Leighty MS, Berendo MS, King MS, Virgil MS and LaConte MS. Students from these feeder schools may choose to attend any one of 19 Schools within the Belmont Zone of Choice. Parent/Community Organizations and Community Foundation Programs At this time Civitas has not developed strong partnerships with parent/community organizations. We realize that this is an area of need for our school. We are currently working on establishing these partnerships.

Family/Community Trends To apply to one of the 19 schools within the Belmont Zone School of Choice, students complete an application ranking the top five schools they wish to attend. LAUSD personnel choose which school the student will attend based on schools enrollment data. Civitas is equipped to hold 450 students; however it has never been at capacity. Over the last two years, enrollment has dropped and transiency rate increased. Currently serve 336 students on campus. Throughout the years, weve noticed that our students checkout for different reasons, mainly address changes, but many return. Currently we have two students (brother and sister) that returned because they were unhappy at their new school. They commute everyday from Palmdale, CA because they believe and appreciate the personalized educational experience Civitas offers. We have a few other students that try to beat the system and checkout to avoid doing the yearly ID Unit Projects or their 10th grade Gateway. Some of them have also returned, claiming that the extra work and travel here is worth it. They like the personalization at Civitas. Many of our families are on federal or state assistance programs. The nearby community is hard working, low/double-income families struggling to survive. As of March 2012, the cost of living is 151 compared to the US average of 100. Average household income is $5,000. The population density is 16,409 people per square mile. Average household is 2.6 people. The rental rate in Los Angeles 77% compared to the state average of 44%. The foreign residents rate in Los Angeles is 53%. State/Federal Program Mandates Civitas School of Leadership is a per pupil school. LAUSD allocates the state and federal general funds to Civitas accounts after they take a portion to pay for normal everyday expenses such as facilities upkeep. Civitas then distributes the funds to pay for every staff member on campus such as teachers, office staff, and maintenance staff and partially pay for extra personnel that provide services to our school such as the financial manager, librarian, nurse, psychologist and plant manager. After the staff is paid for, the remainder can be divided for the needs of the school such as general supplies, maintenance of equipment and updating technology to name a few. Extra attention is paid to maintaining enrollment and improving attendance; otherwise at the end of the quarter, we pay back money to the district. The District sets our expected enrollment, if we maintain that number nothing happens, but if we drop we need to pay back about $3000 per student after the quarter. If we go over the set enrollment, we receive extra funds at the end of the quarter. If we are unable to pay the money at the end of the quarter, we go into a negative balance and the funds are paid with the following years budget allocation. Along with the general funds, we also receive Categorical State and Federal Funds. These funds pay for an extra English teacher and Categorical Programs Advisor. There are some requirements

that need to be met to receive these funds such as ensuring that the funds are allocated for the required items such as professional development, tutoring and parents involvement. We are currently receiving funds from the Quality Education Investment Act Grant (QEIA). The main purpose of this grant is to keep class sizes low within main content area classes in order to meet student needs and close the student achievement gap. Each grade levels maximum class size is as follows: 9th grade capacity is 19:1, 10th grade capacity is 24:1, 11th and 12th grade capacity is 23:1. The grant pays for teaching positions and a full time counselor in order to meet these requirements. QEIA class size targets are monitored on a monthly basis to ensure compliance with grant requirements. School/Business Relations Civitas has many partners with community and private organization throughout the years. However they have decreased over the last three years due to budget cuts. The Strongest and most active at the moment are the Asian Pacific American Legal Council, Los Angeles Department of Water and Power, UCLA-Xinatchli and Rock on Education. The Asian Pacific American Legal Council has partnered this year with Civitas to assist students with test taking and study skills. They send staff every Tuesday and Thursday to train our top 11th grade students. These students take the information back to the other grade level advisories to train and practice these skills. Last semester the training focused on SAT study and test taking skills for all 11th grade students. This semester they are concentrating on study and test taking skills for all. This council has also provided free legal aid and informational meetings to our undocumented families to assist with residency and apply for AB540. This council is responsible for our community gardens. They have funded the majority of project. The purpose of the community gardens is to unite the Roybal Learning Center community and families to share the responsibility of maintaining the gardens and enjoying the consumption of organic produce. LAUSDs Youth Service Academys partnership with the Los Angeles Department of Water and Power has provided Civitas SOL with four internship positions to our Seniors on- track to graduate. They provide work experience and training for our students in a professional environment. As part of the program, students are required to take a work experience course led by LAUSD personnel that concentrates on professional work ethics and maintaining a budget. The Constitutional Rights Foundation partnered with Civitas SOL in 2011. This organization offers Summer internship opportunities within a students identified area of interest. Students accepted into the program receive a three week summer training on work ethics, developing communication skills and SAT prep. Students are placed in internship positions based on results from interest inventories. Some of our students have been given internships in law offices and museums. While on the job students have gained experience as note takers, office duties, and meeting preparation. Students that have participated in the program state that they enjoy the network building that occurs when working with professionals. UCLA-Xinantchli is another partner that joined the Civitas family in 2011. Five UCLA students come to campus every Tuesday and Thursday afterschool for two hours to provide mentoring,

tutoring, guidance for college admission, and career planning. They also provide fieldtrips to different colleges and an overnight stay at UCLA to shadow a student. Rock on Education is a federally funded program that provides afterschool services to students. Last year, they received a grant that hired a part time college advisor for Civitas students. Currently, they are providing tutoring and online classes to our students.

CIVITAS WASC HISTORY Our Initial WASC visit was conducted on June 2, 2010. At the conclusion of the visit we were granted a 3-year accreditation. At that time the Initial WASC Visiting Committee recommended that we focus on: Expanding our 12th grade curriculum including electives Developing standards based assessments Use of assessment and data to guide instruction Aligning projects to content standard PD on differentiation, instructional strategies, standards based curriculum development and assessments

CIVITAS PURPOSE The uniqueness of Civitas SOL is born out of its vision and mission to prepare students for lives of environmental stewardship and civic action. Students will use knowledge and experiences gained in studying the natural and social sciences to develop civic action plans aimed at educating their community and influencing public policy. Guided by established Habits of Mind (Appendix A), students will graduate by demonstrating their mastery of standards-based knowledge and skill through their Senior Exhibition (Appendix B). Mission Statement: The Civitas SOL mission is to prepare students for lives of environmental stewardship and civic action. Vision Statement : Guided by established Habits of Mind, students will graduate by demonstrating their mastery of standards-based knowledge and skills through interdisciplinary exhibitions. Civitas students build caring relationships with peers, staff, families and community members, which foster everyones sense of responsibility to one-self and others.

Pilot Reform: We are a Pilot School within the Belmont Zone of Choice, which gives us autonomies in the areas of governance, budget, staffing, curriculum and instruction, and school calendar. One application of these autonomies is the evaluation of our principal by a governing board comprised of parents, teachers, students and community members. Our curriculum and instruction autonomy allows teachers to collaborate and design interdisciplinary projects that call forth students' intellectual best. Students must graduate through exhibition, where they defend their work and prove why they should graduate high school. They will be evaluated using our established "Habits of Mind," which we feel are necessary skills that students need in order to be successful leaders and responsible members of the community. Pilot schools are small, theme-based school, which are granted more autonomy in exchange for higher levels of accountability. They can make site-based decisions regarding governance, curriculum, budget, staffing and scheduling. First overseen in Local District 4 by the Center for Collaborative Education (CCE), pilot schools offer an opportunity for teachers and families to take more ownership of their school and create the type of learning environment in which they feel students can be successful. The Essential Features of Pilot Schools All Pilot Schools share the following essential features:
Autonomy. While part of the larger district, Pilot Schools exercise increased control over their own resources. Pilot Schools are granted five key areas of autonomy: 1) staffing; 2) budget; 3) curriculum and assessment; 4) governance; and 5) schedule. These areas of autonomy allow the schools flexibility in making decisions that best meet the needs of students and their families Accountability. Pilot Schools are held to higher levels of accountability in exchange for increased autonomy. In addition to ongoing assessments, every five years each Pilot School undertakes a School Quality Review, SQR, Process based on a set of common benchmarks for a high-performing school. Upon completion of the SQR Process, the Pilot Steering Committee reviews the Pilot Schools to asses if the SQR recommendations are in place. Results from this review are submitted to the Superintendent to renew the schools pilot status for an additional five years. Furthermore, on a non-School Quality Review Year, a team of internal and external members conduct a half-day or one-day walkthrough to assess the schools on-going progress. Small Size. Pilot Schools are small in size in order to facilitate students and adults knowing each other well. Pilot Schools work to create nurturing environments in which staff attends to the learning needs of all students. Commitment to Equity. Pilot Schools are not selective and strive to enroll a student population that is representative of the larger district. Each Pilot School has developed a vision and mission around how to educate students, which includes the belief that every student in able to achieve academic success, regardless of his or her background, Pilot Schools are committed to continually examining student data to ensure that all students are served well.

* The Essential Guide to Pilot Schools: Leadership and Governance , Center for Collaborative Education, 2007

Expected School Wide Learning Results, ESLRs

ESLRs Who Civitas SOL Student will be

ESLR Indicators What Civitas SOL Student Do Use Technology Public Speaking Writing Listening

ESLR Measures How Civitas SOL Student show mastery Gateway ID Unit Exhibition Sr. Project In-Class Presentations

Graduates will be confident, articulate communicators.

Graduates will be critical HOM-Presentations HOM-Service to the thinkers.

Common Good HOM-Connection HOM-Evidence HOM-Reflection HOM-Collaboration HOM-Expression

Measured through H.O.M. Rubrics Senior Projects ID Units In-Class Assignments

Graduates will be proactive citizens.

Community Involvement

Sr. Project (Community Expert) ID Unit (Service to the Common Good) H.O.M. Rubrics Science Corp Roots UCLA Xinachtli Internships Advocacy Work Leadership (Student Run/Organizes events, assemblies, etc.)

STATUS OF CIVITAS Civitas School of Leadership is a schoolwide Title I School. The services the students receive are tutoring after school, Saturday CAHSEE workshops, intervention materials for CAHSEE and the Accelerated Reader Program for reading intervention. We have not met our AYP goals for the last five years. As a result, we are currently at Program Improvement Year 3 status. Last year (2010-2011), we met all our AYP goals except for proficiency goals in mathematics. This year (2011-2012), we met all of our AYP goals except for proficiency goals in English. (APS results in Appendix H) Currently Civitas School of Leadership is not working with an outside provider. Civitas is working with the School Quality Review-SQR team, an external evaluator. This team evaluates Civitas every year and provides recommendations for improvement. Last years recommendations included new leadership, aligning curriculum and assessments to standards and rigor in the classroom. This year, Civitas updated their Single Plan for Student Achievement to include a corrective plan. Civitas increased the number of instructional minutes by 35 minutes per week. This was done to include intervention during the school day.

MORE ABOUT CIVITAS

Designed as a CES small school and part of the Los Angeles Smalls Schools Center, Civitas School of Leadership (SOL) pursues high quality student learning through a variety of means, including data-driven instruction, project-based learning, interdisciplinary curriculum, and vertical planning. These methods allow the school to reach the widest range of students while still personalizing the educational experience for all. Civitas School of Leadership characterizes itself for implementing opportunities for students to learn beyond the traditional standards of education. As a project-based learning school, Civitas SOL pursues a curriculum that emphasizes inquiry and real-world application. Project-based learning is most obviously supported through the interdisciplinary project that students complete each year. Through interdisciplinary inquiries, students are provided with the opportunity to research relevant topics by answering essential questions. In the ninth grade year, students investigate, What is the real cost of todays food? Our freshmen explore issues such as health and obesity, farm workers, and factory farming. In the tenth grade, students answer, Why war? Our sophomores explore topics like gang wars, military wars, racial wars, and war against discrimination. In the eleventh grade, the question is What is the American Dream? Our juniors find examples that embody the American Dream, such as becoming a professional athlete or obtaining an education; they also study topics that might prevent the American Dream, which include unemployment or legal status in the United States. The exploration of the essential question is supported through content-area classes. For example, English 9 classes read The Circuit by Francisco Jimenez to gain an understanding of the experiences of farmworkers while they learn about genetically-modified foods in Biology. In the

eleventh grade, students reflect upon the American Dream from the perspective of Americans ranging from the early 20th century immigrant to a Wall Street stockbroker just after the Crash. In Algebra 2, they learn to calculate the recent fluctuations in home prices as owning a home is widely considered a part of the American Dream. In addition, seniors develop their own essential questions as part of their senior projects, which are also required to include evidence of content mastery. In addition, it is necessary for seniors to seek the help of community experts on their topic in order to ensure success in their project as well as a way to use community resources. Interdisciplinary units are standards-based, and they involve the use of primary and secondary research. At the end of each academic year, students exhibit their work to peers, parents, and the community. Content-area courses simultaneously pursue projects in addition to gauging student learning through standardized assessments. In Physics, each student works on their own project ranging from the aerodynamics in the curve of a soccer ball to crushing a soda can through changes in internal pressure. In English 11, students create their own newspaper from the 1920s based on The Great Gatsby. Students created and presented their family trees in Spanish class. These projects build upon students interests and develop important skills. They personalize the learning experience for students and make real-life connections to what they learn in school. Projects are often collaborative, which builds students interpersonal skills. They are evaluated using the schools Habits of Mind, an alternate assessment of skills, which include, expression, connection presentation, evidence, reflection, service to the common good, and the aforementioned collaboration. Another way in which students at Civitas SOL participate in experimental learning is through their Gateway presentations in their sophomore year. For the first three semesters of high school, students collect assignments and projects through their content classes. By the second semester of their sophomore year, students prepare a presentation that demonstrates students growth as learners using the Habits of Mind. We believe that if students acquire the Habits of Connection, Presentation, Collaboration, Evidence, Reflection, Expression, and Service to the Common Good, they will be able to be successful in any field they choose to pursue after graduation. On the day of presentation, students must form an audience committee that includes two teachers (advisor and other education professional), a parent, and three other students. By doing this, we believe students are able to reflect on their learning and present to a true audience, making Gateway more meaningful and relevant to the students learning. The standards for each grade level increase in difficulty, so that as the students progress, they must improve year over year in order to pass. The projects must include connections to their coursework and service to the community. Civitas School of Leadership ensures equity by providing equal access to all classes. The school offers no honors, Advanced Placement, self-contained, or sheltered classes. Each teacher differentiates the curriculum so that the students can learn the material at the level they are able as shown in the collected evidence. Teachers also use multiple assessments to allow the student to demonstrate mastery in whatever way works best. Resource specialists assist the teachers either in the classroom or by discussing how to best help the student learn. As part of the regular professional development, teachers in each department discuss how they assess students and they work together to ensure the students are being assessed consistently and fairly.

The Staff Civitas began with four teachers and a school administrative assistant. The Principal joined the staff in February 2008. As the student population grew yearly, staff increased as well. However being a small school and having a small budget, staff had to accommodate needs of the students. Current teachers would have to teach out of the content area. Many staff members have multiple credentials and teach more than one content area. A new Principal joined Civitas in August 2012. With such a small staff and having to run a school, many teachers volunteer many hours beyond their normal workday to assist with the normal days functions of the school. Teachers assist with Supervision throughout the day and with school events, planning professional development, planning community events, planning school-wide programs such as Interdisciplinary Units, Gateway, and Senior Projects. Much of these extra duties are written in the Elect to Work Agreement (Attachment H) that each staff member commits to each year, but a lot of them volunteer. Many teachers stay countless hours after school helping our students complete projects, papers, college applications, financial aid applications, and providing extracurricular opportunities for our students.

ID Units The interdisciplinary unit is done every year through grade level teams. The teachers create an essential question to focus on throughout the year in their content areas. The students then select teams and chose a topic to research based on the essential question. Students must examine the topic through multiple perspectives. The students then present their work on exhibition night. ID unit has three main components: collaborative learning, public speaking, and critical thinking. Through ID unit students use collaborative learning such as, how to select team members, work in a group, give and receive feedback, and meet deadlines. Students also learn how to research a topic using the skills and strategies they have learned in their content classes. Students then must develop their public speaking skill when they present their research on exhibition night. They are assessed with a four point rubric that includes both California Content Standards and the Habits of Mind Indicators.

Gateway Gateway consists of three equal components: academic reflection, goal setting and understanding of the Habits of Mind. Students reflect on their academic progress in their core content classes by picking a then and now assignment. Students must demonstrate growth through individual standards in the following classes English, math, social science, science, and ID unit. The Gateway process is important for two reasons: reflection and goal setting. When students are given the opportunity to reflect on their work from 9th and 10th grade they realize how much they

have improved. The second component is having the students create an academic goal that they hope to achieve in the 11th or 12th grade. These academic goals are specific to the students strengths and needs. The Gateway presentation is assessed by using a four point rubric that combines speaking and listening standards with the Habits of Mind indicators. Students are given as many chances as need to pass Gateway.

Senior Project Senior project is an extension of the ID unit. Each year the amount of scaffolding for the ID unit is reduced in order to prepare our student for Senior Project. Seniors must complete the entire project by themselves but with the support of their advisor. They must create an essential question, a topic, volunteer with a community expert for 20 hours, write a research paper about the topic, and present their findings. The purpose of Senior Project is to give the students an opportunity to interact with the community about a topic that they are passionate about while still receiving support through advisory. Each component of Senior Project is graded with a four point rubric that combines California State Standards and the Habits of Mind indicators. Student must pass all the different components in order to complete the project and graduate from Civitas.

Student Population Over Time

Student Enrollment 2008-2012

450 400 350 300 250 200 150 100 50 0 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

300 245

401

364

336

The student population has grown steadily since the relocation of Civitas SOL to the Roybal Learning Center in 2008. The 2010-2011 school year represents the first year all four grade levels (9-12) were established at Civitas SOL. There has been a significant decrease in enrollment the past two years, which may be due to the opening of new high schools within the area. Student Population by Grade Level (2012-2013) Grade 9
th th

10

113 95 74 54 336

11th 12th Total

As of November 2012, our total student population is 336 students. Our 9th and 10th grade levels are currently full due to QEIA regulations. The inflation of 9th grade numbers reflects those students who have not accumulated enough credits needed to advance to the next grade level.

Student Demographics

Home Language
2012-2013
English Philipino
2%

Language Classification
2009-2013
100% 80% 60% 40% 38% 3% 14% 2009-2010 38% 3% 14% 2010-2011 EO IFEP 39% 5% 9% 45% 5% 8% 46% 41% 46% 42%

Spanish Other
1% 3%

Cantonese

11%

83%

20% 0%

2011-2012 2012-2013 LEP RFEP

Student Enrollment by Ethnicity (2009-2013)

Ethnicity AMERICAN INDIAN ASIAN AFRICAN AMERICAN HISPANIC WHITE FILIPINO

2009-2010 0% 2% 1% 95% 0% 1%

2010-2011 0% 4% 2% 91% 0% 2%

2011-2012 0% 4% 1% 93% 0% 2%

2012-2013 0.3% 7% 2% 90% 0.6% 0%

Most of our students are identified as Reclassified English Proficient (RFEP). Our second largest population is the students classified as Limited English Proficient (LEP). The 2012-2013 school year data shows that LEP students are a slim majority this year over our RFEP population. Students identified as Initially Fluent English Proficient (IFEP) has seen a slight gain of 2% while students identified as English Only (EO) has been decreasing slightly the past two years. Throughout the past four years, our predominate subgroup has been the Hispanic, followed by the Asian, African American, and Filipino populations all below the 10th percentile. The majority of our families speak Spanish followed by 11% of English speakers. Other languages being spoken at home include Chinese, Korean, Mandarin, Vietnamese, and Cambodian.

Enrollment by Gender 2012-2013

The male population makes up 61% of our school population while females make up the remaining 39%. Academic Program Enrollment

Honors Curriculum was implemented Female during the 2012-2013 school year for 131 61% grades 10-12. The option was not Male 205 extended to the 9th grade population because data for the incoming class was not available to determine proper placement. Honors classes are available for English 10-12, AP Calculus, Algebra 2, AP Spanish Literature, World History, U.S. History, Economics, and Government. We hope to establish an Honors line for our incoming 9th graders for the 2013-2014 academic year.
39%

Honors Enrollment Our Special Education population includes students in the Grade Level 2012-2013 th Special Day Program and the Resource Specialist 9 0 th Program. Students in both programs participate in a full 10 23 th inclusion program with direct instructional support 11 26 provided by special education staff within their core 12th 27 content classes. The total special education population has grown steadily every year with the exception of 2011-2012. The SDP has had an average 2% decrease in students every year since 2009 while RSP has risen steadily by 3% every year. The majority of our special education students are Hispanic, male, and classified as Limited English Proficient. Special Education Enrollment Year 2009-2010 2010-2011 2011-2012 2012-2013 Total 36 40 34 41 RSP 50% 53% 56% 59% SDP 50% 48% 44% 42% Male 67% 53% 59% 61% Female Hispanic 33% 97% 48% 98% 41% 100% 39% 93% Black 3% 3% * 7% EO 6% 5% 3% 15% IFEP 3% 5% 6% 2% LEP 83% 88% 82% 73% RFEP 8% 3% 9% 10%

*Data does not include students with IEPs for related services.

AP Enrollment
School Year 2010-2011 2011-2012 2012-2013 # Students Enrolled 358 339 336 # Students Enrolled in AP 8 23 30 % Students Enrolled 2% 7% 9% % With a C or Better 100% 61% *

The Advanced Placement program was initiated in the Fall of 2010. Despite dropping enrollment, our A.P. program has grown steadily the past three years. The program began with 8 students that represented 2% of the total student body. Since then we have more than tripled student participation to 9% of our current enrollment. More than half of the students enrolled in AP courses during the 2011-2012 school year earned a C or better. The second year of the program also had a 39% decrease of students earning a C or better. AP Enrollment and Marks by Gender
Gender School Year 2012-2013 FEMALE 2011-2012 2010-2011 2012-2011 MALE 2011-2012 2010-2011 # Students Enrolled 131 139 162 205 200 196 # Students Enrolled in AP 15 10 4 15 13 4 % of Students in AP 12% 7% 3% 7% 7% 2% % With a C or Better * 53% 100% * 67% 100%

There has been an equal representation of each gender participating in the A.P. program. Male participation has tripled with the increase of our male population size. Although the school female population has decreased every year, their enrollment in AP courses has also tripled since the programs inception. More than half of each population enrolled in the AP program earns a C or better in their course. Each gender had a 30-40% decrease in passing marks during the 2011-2012 school year.

AP Enrollment by Ethnicity
Ethnicity School Year 2012-2013 Hispanic 2011-2012 2010-2011 2012-2013 Asian 2011-2010 2010-2011 2012-2013 Filipino 2011-2010 2010-2011 # Students Enrolled 304 312 328 16 13 15 6 * * # Students Enrolled in AP 27 22 7 2 1 1 1 * * % Students Enrolled 9% 7% 2% 13% 8% 7% 17% * * % With a C or Better * 59% 100% * 100% 100% *

As denoted earlier, Civitas SOL has a predominately Hispanic student population. Enrollment in AP courses for Hispanic students has increased by 7% over the past three years. Hispanic students earning a C or better in AP courses decreased by 41% in 2012 but continues to have a passing rate of over 50% of participants. Asian and Filipino students represent a minority of the AP student enrollment and overall school population thus some data is unknown and insignificant in data analysis.

A.P. Enrollment by Language Classification

Language Class Description School Year 2012-2013 ENGLISH ONLY 2011-2012 2010-2011 LIMITED ENGLISH PROFICIENCY RECLASSIFIED FLUENT ENGLISH PROFICIENCY Initially Fluent English Proficiency 2012-2013 2011-2012 2012-2013 2011-2012 2010-2011 2012-2013 2011-2012 # Students Enrolled 41 34 40 141 134 141 156 169 13 15 # Students Enrolled in AP 3 2 1 5 3 21 16 7 1 2 % of Students Enrolled in AP 7% 6% 3% 4% 2% 15% 10% 4% 8% 13% % With a C or Better * 100% 100% * 60% * 54% 100% * 100%

The data above verifies that all students have access to A.P. courses regardless of their language classification. Out of the 30 students enrolled in our A.P. classes throughout the 2012-2013 school year three students are identified as English Only, five students are identified as Limited English Proficient, twenty-one are Reclassified Fluent English Proficient and one is Initially Fluent English Proficient. The higher ratio of fluent English proficient A.P. participants relates less to overall student enrollment and more to home language identification and CELDT scores. Each classification subgroup except those classified as IFEP students have had an increase in student participation in the AP program every year since 2010. Students receiving a C or better in their course has remained at or above 54% of each classification population.

Attendance

Average Yearly Attendance

95% 94% 93% 92% 91% 90% 89% 88% 87% 2009-2010 2010-2011 2011-2012 2012-2013 90% 93% 93% 95%

Our attendance is consistently within the 90th percentile. As of November 2012, our attendance rate has improved by 5% since 2009 and risen 2% since the 2011-2012 academic year. For the past two years we have been 3% away from meeting the Los Angeles Unified School Districts goal of a 96% average yearly attendance rate.

Our 9th grade population has Average Yearly Attendance by Grade Level consistently had the lowest th attendance rates. Our 10 and 94% 11th populations have each 93% shown a 1% increase in the 92% last two years while our 9th 91% 90% and 12th grade attendance 89% rates have remained constant. 88% There is a positive trend of at 87% 86% least a 2% increase in cohort 2009-2010 2010-2011 2011-2012 attendance rates every year. 9th grade 89% 92% 92% LAUSD has assigned us a 9th 10th grade 92% 92% 93% grade intervention counselor 11th grade 90% 93% 94% to support and monitor our 12th grade 94% 94% 9th attendance. The Counselor has created attendance incentives such as providing treats, field-trips, and Advisory breakfast or lunch for those students with excellent attendance. The Counselors efforts have shown slight gains in attendance.

Average Monthly Attendance

98% 96% 94% 92% 90% 88% 86% 84% 82% Sept Oct 90% 93% 93% 94% Nov 90% 92% 93% 95% Dec 88% 93% 92% Jan 91% 94% 94% Feb 90% 94% 94% Mar 91% 92% 93% Apr 91% 92% 93% May 90% 92% 94% June 87% 89% 89%

2009-2010 93% 2010-2011 96% 2011-2012 94% 2012-2013 95%

Our average monthly attendance rate has shown gradual gains year-by-year. Civitas students began the 2011-2012 academic year in August, which was a week prior to the September start of other LAUSD schools. Attendance for August 2011 had a 98% average rate. This year LAUSD implemented a new yearly school calendar that started the academic year in August, 2012. Our attendance average of 97% was 1% lower than last years August rate. since August, our attendance rates in September, October, and November have improved when compared to the 2011-2012 academic year as well as the 2010-2011 academic year in October and November. There is an overall increase of about 4% every month since 2009. Attendance rates tend to drop in October and remain consistent through November. Throughout the past four years November and May have had the most significant and steady growth patterns of at least a 2% increase every year since 2009. Mays growth can be attributed to students taking the CSTs. September and December attendance rates fluctuate the most. This is most likely attributed to family travel during the summer and holiday season. Attendance improves again in January and remains consistent with a slight decrease that begins in March. Despite this decrease, March and April has grown steadily. Attendance rates drop to 89% in June after the CSTs have been proctored.

As stated earlier, our current attendance rate has improved when compared to the same time period the previous year. The majority of our student population, 37%, has 100% (Advanced) attendance for the 2012-2013 school year. Our second largest group is Proficient in attendance with 32% of our students having an attendance rate between 96 and 99%. Our 12th grade population represents 46% of those students with advanced attendance followed by 38% of the 11th graders. Overall, 69% of our student population is reaching the 96% attendance goal.

Attendance Summary: November, 2012

FBB (86-0%)
37% 10% 9% 13% 32%

BB (87-91%) B (92-95%) P (96-99%) A (100%)

Despite these gains, we still have a significant number of students that are Far Below Basic in their attendance. There are 10% (36 students) with below an 87% attendance rate. Our 9th grade population represents our largest At-Risk population in attendance with 27% of them with far below and below basic attendance. As denoted earlier our 9th grade population is significantly higher due to the amount of students failing to meet LAUSDs promotion requirements. The 10th grade population represents the majority (15%) of students with Basic attendance rates. Overall, 32% of students are not meeting the 96% attendance goal.

50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 9th Grade 10th Grade 11th Grade 12th Grade

2012-2013 Attendance by Grade Level

FBB 16% 10% 8% 2%

BB 11% 9% 8% 4%

B 13% 15% 9% 15%

P 29% 30% 37% 33%

A 32% 35% 38% 46%

Student Transiency The student transiency rate represents the percent of 2009-2010 38% 81% students who have enrolled and withdrawn from 2010-2011 32% 77% Civitas SOL over the past three years. This 2011-2012 43% 75% percentage has fluctuated every school year. The transiency rate dropped 6% during the 2010-2011 school year and rose again by 11% the following year. The significant drop in enrollment coincides with the transiency rise during the 2011-2012 school year. We can attribute our high transiency rates to the current economic situation having a direct effect on the low socioeconomic status of our community and the immigration status of many of our families. Many of our students withdraw from Civitas because they are relocating to other affordable communities, leaving the country, or enrolling into continuation school. Year Transiency Rate Stability Rate Student Truancy Truancy Classification Not Truant (0-2 Occasions) Initial Truants (3-4 Occasions) Second-notice Truants (5-8 Occasions) Habitual Truant (9 or more Occasions) YEAR 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 # Students 22 56 53 19 33 37 36 57 43 263 257 260 % Students 7% 14% 14% 6% 8% 9% 11% 14% 11% 77% 64% 66% Enrolled Students 340 403 393 340 403 393 340 403 393 340 403 393

A student is considered truant for the following reasons: Being 30 minutes tardy to class and having un-cleared absence or unexcused absences. The increase attendance during the 2010-2011 school year showed a positive trend in the 13% decrease in the amount of students that were habitually truant. There continues to be a significant concern in the amount of students that are habitually truant as they represent a large majority of students that are tardy or absent from school every year.

Revenue Lost Due to Attendance YEAR 2009-2010 2010-2011 2011-2012 2012-2013 Average Daily Revenue per Student $29.79 $31.60 $30.90 $30.90 Revenue Lost $154, 193 $155,567 $129,193 $33,490 Revenue Lost as of November $46,205 $40,606 $42,178 $33,490

* 2009 and 2010 do not include revenue statistics from August.

As a pilot school Civitas SOLs budget is allocated on a per pupil basis. Since 2009 our improved attendance rates has resulted in less revenue being lost year after year. Although the amount of funds lost is decreased every year, it is not significant enough to maintain our educational program. QEIA funds combined with our ADA allow us to maintain the majority of our staffing positions. This is our final year with QEIA, if our attendance rates do not improve we will be forced to close classes and increase class sizes. Suspensions # of Suspension Events 29 62 36 # of Suspension Days 43 89 56 Change in # of Suspension Events Over 2yrs * see below -42% Change in # of Suspension Days over 2yrs * See below -37% % of Students Suspended 7% 12% 8%

Year

2009-2010 2010-2011 2011-2012

*data not available

The suspension rates were highest in 2010 when our school population was also at its highest. Since then our suspension rates have decreased. This positive change can be attributed to instating a positive behavior program on campus where students are recognized for their achievements in academics and character. To continue seeing drops in suspension rates, it is necessary to continue to enforce positive classroom behavior and increase communication with parents.

School Climate
Learning Environment Results from our 2011-2012 School Report Card (Appendix Z) indicated that 88% of our students feel safe on school grounds and 83% of our parents agree. Seventy-three percent of our students feel that our school is clean. Eighty-two percent of our students stated that adults at the school knew their name. Ninety-four percent of our parents feel welcome to participate at school. Eighty-five percent of parents sated that the school offers opportunities to participate in councils and parent organizations and 41% stated that they talk to teachers about their childs schoolwork. The amount of students responding to the survey was 217 (57%) while our parent participation included 54 (15%) parents. The overall summary of our district assessment of School Facility Good Repair Status for the 2011-2012 academic years was Exemplary (Appendix Y). Some of the conditions included in the inspection were fire safety, pest/vermin infestation, drinking fountains, restrooms, playground/school grounds, roofs, and overall cleanliness.

Staff
Certificated and Classified Staff 2009-2010 1 1 0 16 2 2 1 2010-2011 1 1 1 19 2 2 1 2011-2012 1 1 1 19 2 2 1 2012-2013 1 1 1 18 2 2 2

Administrator Coordinator Counselor Teachers Classified Office Staff Special Education Paraprofessionals Other School Staff

The entire staff at Cvitas SOL is comprised of 27 full-time and part-time staff members. We have one Principal, one School Coordinator, one School Counselor, one Administrative Assistant, and one half-time Office Technician to serve our students, parents, and run the daily operations of the school. We also have two part-time Campus Security Aids that help monitor and ensure student safety.

Teacher Credentials 2008-2009 Fully Credentialed Without Full Credential 13 2 2009-2010 18 1 2010-2011 15 2 2011-2012 16 3 2012-2013 17 2

Our teaching staff is limited to what we absolutely need to meet the academic requirements for our students. We have a total of 18 teachers, one teacher per academic course within each grade level (except for PE, there is 1 PE teacher). This can be difficult when there are personal issues between students and staff that cannot be resolved. At times students will opt to re-take the course in adult school which results in poor academic achievement and affects the amount of students passing A-G coursework with a C or better. Civitas SOL practices a full-inclusion model for both the resource specialist program and the special day program. Out of our 18 teachers we have two special education Teachers, 1 RSP and 1 SDC, which work collaboratively with the general education Teachers in providing instructional support to our special education students. As noted in earlier data we have a total of 41 Special Education students on campus (24 RSP and 17 SDC). We have two special education paraprofessionals, one for each program, that assist in providing services to students within the general education classroom.

Class Taught by No Child Left Behind (NCLB) Compliant Teachers 2012-2013 NCLB Compliant 89% 88.9% 89.7% 95.1% Non-NCLB Compliant 11% 11.1% 10.3% 4.9%

Civitas SOL LAUSD Schools High Poverty LAUSD Schools Low-Poverty LAUSD Schools

The percentage of teachers classified as non-NCLB compliant represents those teachers who have not obtained a clear credential. Every school year we have had teachers participating in the District Intern Program as members of our staff. The percentage of teachers that are represented as not highly qualified or non-NCLB compliant represents those teachers who have not yet cleared their credential. It also represents un-filled teaching positions that are being occupied by long-term teacher substitution assignments. Budget cuts and teacher lay-offs has made filling vacant teaching positions extremely difficult the past three years. Over the last three years we have started our school year with substitute teachers in positions that have been unfilled. While Civitas has autonomy over hiring we have been limited to selecting displaced staff whereas our needs could be met by hiring riffed teachers that share our vision.

Highly Qualified Teachers 2009-2010 2010-2011 2011-2012 2012-2013 83% 88% 89% 89%

Throughout the past three years we have had difficulty hiring English teachers from the LAUSD personnel displaced list. We have had to begin the school year with vacant English positions twice within the past three years, including this year. Providing consistent and effective instruction with substitute teachers in these courses has proven to be difficult.

Teacher Misassignments and Teacher Vacancies 2009-2010 6 2010-2011 0 2011-2012 0

Misassignments of Teachers of English Learners* Misassignments of Teachers of Physical Education Misassignments of Other Subjects Total Teacher Misassignments* Vacant Teacher Poistions

12 18 0

5 5 0

5 5 0

As a small pilot school teachers often teach electives outside of their content area in order to meet the needs of our students. The teacher misassignments represented in LAUSDs School Accountability Report Card (SARC) reflect these teacher assignments. During the 2009-2010 school year we implemented a school-wide Leadership class during our 7th period with curriculum developed by our teachers. Every teacher on campus with the exception of the Principal and Coordinator taught a Leadership class. Other teacher misassignments include noncleared credentialed teachers teaching a Life Skills elective course. Classified Staff 2011-2012 African American Not Hispanic 0 0 1 Two or More Races Not Hispanic 1 0 0

Male Part-time Paraprofessionals Full-time Office/Clerical Staff Full-Time Other Staff

Female

Hispanic

Total

4 0 0

0 2 0

3 2 0

4 2 1

*See narrative under Certificated and Classified Staff on page 34.

Teacher Attendance Our Teacher attendance rate has shown incremental improvement over the past three years. Last year our school experienced the loss of four teachers throughout the year to maternity and paternity leave.

97.0% 96.5% 96.0% 95.5% 95.0%

96.6% 96.1% 95.0%

94.5% 94.0% 2009-2010 2010-2011 2011-2012

Staff Education/Certification Staff Masters Baccalaureate National Intern Teachers Education/Certification Degree Degree Board Program in BTSA 2009-2010 6 13 2 3 2010-2011 10 9 2 2 2011-2012 9 14 1 2

Staff Service and Experience Avg Yrs of Service 2009-2010 2010-2011 2011-2012 6.3 7.2 6.4 Avg Yrs in LAUSD 6.3 7.1 6.1 # First Year Staff 1 1 2 # Second Year Staff 8 1 1 % at Civitas for at least 3 Years 0% 40% 52%

About half the members of our staff have obtained a Masters Degree. We have one National Board Certified Teacher on staff. The overall staff at Civitas has always been young in terms of teaching experience. The majority of our staff has taught less than 10 years. Our high teacher turn-over rate has made it difficult to establish continuity and stability in curriculum, assessment, and school culture. Every year teachers are lost as a result of Reductions In Force (RIFs) , teachers choosing to re-locate, or being let go by Civitas because it was not a good fit.

Staff Demographics 2009-2010 7 11 10 5 3 1 0 2010-2011 9 13 12 4 1 1 0 2011-2012 10 12 10 6 2 0 1 2012-2013 9 12 12 5 1 1 2

Male Female Hispanic White Filipino Asian African American

The majority of our staff which includes our teachers, administrator, coordinator, and counselor is Hispanic and female. Our student population is predominately male (61%) and Hispanic (90%). Our second largest population on campus is students of Asian descent and they make up 6% of our population that speaks a home language of Cantonese, Pilipino, Korean, and Chinese. This can make establishing communication between parents, teachers, and students difficult when there are limited personnel available on campus to help serve the language needs of these families. Professional Development and Content of Staff Development Please refer to Appendix P for detailed Professional development Agendas and Content.

Student Participation in Co-Curricular and Extra Curricular Activities

Civitas students participate in a shared athletic program on the Roybal Learning Center Campus. All sports teams are known as the Roybal Titans. Rock on Education programs are also shared between Roybal and Civitas. Students Run L.A., guitar club, and Xinatchli are exclusive to Civitas. Total # of Students Participating Football Basketball Baseball Soccer Wrestling Guitar Club UCLA-Xinatchli Students Run L.A. ROE (Dance Club, Online Classes, Etc.)

Student Performance Data

School Academic Performance Index Growth

590 585 580 575 570 565 560 555 550 545 540 535

API Growth Chart

Base

584 558 563 564

Growth

553

555

2009-2010

2010-2011

2011-2012

Our schools Academic Performance Index growth has increased steadily every year. We had a significant growth of 20 points in our API score for the 2011-2012 academic year. Civitas met the schoolwide growth target set for performance on the CSTs. Our Hispanic or Latino student group (213 students) had a growth target of 12 points. Students from this population met the growth target goal by increasing 21 points on CST performance raising the base score from 560 to 581. Another student group that met growth target goals was the 232 Socioeconomically Disadvantaged students. This student population had a base of 564 and grew to 584. This is a growth of 20 points, 8 more points than the initial 12 point growth target. Our 168 students labeled as English Learners missed meeting their growth target by 2 points. This student population grew 12 points from a base of 512 to 524. Continued effort must be placed on all student groups, especially our English Language Learners by continuing to implement effective teaching strategies in our classrooms that target the needs of our EL population. Adequate Yearly Progress Civitas met 4 out of 5 criteria needed to accomplish our Adequate Yearly Progress goal. Although we did not meet AYP we did meet the 95% Participation Rate goals in both English and Math in the amount of students taking the CSTs. We meet our schoolwide goal of 77% of our students scoring at or above Proficient in the area of Mathematics for our Annual Measureable Objectives (AMOs). However, we did not meet the 77% goal in English-Language Arts. We met our API growth target goal by increasing 20 points in our API score. We did not meet the graduation rate goal of 90% of the 2012 cohort graduating from high school, our cohort graduation rate was 55%. We also did not meet the 100% attendance rate goal for both teachers and students. California State Standards Test: English and Language Arts Overall English and Language Arts CST Data

Prof. and Adv. Advanced Proficient Basic Below Basic Far Below Basic BB and FBB

2009-2010 17% 4% 13% 28% 31% 24% 55%

2010-2011 24% 4% 21% 33% 25% 18% 43%

2011-2012 22% 5% 17% 36% 25% 17% 42%

English Language Arts (ELA) Proficiency Levels by Subject

Subject Year 2009-2010 9th ELA 2010-2011 2011-2012 2009-2010 10th ELA 2010-2011 2011-2012 2009-2010 11th ELA 2010-2011 2011-2012 # Tested 116 145 129 114 92 89 77 74 65 % Adv & Prof 17% 18% 22% 16% 29% 18% 20% 30% 28% % Adv 4% 3% 3% 6% 3% 5% 1% 5% 8% % Prof 13% 15% 19% 10% 26% 14% 18% 24% 20% % Basic 26% 30% 33% 34% 31% 42% 22% 38% 34% % BB 28% 25% 28% 31% 26% 18% 34% 24% 28% % FBB 29% 27% 17% 19% 13% 23% 25% 8% 11% % BB & FBB 57% 52% 45% 50% 39% 41% 59% 32% 39%

Over the past three years there has been a positive trend in the amount of students within grade level performing advanced and proficient while students performing below basic and far below basic have decreased. 9th grade ELA scores have had an overall 5% gain in Adv and Prof and a 12% loss in BB and FBB. 10th grade has had a 2% gain in Adv and Prof and a 9% loss in BB and FBB. Lastly, the 11th grade ELA scores have had an 8% gain in Adv and Prof and a 20% loss in BB and FBB. California State Standards Test: Social Science Overall Social Science CST Data

Prof and Adv Advanced Proficient Basic Below Basic Far Below Basic BB and FBB

2009-2010 8% 2% 7% 25% 21% 46% 67%

2010-2011 21% 6% 16% 34% 16% 28% 45%

2011-2012 14% 4% 10% 31% 13% 43% 56%

Social Science Proficiency Levels by Subject Level

Subject Year 2009-2010 World History 2010-2011 2011-2012 2009-2010 U.S. History 2010-2011 2011-2012 # Tested 115 102 113 77 71 64 % Adv 2% 1% 1% 1% 13% 9% % Prof 3% 10% 4% 12% 24% 20% % Basic 23% 27% 29% 27% 44% 33% % BB 18% 21% 14% 26% 10% 11% % FBB 54% 41% 52% 34% 10% 27% % Mtng Standards 5% 11% 5% 13% 37% 29%

The overall achievement rates in the area of Social Science have not shown any patterns of consistency. The largest gains are seen in 2010-2011 when the amount of students meeting proficiency standards rose 13% from the previous year and the amount of students not meeting proficiency standards had a 22% decrease. The following school year (2011-2012) we saw an 11% decrease in students performing advanced, proficient, and basic. Our numbers of students performing below basic decreased while our number of far below basic students increased by 25%. The gains in 2010-2011 can be attributed to the implementation of periodic assessments within the department. When analyzed by subject level you can see gains by graduating class. Overall, the majority of our students are not meeting proficiency standards in Social Sciences.

California State Standards Test: Science Overall Science CST Data

Prof and Adv Advanced Proficient Basic Below Basic Far Below Basic BB and FBB

2009-2010 6% 0.3% 6% 28% 29% 37% 66%

2010-2011 8% 2% 6% 22% 27% 43% 70%

2011-2012 7% 1% 5% 32% 29% 33% 62%

Science Proficiency Levels by Subject Level

Subject Year 2009-2010 Biology 2010-2011 2011-2012 2009-2010 Chemistry 2010-2011 2011-2012 2009-2010 Life Science 2010-2011 2011-2012 Earth Science Integrated Science 3 2010-2011 2011-2012 # Tested 115 103 108 103 88 80 115 92 89 20 14 % Adv 0% 1% 2% 0% 0% 0% 1% 7% 2% 0% 0% % Prof 5% 2% 5% 1% 0% 0% 11% 12% 10% 20% 0% % Basic 30% 29% 44% 15% 10% 21% 37% 25% 27% 20% 29% % BB 29% 27% 28% 30% 31% 30% 28% 25% 27% 15% 36% % FBB 36% 40% 21% 54% 59% 49% 23% 32% 34% 45% 36% % Mtng Standards 5% 3% 7% 1% 0% 0% 12% 19% 12% 20% 0%

Overall, the majority of our student population is not meeting proficiency standards in Science. More than 50% of our population is performing below and far below basic in Science. In contrast to the Social Science department, the Science department had an increase in students not meeting proficiency standards in 2010 despite also implementing periodic assessments throughout the school year. It is important to note that the Chemistry teaching position was unfilled by a

credentialed teacher for the majority of the school year. Biology and Life Science on the other hand did have gains in the amount of students performing advance and proficient in 2010-2011. California State Standards Test: Mathematics Algebra
CST Algebra I 2010 Result Type

10

11

EOC

Students Tested % of Enrollment Students with Scores % Advanced % Proficient % Basic % Below Basic % Far Below Basic

85.0 72% 82.0 0% 0% 4% 38% 59%

35.0 30% 35.0 0% 0% 0% 60% 40%

1.0 1% 1.0 * * * * *

121.0 118.0 0% 0% 3% 45% 53%

60%

10th grade performed a little better that the 9th grade. Their BB was at 60% and their FBB was at 40%. However, on Average the 9th grade performed better because of the 4% students scoring at Basic.

Algebra 1 2009-2010

50% 40% 30% 20% 10% 0% % Advanced % Proficient % Basic % Below Basic % Far Below Basic 9TH GD 10 GD

Algebra Cont. 2011 & 2012

CST Algebra I 2011 Result Type

10

11

EOC

Students Tested Students with Scores % Advanced % Proficient % Basic % Below Basic % Far Below Basic

23 23 0% 0% 0% 35% 65%

10 10 * * * * *

33 33 0% 3% 3% 39% 55%

Comparing 2010 to 2011 data show that our scores dropped, increasing our FBB scores. The Basic % dropped from 4% to 0% in 2010-2011.

CST Algebra I 2012 Students with Scores % Advanced % Proficient % Basic % Below Basic % Far Below Basic

9
46 0 2.0% 17.0% 37.0% 43.0%

10
35 0 11.0% 14.0% 49.0% 26.0%

11 EOC
81 0 6.0% 16.0% 42.0% 36.0%

Comparing 2011 to 2012 data show improvements in the proficiency band 2% for 9th grade and 11% for 10 th grade students. The Basic band also imprivedd from last year, 0% to 17% for 9th grade and 14% for 10th grade.

50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0%

CST Algebra I 2012

9th Gd 10th GD

% % Advanced Proficient

% Basic

% Below Basic

% Far Below Basic

Algebra II CST Algebra II

2010 Result Type Students Tested % of Enrollment Students with Scores % Advanced % Proficient % Basic % Below Basic % Far Below Basic 9 10 11 EOC 37.0 42.0 79.0 31% 53% 37.0 42.0 79.0 0% 0% 5% 0% 5% 0% 32% 24% 57% 76% 0% 3% 3% 28% 67%
0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 9TH GD 10TH GD 11TH GD

CST ALGEBRA II 2010

This data shows that the 10th grade group did better overall than the 11th grade group. Students in 10th grade scored 5% Proficient and 5% Basic, compared to 11th grade that was all in BB and FBB. This school year, Algebra decreased scores compared to last year. 11th grade still stayed at BB and FBB. Although Proficient decreased from 5% to 3% compared to last year 10th grade scores, overall there was a little improvement with Basic increasing from 5% to 10%. CST Algebra II 2011 Result Type Students Tested Students with Scores % Advanced % Proficient % Basic % Below Basic % Far Below Basic 9 7 7 * * * * * 10 59 59 0% 3% 10% 36% 51% 11 EOC 40 106 40 0% 0% 0% 25% 75% 106 0% 2% 6% 33% 59%
80% 70% 60% 50% 40% 30% 20% 10% 0% * * * * * % Far Below Basic % % % Basic % Below Advanced Proficient Basic

CST Algebra II 2011

10TH GD 11TH GD

Algebra II Cont

CST Algebra II 2012 Students with Scores % Advanced % Proficient % Basic % Below Basic % Far Below Basic * * * * *

9
1

10
30 0.0% * 3.0% * 23.0% * 37.0% * 37.0% *

11 EOC
10 41 0.0% 2.0% 17.0% 34.0% 46.0%

This data shows considerable growth for Algebra II. Proficient remained at 3% compared to last year, but basic grew to 23% from 10%. Also, our FBB dropped from 51% to 37%.

Geometry CST Geometry 2010 Result Type Students Tested % of Enrollment Students with Scores % Advanced % Proficient % Basic % Below Basic % Far Below Basic

9 31.0 26% 31.0 0% 6% 16% 52% 26%

10 43.0 36% 43.0 0% 0% 2% 60% 37%

11 24.0 30% 24.0 0% 0% 0% 38% 63%

EOC 98.0 98.0 0% 2% 6% 52% 40%

This data shows students taking Geometry in three grade levels. It shows the 9th grade class outperforming the 10th and 11th grade classes. Students in 10th grade did a little better that the 11th grade students because of their 2% at Basic.

70% 60% 50% 40% 30% 20% 10% 0%

CST GEOMETRY 2010

9TH GD 10TH GD 11TH GD

Geometry Cont.

CST Geometry 2011 Result Type

Students Tested Students with Scores

9
114 114 0% 3% 4% 46% 47%

10
21 21 0% 0% 0% 57% 43%

11
4 4 * * * * *

EOC
139 139 0% 2% 4% 47% 47%

% Advanced % Proficient % Basic % Below Basic % Far Below Basic

This data again shows three grade levels taking geometry, with 9th grade outperforming the 10th and 11th grade student by 7% scoring at Basic or Proficient. This year all 9th grade students were placed in Geometry, due to the lack of Algebra Final grades from their Middle School. This data also shows a decrese in performance for both 9th and 10th compared to 2009-2010 data

60% 50% 40% 30% 20% 10% 0%

CST GEOMETRY 2011

9TH GD 10TH GD

% % Advanced Proficient

% Basic

% Below Basic

% Far Below Basic

Geometry Cont

CST Geometry 2012 Students with Scores % Advanced % Proficient % Basic % Below Basic % Far Below Basic

9 10 11 EOC 79 19 23 121 0 0 0 0 1.0% 5.0% 4.0% 2.0% 5.0% 16.0% 9.0% 7.0% 53.0% 26.0% 48.0% 48.0% 41.0% 53.0% 39.0% 42.0% 100.0% 100.0% 100.0% 99.0%

2011-2012 data shows Improvement in all three grade levels. The Proficiency scores were 9th = 1%, 10th = 5%, 11th =4%. Comparing the 9th grade to last year, there was a decrease of 2% from 3% to 1%.

60% 50% 40% 30% 20% 10% 0%

CST Geometry 2012

9TH GD 10 GD 11TH GD

% % Advanced Proficient

% Basic

% Below Basic

% Far Below Basic

Summative Mathematics

Result Type Students Tested % of Enrollment Students with Scores % Advanced % Proficient % Basic % Below Basic % Far Below Basic

11 10.0 13% 10.0 * * * * *

EOC 10.0 10.0 * * * * *

No Data Available due to the small amount of students tested.

Result Type Students Tested Students with Scores % Advanced % Proficient % Basic % Below Basic % Far Below Basic

10 1 1 * * * * *

11 28 28 0% 4% 11% 29% 57%

EOC 29 29 0% 3% 10% 31% 55%

This data shows that 4% at Proficient and 11% at Basic. There is a high number of students at FBB.

This data shows improvement compared to last year. Proficeint improves from 4%

CST Summative High School Mathematics 2012 Students with Scores % Advanced % Proficient % Basic % Below Basic * * * *

10 1

11 EOC 30 31 0.0% 0.0% 7.0% 6.0% 7.0% 6.0% 47.0% 45.0%

Multi-Year CST Scores of Significant Sub-populations

Socioeconomically Disadvantaged Students 100% of our school population is considered socioeconomically disadvantaged and receive free school lunches. Students in this subgroup are having difficulty meeting proficiency standards in all subjects. Math is the weakest area with no students performing advanced within the last three years. However, Math has been showing improvement with gains in students performing proficient and basic while students performing far below basic has decreased. English has also had the amount of students performing below and far below basic decrease and move into the basic category (3% gains every year).

Socioeconomically Disadvantaged Test ELA Years 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 Science 2010-2011 2011-2012 Prof/Adv 18% 24% 22% 1% 2% 4% 8% 21% 14% 7% 8% 7% Adv 7% 4% 5% 0% 0% 0% 1% 6% 4% 0.4% 2% 1% Prof 14% 21% 17% 1% 2% 4% 7% 16% 10% 6% 6% 5% Basic 30% 33% 36% 4% 5% 11% 25% 34% 31% 29% 22% 32% BB 32% 25% 25% 43% 40% 44% 22% 16% 13% 29% 27% 29% FBB 21% 18% 17% 51% 53% 41% 44% 28% 43% 35% 43% 33% BB/FBB 52.4% 43% 42% 94% 93% 85% 67% 45% 56% 64% 70% 62%

Math

Social Studies

Ethnicity: Hispanic/Latino

As stated earlier our student population is predominately Hispanic. Overall, Hispanic students have shown gains in in all subjects within each proficiency band. The trends seen her are similar to the trends seen in the group of socioeconomically disadvantaged students. While Math is the lowest performing area students are showing growth as evidenced in the decrease in far below basic numbers while the numbers in proficient, basic and below basic increase. The same trends are seen in English and Science. Social Studies followed the same trend until the 20011-2012 school year. There is a significant 14% increase in students performing far below basic while other performance bands are decreasing by a 5% average.

Hispanic Students Test ELA Years 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 Science 2010-2011 2011-2012 # Tested 282 284 259 283 281 251 179 161 157 304 280 269 Prof/Adv 17% 24% 22% 1% 1% 4% 9% 21% 15% 6% 8% 6% Adv 4% 4% 5% 0% 0% 0% 2% 6% 5% 0.3% 2% 0.7% Prof 13% 20% 17% 1% 1% 4% 7% 15% 10% 5% 6% 6% Basic 28% 33% 36% 3% 5% 10% 24% 35% 31% 28% 22% 32% BB 30% 24% 25% 44% 40% 44% 22% 16% 11% 30% 27% 29% FBB 25% 19% 17% 53% 54% 42% 45% 29% 43% 36% 44% 33% BB/FBB 55% 43% 42% 96% 94% 86% 67% 44% 54% 66% 71% 62%

Math

Social Studies

Ethnicity: Asian

Test

Years 2009-2010

# Tested 12 14 11 12 11 14 5 8 11 14 11 10

Prof/Adv 17% 21% 0% 8% 21% 9% 0% 38% 0% 21% 18% 0%

Adv 8% 0% 0% 0% 0% 0% 0% 0% 0% 0% 9% 0%

Prof 8% 21% 0% 8% 21% 9% 0% 38% 0% 21% 9% 0%

Basic 33% 21% 36% 33% 21% 27% 40% 0% 27% 29% 9% 20%

BB 25% 36% 36% 42% 38% 36% 20% 25% 36% 7% 55% 30%

FBB 25% 21% 27% 17% 21% 27% 40% 38% 36% 43% 18% 50%

BB/FBB 50% 57% 64% 58% 57% 64% 60% 63% 73% 50% 73% 80%

ELA

Math

Social Studies

2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012

Science

Our Asian population is our second largest sub-group of students. However, Asian students represent less than 10% of our entire school population. While the amount of students performing proficient has faltered in the last year in English , Social Studies, and Science, they are showing consistent strength in Math. They also have gains in Social Studies with a decrease in the amount of students performing far below basic.

Gender

While the male population is slightly larger than the female population, females are performing stronger in all subject areas and all proficiency bands with the exception of math. Although both genders have 0% of students performing advanced on the math CST, males have a higher number of students performing proficient in math while females have less students performing below and far below basic in math. The female population is showing consistent gains in all areas while the male population tends to fluctuate every year. Gender: Female Test ELA Years 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 Male Years 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 # Tested 144 135 114 144 133 110 90 81 71 155 129 123 Prof/Adv 20% 24% 32% 1% 0.8% 2% 6% 28% 16% 8% 9% 7% Adv 6% 7% 7% 0% 0% 0% 0% 6% 7% 0.6% 3% 1% Prof 15% 18% 25% 1% 0.8% 2% 6% 21% 9% 8% 6% 6% Basic 31% 37% 30% 6% 5% 7% 26% 26% 30% 26% 23% 33% BB 27% 24% 22% 41% 45% 50% 19% 18% 13% 32% 26% 30% FBB 22% 14% 16% 50% 49% 41% 49% 29% 42% 34% 42% 30% BB/FBB 49% 39% 38% 92% 94% 91% 69% 46% 55% 66% 68% 60%

Math Social Studies

Science Gender: Test ELA

Math

Social Studies

# Tested 159 176 169 163 174 165 104 95 106 178

Prof/Adv 14% 24% 15% 1% 3% 6% 10% 16% 12% 5%

Adv 3% 1% 3% 0% 0% 0% 3% 5% 2% 0%

Prof 12% 23% 12% 1% 3% 6% 7% 11% 10% 5% 5% 5%

Basic 25% 29% 40% 3% 5% 14% 24% 41% 31% 30% 21% 31%

BB 34% 27% 27% 44% 36% 40% 24% 15% 13% 26% 28% 28%

FBB 27% 22% 18% 52% 56% 41% 43% 28% 43% 40% 44% 36%

BB/FBB 61% 47% 45% 96% 91% 81% 67% 43% 57% 66% 72% 63%

2010-2011 176 7% 2% 2011-2012 171 6% 1% Language Classification: English Learners (LEP)

Science

Test English

Years 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012

Math Social Studies

Science

# Tested 116 121 112 116 121 115 65 63 76 120 113 118

Prof/Adv 0% 0% 3% 0% 0.8% 0.9% 2% 0% 1% 0% 0% 0%

Adv 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Prof 0% 0% 3% 0% 0.8% 0.9% 2% 0% 1% 0% 0% 0%

Basic 11% 17% 24% 0.9% 2% 9% 9% 21% 15% 9% 4% 12%

BB 47% 45% 42% 36% 31% 37% 28% 18% 15% 35% 27% 36%

FBB 41% 38% 31% 63% 67% 53% 61% 61% 70% 56% 69% 52%

BB/FBB 89% 83% 73% 99% 98% 90% 89% 79% 84% 91% 96% 88%

Our students identified as Learning English Proficient represent our most significant language sub-group. The majority of these students are performing below and far below basic in all subject areas. There has been growth in the amount of students scoring proficient in English, Math, and Social Science. There are positive growth trends occurring in English, Math, and Science of students moving out of far below basic and into other performance levels. All four subject levels have had growth in the amount of students performing basic on the CSTs.

Subgroup: Special Education

Test English

Years 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012 2009-2010 2010-2011 2011-2012

Math Social Studies

Science

# Tested 30 31 33 30 31 32 17 14 21 30 32 28

Prof/Adv 0% 3% 3% 0% 0% 0% 0% 0% 5% 0% 0% 0%

Adv 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Prof 0% 3% 3% 0% 0% 0% 0% 0% 5% 0% 0% 0%

Basic 10% 13% 21% 0% 3% 0% 12% 21% 10% 13% 9% 11%

BB 50% 39% 30% 38% 32% 38% 18% 14% 5% 23% 16% 29%

FBB 40% 45% 45% 62% 65% 63% 71% 64% 81% 63% 75% 61%

BB/FBB 90% 84% 76% 100% 97% 101% 89% 78% 86% 86% 91% 90%

Our special education population has shown growth in performing proficient in the areas of English and Math. There are positive growth trends occurring in English and Math. The number of students performing below and far below basic has decreased in English while students performing basic and proficient have increased. Math has had an increase in the amount of students performing below basic which correlates to the decrease in the number of students performing at far below basic.

California High School Exit Exam

CAHSEE Results Whole Group 10th Grade Census ELA School Year 2008-2009 2009-2010 2010-2011 2011-2012 # Tested 82 98 98 77 % Passed 55% 66% 57% 55% % Proficient 21% 28% 36% 29% # Tested 84 98 99 77 MATH % Passed 48% 62% 57% 62% % Proficient 21% 19% 19% 29%

Our overall CAHSEE scores show a developing pattern of students who can pass the benchmark assessment but show low proficiency of its content. This pattern is evident across both ELA and Math disciplines, although the English proficiency scores are sequentially higher every year except for the 7% drop last school year. Math had a 5% gain in the amount of students passing and 10% gain in the amount of students performing proficient within the Mathematics segment of the CAHSEE. To pass the CAHSEE a student must obtain a minimum score of 350 in each test. Students considered proficient within a section of the test scored a 380 or above on the test.

CAHSEE Results by Language Classification

ELA Language Classification School Year 2011-2012 EO 2010-2011 2009-2010 2011-2012 IFEP 2010-2011 2009-2010 2011-2012 LEP 2010-2011 2009-2010 2011-2012 RFEP 2010-2011 2009-2010 # Tested 10 6 13 2 4 5 33 43 27 32 45 53 % Passed 80% 67% 77% 100% 75% 100% 15% 21% 15% 84% 89% 87% % Proficient 60% 50% 8% 50% 75% 60% 2% 47% 62% 43% # Tested 11 6 13 2 3 5 30 43 27 34 47 53

MATH % Passed 82% 67% 46% 100% 67% 80% 30% 35% 33% 82% 75% 79% % Proficient 46% 33% 8% 33% 40% 10% 2% 41% 32% 30%

Our students classified as English Only, Initially Fluent English Proficient, and Reclassified Fluent English Proficient have consistently performed successfully in both sections of the CAHSEE. Our English Learners (Learning English Proficient) have not been as successful in passing the CAHSEE, although they have shown strength in the area of Mathematics over English. Passing both sections with proficiency is a struggle for all language classifications.

Annual CELDT Growth Target 2009-2010

Prior Yr CELDT Level

# in Proficiency

% in Proficiency

# Meeting

% Meeting

BEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADV/ADVANCED: NOT ENGLISH PROFICIENT EARLY ADV/ADVANCED: ENGLISH PROFICIENT Total

Level Prior Yr 11 20 38 12 15 96

Level 11.5% 20.8% 39.6% 12.5% 15.6% 100%

Growth Target 5 13 13 5 8 44

Growth Target 45.5% 65.0% 34.2% 41.7% 53.3% 46%

As with the CST, the majority of our ELs are at Intermediate (Basic) level. This is not what we expected since the majority of our students are in regular English classes. However, this coincides with the low reclassification rate. CELDT Annual Change

60% 50% 40% 30% 20% This year 10th and 11th grade 10% 0% Decrease Increase No Change

2008-2009 vs. 2009-2010

9th Grade 26% 24% 50%

10th Grade 14% 35% 52%

11th Grade 8% 52% 40%

students improved their CELDT scores. The Decrease in rate in the two-year comparison is decreasing (red) as students move to the higher grades. The increase rate (green) in CELDT scores increase the higher the grade levels.

Annual CELDT Growth Target 2010-2011

Prior Yr CELDT Level BEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADV/ADVANCED: NOT ENGLISH PROFICIENT EARLY ADV/ADVANCED: ENGLISH PROFICIENT Total

# in Proficiency Level Prior Yr 18 19 58 14 22 131

% in Proficiency Level 13.7% 14.5% 44.3% 10.7% 16.8% 100.0%

# Meeting Growth Target 9 11 11 6 10 47

% Meeting Growth Target 50.0% 57.9% 19.0% 42.9% 45.5% 35.9%

Compared to last year, our beginning scores increased 2.2%. However, the overall Intermediate level increased and the two lower levels (Beginning, Early Intermediate) decreased, showing some English proficiency improvement. CELDT Annual Change
Compared to the last two years comparison, the decrease (red) in CELDT rates continues to decrease as the grade levels increase. The increase in CELDT rates grew (green) as grade levels increase, however a big drop occurs in 12th grade. There was no change in the 12th grade students scores.

100% 80% 60% 40% 20% 0% Decrease Increase No Change

2009-2010 vs. 2010-2011

Annual CELDT Growth Target 2011-2012

9th Grade 30% 20% 50%

10th Grade 14% 28% 58%

11th Grade 10% 40% 50%

12th Grade 0% 18% 82%

Prior Yr CELDT Level BEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADV/ADVANCED: NOT ENGLISH PROFICIENT EARLY ADV/ADVANCED: ENGLISH PROFICIENT Total

# in Proficiency Level Prior Yr 10 21 61 6

% in Proficiency Level 9% 18% 53% 5%

# Meeting Growth Target 7 15 21 5

% Meeting Growth Target 70% 71% 34% 83%

17 115

15% 100%

10 54

59% 50%

Over these last three years comparisons, the Intermediate rate has had a steady increase, from 39.6% to 44.3% to now 53%. The two lower levels (beginning, Early intermediate) have had a steady decrease, from 32.3% to 28.2% to 27% showing some improvement in student English proficiency. Although our higher levels do not show an increase, it is due to reclassification. Students in those two higher levels are exiting the EL Program. CELDT Annual Change CELDT scores for the 2009-10, 201011,2011-12 school years indicate an increase in the target growth rate. A significant increase for the 2011-2012 school year for the Early Adv/Advanced: English Proficient group taking it to 83% from 53% and 45%
from previous years. Overall, for all categories of CELDT an increase in growth target rate has been true.

70% 60% 50% 40% 30% 20% 10% 0% Decrease Increase

2010-2011 vs. 2011-2012

9th Grade 18% 37% 45%

10th Grade 13% 47% 40%

11th Grade 4% 52% 44%

12th Grade 27% 9% 64%

CELDT Performance Trends 2009-2011

No Change

Overall Annual CELDT Trends

60% 50% 40% 30% 20% 10% 0% Advanced 2009-2010 2010-2011 2011-2012 2% 3% Early Advanced 33% 23% Intermediate 42% 49%

Early Intermediate
15% 18%

Beginning 8% 8%

5%

30%

46%

14%

5%

The CELDT performance trends indicate that there has been a positive trend occurring in student performance levels. There has been steady growth in the number of students who are performing advanced on the CELDT assessment. Students performing early advanced is beginning to have a significant rise again. These growths are occurring while the numbers of students being classified as beginning, early intermediate, and intermediate are declining.

Annual CELDT Trends by Skill Level 2009-2011

Reading
45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Advanced 2009-2010 2010-2011 2011-2012 0% 1% 1% Early Advanced 4% 8% 8%

Early Intermediat Intermediat e e 30% 35% 33% 39% 29% 33%

Beginning 26% 27% 25%

There is a slight positive trend occurring in the CELDT reading data. The percentage of students performing advanced or early advanced on the exam has remained constant that past two years. Students are moving out of the beginning level and into the early intermediate and intermediate levels.

There is a significant positive trend in Writing students writing skills 50% during the CELDT 45% exam. As the levels of 40% students performing 35% within the intermediate 30% 25% to beginning level has 20% seen almost 10% losses 15% in all three categories 10% there has been an 5% overall 22% gain in the 0% Early Early amount of students Advanced Intermediate Advanced Intermediate performing advanced 2009-2010 2% 18% 45% 21% and early advanced on 2012-2011 6% 22% 38% 27% the CELDT. This is the 2011-2012 13% 29% 33% 21% second strongest performance area on the exam behind the speaking portion.

Beginning 15% 6% 4%

Annual CELDT Trends by Skill Level 2009-2011 The majority of our students are performing within the intermediate range in the listening section of the CELDT exam. Our students perform the strongest in the speaking portion of the exam. The majority of our students are advanced or early advanced. There is currently a positive trend of students moving up and out of the beginning level.

Listening
50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Advanced 2009-2010 2012-2011 2011-2012 8% 3% 3%

Early Advanced 29% 23% 23%

Intermediate 38% 43% 42%

Early Intermediate 17% 29% 25%

Beginning 8% 3% 7%

Speaking
50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% Advanced 2009-2010 2010-2011 2011-2012 42% 38% 43%

Early Advanced 31% 34% 43%

Intermediate 14% 17% 8%

Early Intermediate 7% 2% 3%

Beginning 6% 9% 3%

CELDT Reclassification Rates Over Three-Years

School Year 2009-2010 2010-2011 2011-2012 # English Learners 105 113 142 # Reclassified 13 3 4 % Reclassified 12% 3% 3%

Reclassification Readiness Report 2012-2013 # of Students 3 14 12 109 Reclassification Status Pending Teacher Recommendation (Course marks) Missing CELDT Missing CST Missing More Than 1 Criteria

CELDT Performance Based on English Learner Years 2012-2013 CELDT Level Beginning Early Intermediate Intermediate Early Advanced: Not English Proficient Early Advanced: English Proficient Unknown Total Years Identified as EL 3 Yrs or Less 4 Yrs 5 Yrs or More 22 8 12 8 24 4 2 118 2 20 2 38 24 2 64 12 210

Our reclassification rate has dropped each year in spite of our enrollment growth. This could be due to our DST and CELDT scores not being high. Students need to score Basic in the DST in order to reclassify to RFEP. As the students progress to a higher-grade level, the student reclassified and the numbers are smaller in the upper grades. We need to put more emphasis in our 9th and 10th graders so they can be re-designated in their first year of high school. Also we need to note that our students that are new to the country are all in the 9th grade.

ELs and RFEPs Performance on CAHSEE by Years (2011-2012)

How are EL students performing on the CAHSEE according to the length of time they have been in U.S. schools? ELs have a higher success rate in passing the CAHSEE if they have been enrolled in the United States schools for at least four years. Most ELs are most successful in passing the Math portion of the CAHSEE even if in the country for less than three year with some students even performing within proficient levels. # of Yrs in School 0-3 Yrs 4-5 Yrs 6 or more Yrs Total # Tested ELA 11 4 42 57 # (%) Passed ELA 1 (9%) 2 (50%) 14 (33%) 17 (30%) # (%) Proficient ELA 1 (2%) 1 (2%) # Tested Math 11 4 42 57 # (%) Passed Math 9 (82%) 3 (75%) 21 (50%) 33 (58%) # (%) Proficient Math 2 (18%) 2 (5%) 4 (7%)

How are RFEP students performing on the CAHSEE according to the length of time they have been in U.S. schools? RFEP students perform strongly on the CAHSEE regardless of how many years they have been actively enrolled in United States Schools. The majority of students pass both sections of the CAHSEE but there is some struggle with students attaining proficiency in both areas. # of Yrs in School 0-3 Yrs 4-5 Yrs 6 or more Yrs Total # Tested ELA 8 33 29 70 # (%) Passed ELA 8 (100%) 31 (94%) 25 (86%) 64 (91%) # (%) Proficient ELA 6 (75%) 22 (67%) 12 (41%) 40 (57%) # Tested Math 8 33 29 70 # (%) Passed Math 8 (100%) 30 (91%) 26 (90%) 64 (91%) # (%) Proficient Math 6 (75%) 12 (36%) 8 (28%) 26 (37%)

Local Assessments
One of the autonomies Civitas has is the ability to create our own periodic assessments to measure student growth and proficiency. End Of Course Exam for Mathematics 2011-2012 % Passing % Not Passing Total Tested Algebra 1 0% 100% 122 Geometry 0% 100% 83 Results from the Mathematics End of Course Exam shows that 100% of our students enrolled in Algebra 1 and Geometry are performing far below basic and not meeting proficiency standards. This data from the district assessment does not correlate with our Math CST data from the same school year. Our CST data shows that 2% of our students scored proficient in Geometry and 6% of our students scored proficient in Algebra 1. The 2011-2012 school year is the first time our School Director required our Math department to conduct the End of Course Exam.

Accelerated Reader
Summary of Grade Level Equivalencies based on AR STAR Test Results Grade 2010-2011 2011-2012 2012-2013 th 9 4.2 5.4 5.7 th 10 4.5 5.7 6.1 th 11 5.0 6.3 6.4 th 12 6.5 7.2 7.6 The Accelerated Reader program was implemented school-wide during the 2010-2011 school year. This was done to address concerns raised by our Initial WASC Visiting Committee on teaching literacy. Although the average reading level for every grade is far below grade level there has been an increase in the average reading level within each grade level for the past two years. The first full year of implementation saw a growth of at least two reading levels per graduating class. STAR assessment results from November are already showing a growth of at least one grade level per class at mid-year. This data suggests that there will be another positive growth by the end of the 2012-2013 school year. During the Fall of 2012 two READ 180 classes were created in the master schedule to accommodate the need for reading intervention. Students selected to participate in this structured reading program are performing at far below basic on the CST and reading below a fifth grade level.

Civitas School of Leadership Exhibitions

In addition to the state and district requirements for high school graduates Civitas SOL requires our students to graduate by exhibition. Students must show proficiency in the Habits of Mind through the Gateway exhibition completed in the 10th grade and their Senior Project completed in the 12th grade. The amount of students attempting and passing Gateway during their 10th grade year remains around the fiftieth percentile. Completion of Senior Project is significantly higher due to the fact that it is a requirement for graduation and participation in graduation activities. The number of students who did not meet the requirements for Senior Project correlates to the number of students who did not graduate although Senior Project is not the sole reason for their failure to graduate. Senior Project Proficient 2011 2012

Incomplete 42 59 6 17

Gateway Class Of Proficient Incomplete 2011 41 7 2012 57 14 2013 47 34

Scholastic Aptitude Test (SAT)

All students at Civitas SOL are encouraged to take the SAT and are given an opportunity to take the PSAT during their 10th and 11th grade year. Overages in achieving at least 1400 on the SAT are lower than the LAUSD average (Civitas = 7%, LAUSD = 38%). Over the past three years there has been a decline in the number of students taking the SAT but overall student performance on the exam has improved in all three subject areas. The decline in student participation (down 10% from 2010) can be attributed to the limited SAT preparation opportunities offered on campus. During the 2010-2011 school year, SAT preparation courses were offered on campus after school. This preparation course was offered due to the availability of funds within our school budget. This preparation course and the hiring of a full-time school counselor that promoted taking the SATs had a positive influence on our first graduating class. This past fall (2012), with the help of our community partnership with the Asian Pacific American Legal Counsel (APALSC), we were able to SAT # Taken % implement another SAT and ACT preparation program to Participation Taken a select number of our Juniors. Students within the Junior 2010 37 56 class with the highest Grade Point Averages and high CST 2011 26 40 scores from every Advisory were selected to participate in 2012 20 44 this preparation course offered by APALSC during our Advisory period. Students are being exposed to national tests and learning test taking strategies that will aid them in performing successfully on the exam. Upon completion of the course these students will lead Advisory class sessions to teach their peers the same test taking strategies they have learned in their prep course.

500 450 400 350 300 250 200 150 100 50 0

Overall SAT Mean Results

2012-2013 2011-2012

426 407 357

410 412 350

419 342

436

2010-2011

Reading

Math

Writing

AP Exams End of Spring Semester 2011-2012

# Students Enrolled # Students Not Enrolled * # Exams Given # Qualifying Scores

Exam

# of 1s

#of 3s

# of 5s

Calculus AB

10

10

10

Spanish Language

10

10

10

Student performance is most successful in the AP Spanish Language exam with 40% of students receiving a score of 3 and 60% receiving a score of 6. During the 2010-2011 school year we had two students take the AP Calculus exam. These students took AP exams with Roybal High School and we do not have data from their results.

A-G Course Enrollment

A-G Enrollment by Year

2011-2012

65%

2010-2011

64%

2009-2010

59%

56% A-G Course Enrollment by Grade Grade 9th Year 2009-2010 2010-2011 2011-2012 2009-2010 10th 2010-2011 2011-2012 2009-2010 11th 2010-2011 2011-2012 12th 2010-2011 2011-2012

58%

60%

62%

64%

66%

% Taking A-G Sequence 78% 92% 82% 67% 74% 75% 53% 73% 76% 81% 95%

% Earning a C or Better 28% 36% 42% 27% 31% 33% 22% 32% 44% 52% 63%

Over the past three years we have seen incremental gains in the amount of students being enrolled into A-G courses. The biggest gain occurred in 2010 (5%). This is also the year 12th grade curriculum was added with the instatement of all four grade levels at Civitas. With the growth a higher percentage of students pass their classes every year. Although there are promising signs of growth in this area, there is still an average of about 30% of students who are failing to pass A-G courses every year.

Algebra by Grade Level 2009-2010 9th 10th 11th 12th Total 74 37 1 0 112 2010-2011 23 11 0 0 34 2011-2012 45 34 1 0 80 #Fs 2012-2013 38 40 12 0 90 Total 180 122 14 0 316

There is a significant drop in the amount of 9th grade students taking Algebra 1. As of 2011 all incoming 9th grade students begin with a Geometry math course. This decision was made based upon the fact that many of our incoming 9th grade students take Algebra 1 in middle school. We do not acquire the data for final marks in time to program student according to their math needs. The 2010-2011 school year represents the number of returning students who re-took Algebra 1 after failing to earn a passing mark the year prior.

Percentage of Ds and Fs for last Three Semesters in A-G Coursework Mark Reporting Period Fall 2012 Spring 2012 Fall 2011 # of Enrolled Student 334 345 342 % of Students with 1 F 31% 18% 24% % of Students with 2 Fs 20% 12% 13% % of Students with 3 or more Fs 13% 23% 25%

The founding faculty of Civitas SOL established a school policy of not issuing D letter grades to our students when the school opened in 2007. This policy was adopted to encourage the college focus of the school and as part of our students college preparation. The amount of students receiving Fs in A-G courses has fluctuated the past three semesters. This past fall we have seen an increase in the amount of students receiving 1 or 2 Fs in their courses. This increase was especially significant in the amount of students receiving 1 F in their courses. However, there was a 10% decrease in the amount of students receiving an F in 3 or more of their classes. This shows a positive trend of students passing more of their classes with a C or better.

A-G Progress to On-Track Completion: Grade Grade Year 2011-2012 GRADE 10 2012-2013 2011-2012 GRADE 11 2012-2013 2011-2012 GRADE 12 2012-2013 53 26 49% 27 51% 69 68 24 30 35% 44% 45 38 65% 56% 88 71 49 31 56% 44% 39 40 44% 56% # of Students 95 # AG on Track 41 % AG on Track 43% # AG Not on Track 54 % AG Not on Track 57%

The majority of students within in each grade level that are on track to graduate with A-G requirements are less than 50% with the exception of this years 10th graders. This data supports the previous data that shows students are failing to earn passing grades in the A-G courses. Gender Gender Year 2011-2012 Female 2012-2013 2011-2012 Male 2012-2013 123 45 37% 78 63% 87 133 54 50 62% 38% 33 83 38% 62% # of Students 101 # AG on Track 52 % AG on Track 51% # AG Not on Track 49 % AG Not on Track 49%

Data shows that male students have a lower achievement rate than female students in A-G courses.

Ethnicity and Language Classification Year # of Students # AG on Track Ethnicity 2011-2012 Asian 2012-2013 2011-2012 Hispanic 2012-2013 188 90 48% 98 52% Language Classification English Only 2011-2012 2012-2013 2011-2012 IFEP 2012-2013 2011-2012 LEP 2012-2013 2011-2012 RFEP 2012-2013 97 56 58% 41 42% 81 * 28 * 35% * 53 * 65% * 8 82 3 25 38% 15% 5 57 63% 70% 22 24 10 13 12 5 59% 50% 50% 9 12 5 41% 50% 50% 11 211 3 94 27% 45% 8 117 73% 55% 13 4 31% 9 69% % AG on Track # AG Not on Track % AG Not on Track

Course enrollment by ethnicity shows that our Hispanic population has the highest rate of students not on track based on A-G requirements. However, it must also be noted that the Hispanic population has the highest enrollment in the school. Based on Language classification the majority of English Only and Reclassified students are on track. LEP students are showing the least amount of success in A-G coursework.

Graduation Rates Four Year Cohort Rate (LAUSD)

2011 vs. 2012

2011 2012

55%

37%

Civitas SOL celebrated its first graduating class in June 2011. Out of the four year cohort of 95 students 35 students graduated in 2011. The cohort graduation rate includes students who were no longer actively enrolled at Civitas SOL. Our cohort graduation rate had a significant increase of 18% in 2012 raising our percentage to 55% of students graduating from the original class of 2012

The percentage of active students graduating from Civitas SOL is noticeably higher than the cohort average. While the 2011 cohort had a very low percentage of overall students graduate the Civitas Senior class had 83% of its student body graduate in June 2011. The cohort for the class of 2012 had a higher graduation rate while the Civitas Senior class saw a slight dip of 6% in the number of graduating students. As of November 2012, we have 53 12th grade students actively enrolled with 49 of them (93%) on track to graduate in June 2013. Those four students who are not currently on track to graduate have not accumulated enough required credits or have not passed the CAHSEE.

Civitas SOL Senior Class Graduation Rates Year 2011 2012 2013
Post Enrollment Data 2 Year College Class of 2011 Class of 2012 10 26 4 Year University 11 11 Class Size 48 68 Total % in Higer Ed. 43% 54%

Total # of Students 48 71 81

# of Graduates 42 59 In Progress

% of Graduates 83% 77% In Progress

The services we have been able to provide for our students have had a positive influence on the amount of Civitas graduates that have pursued higher education. We conducted a phone interview to follow-up with our former students to gain information about their current education or working status. Throughout the past two years we have had a total of 116 possible graduates. Out of these 116 students 49% of them are currently enrolled in community college or four year universities, 2% have joined the United States Marine Corps, 9% have entered the workforce, 4% are actively enrolled at Civitas (fifth year Seniors), and the remaining 36% of students could not be reached. Some of the institutions our graduates have enrolled in include the University of California Los Angles, Brown University, California State Universities of Los Angeles, Fullerton, San Francisco, Chico, and Dominguez Hills, Humbolt University, University of California Merced, University of California Riverside, University of California Irvine, Pasadena Community College, Los Angeles Community College, Glendale Community College, and La Verne University.