LOS ANGELES UNIFIED SCHOOL DISTRICT CHARTER SCHOOLS …€¦ · Instructional Director’s...

LOS ANGELES UNIFIED SCHOOL DISTRICT CHARTER SCHOOLS DIVISION

FORM REV Fall 2013

ANNUAL PERFORMANCE-BASED OVERSIGHT VISIT EVALUATION

FOR AFFILIATED CHARTER SCHOOLS

2013-2014 SCHOOL YEAR

WILBUR CHATER FOR ENRICHED ACADEMICS Name of Affiliated Charter School

LAUSD Vision Every student will receive a quality education in a safe, caring environment, and will be college-prepared and career-ready.

CSD Mission The LAUSD Charter Schools Division (CSD) fosters high quality educational opportunities for all students in the greater Los Angeles community

through exemplary charter public school authorizing, oversight, and sharing of promising practices so that all students maximize their potential.

CSD Core Values We believe that our success depends on:

1. Making decisions that put the interests of students first.

2. Serving with high expectations, integrity, and commitment.

3. Employing authentic and effective leadership and teamwork.

4. Adapting as a learning organization.

5. Building a healthy workplace culture where high performance and creativity thrive.

6. Developing productive relationships with charter school partners and all stakeholders.

*Please note that this version of our annual performance-based oversight document has been adapted due the unique status of

affiliated charter schools.

LAUSD CHARTER SCHOOLS DIVISION SCHOOL NAME: Wilbur Charter for Enriched Academics

Annual Performance-Based Oversight Visit Evaluation DATE OF VISIT: May 9, 2014

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Charter School Name: Wilbur Charter for Enriched Academics Location Code

Board District: Educational Service Center: ESCN

Current Address: 5213 Crebs Ave. City: Tarzana, CA 91356 Phone: 818-345-1090

Number of Students Currently Enrolled: 649 Grades Served: K-5, 3 Sped. classes

Enrollment Capacity per Charter:

Current Term of Charter: July 1, 2012 to June 30, 2017

Charter School’s Leadership Team Members: Deborah Plat, Principal; Dr. Klein, Director

CSD Assigned Administrator: Leticia Vellanoweth, Senior

Coordinator

Other Participants/CSD Team Member(s):

Program Review Date(s): May 9, 2014



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CHARTER RENEWAL CRITERIA

In accordance with Education Code § 47605 and 47607, the Charter Schools Division considers the following criteria for renewal when reviewing a

renewal petition submitted by a charter school:

Confirmation that the charter school’s performance has met the minimum criteria under Education Code section 47607(b), including

considering increases in pupil academic achievement for all groups of pupils served by the charter school as the most important factor in

determining whether to grant a charter renewal;

Below are the minimum criteria set forth in Education Code 47607(b) for schools in operation at least four years:

1. Attained its Academic Performance Index (API) growth target in the prior year or in two of the last three years, both schoolwide

and for all groups of pupils served by the charter school. [YES]

2. Ranked in deciles 4 to 10, inclusive, on the API in the prior year or in two of the last three years. [YES]

3. Ranked in deciles 4 to 10, inclusive, on the API for a demographically comparable school in the prior year or 2 of the last 3 years.

[NO]

4. (A) The entity that granted the charter determines that the academic performance of the charter school is at least equal to the

academic performance of the public schools that the charter school pupils would otherwise have been required to attend, as well as

the academic performance of the schools in the school District in which the charter school is located, taking into account the

composition of the pupil population that is served at the charter school.

(B) The determination made pursuant to this paragraph shall be based upon all of the following:

(i) Documented and clear and convincing data.

(ii) Pupil achievement data from assessments, including, but not limited to, the Standardized Testing and Reporting Program

established by Article 4 (commencing with Section 60640) for demographically similar pupil populations in the

comparison schools.

(iii)Information submitted by the charter school.



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Review of the charter petition to assess the soundness of the educational program; including the required affirmations and reasonably

comprehensive descriptions of the 16 elements;

Assessment that the petitioners are demonstrably likely to successfully implement the program;

Confirmation of sound academic outcomes, operational systems, and governance processes consistent with the charter petition and based on

the Charter Schools Division oversight and the school’s achievement results on the District’s School Performance Framework.



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DOCUMENT GUIDE

This document has been aligned with California State Board of Education’s criteria for evaluating charter schools The District’s oversight places an

emphasis on performance and the overall success of the school for students, including compliance with applicable law, policy, and fulfillment of the

approved charter. Information gathered during this evaluation process serves as part of the school’s ongoing record of performance, and provides

important data for the CSD, Superintendent, and the LAUSD Board of Education in making informed decisions about charter school performance

and the charter renewal process. It also serves as information for the public at large. This form provides guidelines and criteria used by the CSD and

charter schools to observe, record, evaluate, and reflect on school performance in these three categories:

1. Student Achievement and Educational Performance

This section provides an overview of the academic achievement of all students

2. Organizational Management and Operations

This section provides an overview of your school’s progress towards the goals and innovations you described in your charter petition

3. Local School Governance

This section provides an overview of how your school site governance has evolved over the term of your charter.



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Affiliated Charter School Oversight Visit Report

Student Achievement and Educational Performance This section provides an overview of the academic achievement of all students

Indicators :

School leaders provide a summary of school-wide, sub group, and grade

level student achievement including but not limited to:

A1: SPF (School Performance Framework)

A2: AGT (Academic Growth Over Time)

A3: Performance Meter Data Summary Sheet

Evidence Shared or Observed During Oversight Visit:

The school met all API Growth Targets school wide and for all subgroups. The

school’s 2013 API is 914.

The school leader shared that the API decreased from the previous year possibly

due to other courses offered that may have interfered with the instructional

piece.

To ensure that the school’s scores do not decline the school is looking to protect

time in the classroom for instruction.

The school has approximately 60 ELs whose languages include Hebrew,

Russian and Farsi. The school has hired Para-professionals to offer support in

these languages. Most of the ELs identified in 2nd

grade are scoring 4 and 5 on

the CELDT.

In 2013, 70% of students attended 96% of the time and 62% of staff attended

96% of the time. Incentives have been put in place to improve teacher and staff

attendance.



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Quality Indicators Rubric

(4) Accomplished (3) Proficient (2) Developing (1) Unsatisfactory

School Leader’s Reflection:

Areas of Strength: The school leader reported that ELs are doing well on the CELDT and the 3

AMAO’s have been met.

In 2012, 70% of ELs scored basic and above as did 80% of Students with

Disabilities.

The Resource teacher collaborates with the teachers.

20% of the student population is identified as gifted.

85% of the Latino subgroup scored proficient and advanced in math, and 75% in

ELA.

Areas of focus for improvement:

The school will focus on moving the proficient and advanced rates and

improving attendance for both students and staff. Additionally, another academic

focus will be with Kindergarten students that are identified as low performing.

Rating

4

CSD Team Reflection:

Areas of Strength:


Rating

4



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Instructional Director’s Reflection:

Areas of Strength: The Instructional Director agrees with the areas of strength shared by the

principal.

Areas of focus for improvement: The principal recognizes the areas that need improvement and has implemented

systems to address needs.

Rating

4

Overall for this section: Though the student outcomes are high for the school, as evidenced by the API,

the school leader shared that there is room for growth and the school is looking

at systems that will promote and support classroom instructional time.

Overall Comments:

Rating

4

Organizational Management and Operations This section provides an overview of your school’s progress towards the goals and innovations you described in your charter

petition.



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Indicators:

O1: Describe and discuss the progress on 3 to 4 unique

features/characteristics/programs in the school’s charter petition and

their impact on student achievement.

O2: Describe how the school’s student intervention and academic support

programs.

O3: Describe and discuss strategic changes that the school has

implemented or is considering to more effectively meet the learning needs

of all students.

Evidence Shared or Observed During Oversight Visit: O1

Since the school has become charter, additional resources have been made

available such as the computer lab, art and science funded by the booster club

Additional enhancements to the educational program are aligned to the charter.

One of the of the charter’s impact has been the integration of the tech and arts;

creating a more rounded student. Keyboarding is taught beginning in

Kindergarten.

Since the principal’s term, the parents have a greater understanding of the need

to be equitable and respectful. Parent involvement is very strong and money has

been raised for additional resources.

O2

Intervention

A limited contract teacher works with teachers to support small groups and

oversees the full intervention program. Special Ed. paraprofessionals assist with

the intervention.





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Areas of Strength: The school community is more united and gathers to work on the needs of the

school and also supports the school with additional resources so students have

access to enrichment opportunities.


More collaboration between the grade levels

More replication of what is working

More time for the principal to assist teachers in collaboration around

instruction

Rating

4


Areas of Strength:


Rating

4


Areas of Strength: Not captured at the time of the visit.

Areas of focus for improvement: Not captured at the time of the visit.

Rating

4

Overall for this section: Resident school population has increased; last year 50 resident students returned.

Since becoming a charter the community has come together.

Overall Comments:

Rating

4



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Local School Governance

This section provides an overview of how your school site governance has evolved over the term of your charter.

Indicators:

G1: Describe the school’s current governance structure and evaluate

its effectiveness.

G2: Describe how the school’s current governance structure

facilitates responsiveness to the learning needs of all students and/or

the ongoing operation of the school.

G3: Describe the school’s system for communicating with all

stakeholders including, but not limited to, gathering input, sharing

information, and addressing concerns.

Evidence Shared or Observed During Oversight Visit: G1

The school’s Governance Council meets once per month. The council adheres

to the Brown Act. Robert’s Rules of Order are implemented. Charter

committees (budget, curriculum, data and assessment, tech, outreach for

community projects, discipline) meet once a month.

Teachers have been trained on how to move items for action; the steps to get

decisions to governance.

G2

The Governance Council discusses everything, from academics to operations.

G3

Stakeholders are communicated to through Connect Ed, notices sent home,

website and newsletters. Furthermore, the principal is open with parents.



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Areas of Strength: Governance meetings are organized and provide a forum for problem solving

and decision making.

Parents feel that things are run well at the school.

Areas of focus for improvement: The school leaders would like to improve parent participation at local

governance meetings.

Rating

4


Areas of Strength:


Rating

4



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Areas of Strength: Not captured at the visit.

Areas of focus for improvement: Not captured at the visit.

Rating

4

Overall for this section: Now that the school is a charter, it has created a democratic process for solving

issues and decision making.

Overall Comments:

Rating

4

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