SARC Report for Aspire Ollin University Preparatory Academy€¦ · Aspire Ollin University...

Aspire Ollin University Preparatory Academy

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2015-16 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates,dropouts, course enrollments, staffing, and data regarding English learners).

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Jennifer Garcia, PrincipalPrincipal, Aspire Ollin University Preparatory Academy

Aspire Ollin University Preparatory Academy (OUP) is in its 11th year of operat ion. It was formerly known as AspireCentennial College Preperatory Academy. The name changes as a result of the move to our new facilit ies. For the lastthree years, we have transit ioned from a middle school to a full secondary program. For the 2014-2015 school year OUPserved 7th-10th grade students. OUP now serves students in grades 7th -12th and next year w ill addit ionally service 6thgrade. Ms. Jennifer Garcia has beeh year as an educator for the past 18 years, this is her 5th year as the principal of Ollin.

Aspire Ollin believes in caring and authent ic relat ionships among students and adults that support academic excellence,college readiness, lifelong learning, reflect ion and social consciousness. We believe that all students are scholars. We honorthe community, culture and family background of our students.

Aspire Ollin University Preparatory Academy2540 East 58th St.Huntington Park, CA 90255-2659

Phone: 323-277-2901E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

http://www.cde.ca.gov/ta/ac/sa/

http://www.cde.ca.gov/fg/aa/lc/

http://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/5/2017

About This School

Contact Information (School Year 2016-17)Contact Information (School Year 2016-17)

District Contact Information (School Year 2016-17)

District Name Los Angeles County Office of Educat ion

Phone Number (562) 922-6111

Superintendent Debra Duardo

E-mail Address [email protected]

Web Site http://www.lacoe.edu

School Contact Information (School Year 2016-17)

School Name Aspire Ollin University Preparatory Academy

Street 2540 East 58th St.

City, State, Zip Huntington Park, Ca, 90255-2659

Phone Number 323-277-2901

Principal Jennifer Garcia, Principal

E-mail Address [email protected]

Web Site www.aspirepublicschools.org

County-District-School (CDS) Code

19101990112128

School Description and Mission Statement (School Year 2016-17)School Description and Mission Statement (School Year 2016-17)

Community Context Ollin is led by Jennifer Garcia, who has been principal there since 2010. She was a Lead Principal from 2012-2015, where she worked closely w ith the AreaSuperintendent to support other less experienced principals and lend her expert ise on best pract ices throughout the region. She is also an organizat ional leaderon equity. Each year, Ms. Garcia and Ollin choose a focus for equity. Recent ly, it was a focus on LGTB issues. Ms. Garcia and her team developed programming andsupport ive groups so that LGBT students and their allies would have a safe space to come together. This focus on equity ensures that every student is able tofeel successful.

One of the most innovat ive elements of the program at Ollin is Quiet T ime and Transcendental Meditat ion, which began in 2012 w ith support from the DavidLynch Foundat ion. The object ive of daily TM and Quiet T ime is to reduce student stress and anxiety to create opt imal condit ions for learning. Both students andteachers have reported experiencing significant benefits through this program. In June 2014 Ms. Garcia was named as Educator of the Year by the David LynchFoundat ion.

We offer Co-teaching for all our scholars who have an IEP. Our High School students also partner w ith Alliant University and East Los Angeles Community Collegefor Early College High School. By the t ime they graduate from Ollin they w ill have completed a minimum of five courses. Ollin has a partnership w ith the DavidLynch Foundat ion, where scholars and staff have an opportunity to pract ice meditat ion.

Aspire provides regional supports to enable the school principal and lead team to focus on instruct ion and student achievement. The school is served by thefollow ing regional staff:

? Area Superintendent? Associate Superintendent of School Performance & Management? Associate Superintendent of Curriculum, Instruct ion & Assessment? Special Projects Manager? Technology Operat ions (IT) Manager? Financial Analyst? Student Support Manager? Human Resources Manager? Special Educat ion Program Manager? Director of Secondary Curriculum, Instruct ion & Assessment? Content Specialists

The Aspire Home Office in Oakland also provides important support for OUP:

2015-16 SARC - Aspire Ollin University Preparatory Academy

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http://www.lacoe.edu


www.aspirepublicschools.org


Data Analysis

Teacher Effect iveness

Professional Development

State & Attendance

Compliance Report ing

Facilit ies

Operat ions

Values

Our school values are, courage, integrity and hard work. We believe that these are the tenants necessary for first generat ion college students to embody so thatthey are equipped to navigate the University. We use those values as we discipline our scholars and embed them in advisory curriculum. We have aligned thesevalues w ith our school vision.

Vision StatementAspire Ollin believes in caring and authent ic relat ionships among students and adults that support academic excellence, college readiness, lifelong learning,reflect ion and social consciousness. We believe that all students are scholars. We honor the community, culture and family background of our students. Our


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Student Enrollment by Grade Level (School Year 2015-16)Student Enrollment by Grade Level (School Year 2015-16)

Grade Level Number of Students

Grade 7 65

Grade 8 66

Grade 9 154

Grade 10 158

Grade 11 135

Total Enrollment 578

Grade 7 Grade 8 Grade 9 Grade 10 Grade 110

25

50

75

100

125

150

175

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 0.3 %

American Indian or Alaska Nat ive 0.0 %

Asian 0.0 %

Filipino 0.0 %

Hispanic or Lat ino 98.3 %

Native Hawaiian or Pacific Islander 0.0 %

White 0.0 %

Two or More Races 0.0 %

Other 1.4 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 93.9 %

English Learners 12.6 %

Students w ith Disabilit ies 8.3 %

Foster Youth 0.7 %


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A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 15 16 19

Without Full Credent ial 1 0 3

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 4

2014-15 2015-16 2016-170

5

10

15

20Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 0 3

Total Teacher Misassignments* 0 1 3

Vacant Teacher Posit ions 0 0 2

2014-15 2015-16 2016-170.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: December 2016

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 64.0% 36.0%

All Schools in District 88.0% 12.0%

High-Poverty Schoolsin District

89.0% 11.0%

Low-Poverty Schoolsin District

77.0% 23.0%

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17)

Note: Cells w ith N/A values do not require data.

Subject Textbooks and Instructional Materials/year of AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsN/A: Teachers create their own Humanit ies instruct ional units based on

"Understanding By Design"

0.0 %

MathematicsCPM

No 0.0 %

SciencePrent ice Hall 7th- 9th

Living By Chemistry First Edit ion- Angelica StacyEnvironmental Science for AP Second Edit ion- Adrew Friedland & Rick

ReylaPhysics Holt

No 0.0 %

History-Social ScienceN/A: Teachers create their own Humanit ies instruct ional units based on

"Understanding By Design"

0.0 %

Foreign LanguageTeachers create own instruct ional units

0.0 %

HealthN/A

0.0 %

Visual and PerformingArts N/A

0.0 %

Science Lab Eqpmt(Grades 9-12)

N/A N/A 0.0 %


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School Facility Good Repair StatusYear and month of the most recent FIT report: November 2016

Overall Facility RateYear and month of the most recent FIT report: November 2016

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

Aspire Ollin facilit ies are in excellent condit ion. We have an excellent custodial staff that keeps the school clean and safe. Aspire Ollin moved into a new facilityduring the 2013-2014 school year. We have made minor repairs to doors and gates.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

GoodNone needed at this

t ime.

Interior: Interior Surfaces GoodNo repairs needed, just

regular cleaning.

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

GoodRegular cleaning.

Electrical: Electrical GoodNo act ion needed.

Restrooms/Fountains: Restrooms,Sinks/Fountains

GoodNo repair needed, just

regular cleaning.

Safety: Fire Safety, Hazardous Materials GoodNone needed

Structural: Structural Damage, Roofs GoodNone needed

External: Playground/School Grounds,W indows/Doors/Gates/Fences

GoodNone needed

Overall Rat ing Exemplary


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

CAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All StudentsCAASPP Test Results in English Language Arts/Literacy (ELA) and Mathematics for All Students

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

2014-15 2015-16 2014-15 2015-16 2014-15 2015-16

English Language Arts / Literacy (grades 3-8 and 11) 26.0% 54.0% 34.0% 40.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 16.0% 32.0% 23.0% 27.0% 34.0% 36.0%


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Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

ELA - Grade 7ELA - Grade 7

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 66 65 98.5% 44.6%

Male 32 31 96.9% 45.2%

Female 34 34 100.0% 44.1%

Black or African American -- -- -- --

American Indian or Alaska Nat ive -- -- -- --

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Lat ino 62 62 100.0% 43.6%

Native Hawaiian or Pacific Islander -- -- -- --

White -- -- -- --

Two or More Races -- -- -- --

Socioeconomically Disadvantaged 62 61 98.4% 44.3%

English Learners -- -- -- --

Students w ith Disabilit ies -- -- -- --

Students Receiving Migrant Educat ion Services -- -- -- --

Foster Youth -- -- -- --


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All Students 66 65 98.5% 46.2%

Male 30 29 96.7% 37.9%

Female 36 36 100.0% 52.8%



Asian -- -- -- --




White -- -- -- --








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All Students 137 135 98.5% 61.5%

Male 80 78 97.5% 52.6%

Female 57 57 100.0% 73.7%



Asian -- -- -- --




White -- -- -- --



English Learners 11 9 81.8% --





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Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.



Mathematics - Grade 7Mathematics - Grade 7


All Students 66 65 98.5% 36.9%

Male 32 31 96.9% 35.5%

Female 34 34 100.0% 38.2%



Asian -- -- -- --




White -- -- -- --








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All Students 66 65 98.5% 41.5%

Male 30 29 96.7% 37.9%

Female 36 36 100.0% 44.4%



Asian -- -- -- --




White -- -- -- --








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All Students 138 136 98.6% 25.7%

Male 81 79 97.5% 25.3%

Female 57 57 100.0% 26.3%



Asian -- -- -- --




White -- -- -- --



English Learners 11 9 81.8% --





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Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

CAASPP Tests Results in Science by Student GroupGrades Five, Eight and Grade Ten (School Year 2015-16)

Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Science (grades 5, 8, and 10) 52.0% 40.0% 36.0% 50.0% 32.0% 37.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 221 219 99.1% 36.1%

Male 95 93 97.9% 43.0%

Female 126 126 100.0% 31.0%


American Indian or Alaska Nat ive 0 0 0.0% 0.0%

Asian 0 0 0.0% 0.0%

Filipino 0 0 0.0% 0.0%


Native Hawaiian or Pacific Islander 0 0 0.0% 0.0%

White 0 0 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0%


English Learners 31 31 100.0% 16.1%

Students w ith Disabilit ies 23 22 95.7% 22.7%

Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%



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Career Technical Education Programs (School Year 2015-16)Career Technical Education Programs (School Year 2015-16)

Ollin does not offer these programs.

Career Technical Education Participation (School Year 2015-16)Career Technical Education Participation (School Year 2015-16)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 0

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 0.0%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 0.0%


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State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2015-16)California Physical Fitness Test Results (School Year 2015-16)

Grade Level

Percentage of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

7 10.8% 18.5% 58.5%

9 21.9% 32.2% 31.5%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; and

Opportunities for Parental Involvement (School Year 2016-17)Opportunities for Parental Involvement (School Year 2016-17)

Parents are important partners in the educat ion of the students, and their input and involvement is sought and highly valued. At any Aspire campus, parents canexpect:

A demonstrated improvement in their child’s academic performance;

An open invitat ion to attend their child’s classes;

Easy, open communicat ion w ith their child’s teacher

The opportunity to rate the performance of teachers and the school annually; and

Eligibility to serve on the school’s governing body, the Advisory School Council.

The School recognizes that children learn best when parents are engaged in their educat ion. To help parents and guardians become great coaches for theirchildren, and to invite parent part icipat ion in all aspects of school life, the School features:

Special Saturday and/or evening classes: Scheduled at the beginning of the year, these sessions allow parents to attend/experience school w ith theirchildren.

Part icipat ion in school decision-making: Aspire includes parent representat ives on the Advisory School Council and parent part icipat ion on various schoolcommittees

Opportunit ies to evaluate the School and its staff: Each spring, parents are asked to complete a survey evaluat ing the School, the principal, and theirchild’s teachers. The survey results are reviewed by the School staff as w ell as Aspire’s Leadership and are a factor in personnel and instruct ional decisions.

Regular communicat ion about student learning and behavior: parents, students and teachers meet at least tw ice a year during Student Led Conferencesto plan and assess the students’ learning progress and determine goals. In addit ion, the School staff w ill call parents regularly, both to provide posit ivereinforcement for academic growth and to inform parents when students make choices that do not match the School’s behavior and academicexpectat ions.

In addit ion, the School creates ways for families to invest some t ime in volunteer service each year. The School provides a variety of opportunit ies to matchdifferent skills and interests w ith needs. Examples include helping in classrooms, leading extra-curricular act ivit ies, coaching sports teams, assist ing w ith eventplanning, attending field trips, and attending SSC meetings, serving on parent committees, fundraising, and communicat ing w ith other parents.

Aspire Ollin has a School Site Council which is an opportunity for parents to get involved and make their voices heard. Parents are allowed to hold electedposit ions for two-year terms on the School Site Council. SSC meetings occur mult iple t imes throughout the year and consist of parents, staff and teachers andstudents.

Aspire Ollin also has an English Learners Advisory Council (ELAC) for parents of EL students. This allows parents to provide input on EL programming.

The school regularly communicates all of this information w ith flyers, signs, robo-calls, and an interact ive web passed parent communicat ion tool calledParentSquare.


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High school graduat ion rates

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 11.4% 11.5% 10.7%

Graduat ion Rate 0.00 0.00 0.00 18.70 21.30 15.70 80.44 80.95 82.27

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2012-13 2013-14 2014-15-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


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State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Suspensions 0.5 1.4 1.2 4.4 3.8 3.7

Expulsions 0.0 0.0 0.0 0.1 0.1 0.1

Suspensions

2013-14 2014-15 2015-160.0

1.0

2.0

3.0

4.0

5.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

It is the policy of Aspire Public Schools (“Aspire”) to strive for the highest safety standards and to provide a safe workplace for all employees and a safe school forall students. Aspire has developed a comprehensive Injury and Illness Prevent ion Program (“IIP Program”) to achieve this end. The goal of this program is tominimize the frequency and severity of employee and student accidents and to comply w ith the laws and regulat ions that pertain to our operat ions. The programhas been designed to eliminate physical hazards from the work and school environment and train all employees in safe work pract ices. Aspire Principals have theult imate responsibility for the implementat ion and enforcement of the IIP Program at their school site. Aspire Office Managers are responsible for the recordkeeping and coordinat ion of the safety training programs at their school site. It is the responsibility of all Aspire employees to bring any unsafe act ions, pract ices,or condit ions to the attent ion of his/her manager or supervisor.

DISASTER PLANS- School Safety Plans are written and revised annually, and disaster plans are located in each classroom. Each plan is site and classroom specificand covers such disasters as fire safety, earthquake safety, flood, severe weather warnings, electrical failure, gas line problems, water main breaks, watercontaminat ion, chemical spills, lockdown and shoot ing incidents, bomb threats, explosions, and intruders.

The School Safety Plan was reviewed, updated and discussed w ith faculty in August 2016.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Federal Intervention Program (School Year 2016-17)Federal Intervention Program (School Year 2016-17)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2012-2013 2012-2013

Year in Program Improvement Year 2 Year 2

Number of Schools Current ly in Program Improvement N/A 1

Percent of Schools Current ly in Program Improvement N/A 100.0%


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* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information isreported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2015-16)


*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2013-14 2014-15 2015-16

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English 32.0 0 16 6 32.0 0 14 9 32.0 0 12 11

Mathematics 32.0 0 12 5 31.0 0 7 3 32.0 0 13 13

Science 32.0 0 13 4 32.0 0 10 8 30.0 1 8 5

Social Science 32.0 0 8 4 31.0 0 9 4

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 2.0 50.0

Counselor (Social/Behavioral or Career Development) 2.0 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.0 N/A

Psychologist 1.0 N/A

Social Worker 0.0 N/A

Nurse 0.0 N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) 5.0 N/A

Other N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $9831.0 $2802.0 $7029.0 $49835.0

District N/A N/A $0.0 $0.0

Percent Difference – School Site andDistrict

-- -- -- --

State N/A N/A $5677.0 $0.0

Percent Difference – School Site and State -- -- -- --


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For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Types of Services Funded (Fiscal Year 2015-16)Types of Services Funded (Fiscal Year 2015-16)

At Ollin University Preparatory Academy, we ensure that all of our students reach our high standards by using the follow ing approaches:

Maximize community and family involvementWe recognize that our students come to learn w ith funds of knowledge gained in their home and community contexts. We know that parents, guardians,families, and community members are our students’ first teachers. We therefore see our parents, guardians, families, and community members as essent ialpartners in the work of college and career readiness and success for all of our students. At OUP, theses partners are not only part icipants, but leaders insupport ing our students to live up to the high expectat ions and goals that we all have established for them.

Utilize inquiry to keep a sharp focus on teaching and learning In order for our students to be prepared to succeed in a college-bound program in secondary school, we know that we must cont inuously focus on evaluat ingeffect ive instruct ional pract ices and the content of that instruct ion. At OUP, data-based inquiry is used to examine the effect iveness of all aspects of our schoolprograms. Data is used to make decisions about instruct ional pract ices, curricular programs, assessment strategies, and discipline policies and procedures. Teachersand school leaders engage in cycles of inquiry to reflect upon and be reflexive about our teaching pract ices.

Create a College-for-Certain culture In order for our students to believe that they w ill attend and be successful in college, we recognize the importance of a College-for Certain culture thatpermeates throughout our school. At OUP, a College-for Certain focus is embedded in the school. Our message is clear to students: We expect ALL of you to besuccessful in college, and you’ll have to work hard to get there. Each classroom operates under a University name. Students take field trips to college campuses,hear speakers talk about college, write research papers on colleges, and are immersed in a college-preparatory curriculum. We emphasize the words “UniversityPreparatory” in our name and “College and Career Readiness” is a constant focus.

Opening doors of possibilit ies to our students of what they can accomplish Truly high expectat ions cannot begin and end w ith mathematics, science, and reading. Our vision of educat ional excellence incorporates and moves beyondliteracy and calculat ions. At Ollin University Prep, we offer and pract ice Transcendental Meditat ion. The Transcendental Meditat ion technique (TM) is a simple, natural, effort less process pract iced 15-20 minutes tw ice daily while sit t ing comfortably w ith eyesclosed. It is unique among techniques of meditat ion, dist inguished by its effort lessness, naturalness and profound effect iveness. The TM technique allows yourmind to sett le inward, beyond thought, to experience the silent reservoir of energy, creat ivity and intelligence found w ithin everyone—a natural state of restfulalertness. During the pract ice, your brain funct ions w ith significant ly greater coherence and your body gains deep rest. The profound mental and physical rest experienced during the pract ice of the TM program effect ively dissolves stress and improves mental and physicalfunct ioning. This results in a w ide variety of benefits.

Teacher and Administrative Salaries (Fiscal Year 2014-15)Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $ $

Mid-Range Teacher Salary $ $

Highest Teacher Salary $ $

Average Principal Salary (Elementary) $ $

Average Principal Salary (Middle) $ $

Average Principal Salary (High) $ $

Superintendent Salary $ $

Percent of Budget for Teacher Salaries 0.0% 0.0%

Percent of Budget for Administrat ive Salaries 0.0% 0.0%

Teacher Salary Chart

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Principal Salary Chart

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http://www.cde.ca.gov/ds/fd/cs/


Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary-1.0

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0.5

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Average Principal Salary

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(Middle)


(High)

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-0.5

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Professional DevelopmentProfessional Development

Professional development for the year is determined based upon the specific and different iated needs of the staff (determined through the evaluat ion processand survey data), the goals of the organizat ion, relevant student achievement, mult iple survey data analysis, and the mission of the school. In-services andworkshops for 2015-2016 were focused on knowledge and skill building for the CCSS, especially the writ ing process, reciprocal teaching, shared inquiry, mathproblem solving, meeting the needs of ELs, different iat ion strategies, and unit planning.

One of Aspire’s core values is Collaborat ion and thus this t ime is a key component of PD. Teacher collaborat ion t ime is built into the PD calendar. This givesteachers the opportunity to plan together, share best pract ices, and reflect on data across content areas or among a shared group of students.

Across the organizat ion, equity and restorat ive pract ices are a major focus areas too. Teachers also took advantage of mult iple offerings in the community throughLACOE, LAUSD, educat ional organizat ions, other districts, and universit ies. Instruct ional assistants and after school teachers are also encouraged and incent ivizedto part icipate in professional development at the site or regional level, and non-teaching staff receive annual training in operat ional and organizat ional topics, aswell as instruct ionally relevant matters. Please note that mandated staff trainings covering Sexual Harassment, Bloodborne Pathogen Exposure Prevent ion and Child Abuse: Mandatory Report ing aredelivered annually to all staff through the SafeSchools Online Training portal.


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