SARC Report for Santa Clarita Valley InternationalFilipino 1.3 % Hispanic or Latino 31.5 % Native...

Santa Clarita Valley International

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.

Lisa Latimer, School Director (lower school)Principal, Santa Clarita Valley International

Kimberly Matthes, Upper School Director

Lisa Lat imer, Lower School Director

Santa Clarita Valley Internat ional28060 Hasley Canyon Rd., Ste. 200Castaic, CA 91384-4577

Phone: 661-705-4820E-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: 1/31/2017


About This School

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

District Contact Information (School Year 2016-17)

District Name William S. Hart Union High

Phone Number (661) 259-0033

Superintendent Vicki Engbrecht

E-mail Address vengbrecht@hartdistrict .org

Web Site www.hartdistrict .org

School Contact Information (School Year 2016-17)

School Name Santa Clarita Valley Internat ional

Street 28060 Hasley Canyon Rd., Ste. 200

City, State, Zip Castaic, Ca, 91384-4577

Phone Number 661-705-4820

Principal Lisa Lat imer, School Director (lower school)

E-mail Address [email protected]

Web Site www.scvcharterschool.org

County-District-School (CDS) Code

19651360117234

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

"Free to Think, Inspired to Lead"

We are a people of purpose, establishing a new paradigm for educat ion. We are a caring culture that values community, which contributes to a better society. Our focus on developing empayth allows for respect and invites an engaging, posit ive, rich environment. We believe people are natural-born leaders. Weprovide opportunit ies for discovery and wonder to nurture a lifelong love of learning. Success is demonstrated through leadership, self-direct ion, problem-solvingskills, creat ivity, collaborat ion, innovat ion, and service. We embrace stepping out of our comfort zone. And ... we value joy, fun, choice, and voice, and wecelebrate that our differences contribute to our common humanity.

2015-16 SARC - Santa Clarita Valley International

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www.hartdistrict.org


www.scvcharterschool.org



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

Grade Level Number of Students

Kindergarten 54

Grade 1 71

Grade 2 58

Grade 3 65

Grade 4 86

Grade 5 78

Grade 6 83

Grade 7 94

Grade 8 83

Grade 9 86

Grade 10 90

Grade 11 78

Grade 12 52

Total Enrollment 978

KindergartenGrade

1

Grade

2

Grade

3

Grade

4

Grade

5

Grade

6

Grade

7

Grade

8

Grade

9

Grade

10

Grade

11

Grade

12

0

20

40

60

80

100

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 2.6 %

American Indian or Alaska Nat ive 0.3 %

Asian 1.9 %

Filipino 1.3 %

Hispanic or Lat ino 31.5 %

Native Hawaiian or Pacific Islander 0.0 %

White 52.9 %

Two or More Races 7.6 %

Other 1.9 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 29.5 %

English Learners 5.3 %

Students w ith Disabilit ies 12.1 %

Foster Youth 0.3 %


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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 42 34 23

Without Full Credent ial 5 12 11

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

0 0 0

2014-15 2015-16 2016-170

5

10

15

20

25

30

35

40

45Teachers 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 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2014-15 2015-16 2016-17-1.0

-0.5

0.0

0.5

1.0Misassignments 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: January 2017

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 83.0% 17.0%

All Schools in District 68.0% 32.0%

High-Poverty Schoolsin District

50.0% 50.0%

Low-Poverty Schoolsin District

86.0% 14.0%

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.

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own Assigned

Copy

Reading/Language ArtsGuided level readers-2015

Daily 5- 2009

7 Habits- 2010

Words Their Way- 2009

Yes 0.0 %

MathematicsKhan Academy Online

CPM- Online

Yes 0.0 %

ScienceBIE-2009

Yes 0.0 %

History-Social ScienceBIE

Yes 0.0 %

Foreign LanguageDPL

0.0 %

HealthDPL

0.0 %

Visual and Performing ArtsDPL

0.0 %

Science Lab Eqpmt (Grades9-12)

N/A N/A 0.0 %


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School Facility Good Repair StatusYear and month of the most recent FIT report: January 2017

Overall Facility RateYear and month of the most recent FIT report: January 2017

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

School Facility Condit ions and Planned Improvements (School Year 2016-2017)

W ith the expansion of the campus to include a separate Upper School Campus, the overall school facility current ly occupies 6 buildings. The campus is in excellentrepair and maintenance is performed regularly to ensure a safe and clean facility for the learners. The facility is constant ly being assessed to determine the needfor growth, expansion, and/or repairs.

We recent ly took occupancy of a new building and beaut ified the interior. We added garden boxes around all 6 buildings, and constructed an indoor "EnchantedForest"

We have plans to add a designated outdoor Art space and creat ive areas.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

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

Good

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) 35.0% 40.0% 62.0% 67.0% 44.0% 48.0%

Mathematics (grades 3-8 and 11) 22.0% 22.0% 43.0% 47.0% 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.

CAASPP Test Results in ELA by Student Group CAASPP Test Results in ELA by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

ELA - Grade 3ELA - Grade 3

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

All Students 65 58 89.2% 22.2%

Male 33 31 93.9% 13.3%

Female 32 27 84.4% 33.3%

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

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

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Lat ino 12 10 83.3% 10.0%

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

White 38 33 86.8% 25.8%

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

Socioeconomically Disadvantaged 19 19 100.0% 21.1%

English Learners -- -- -- --

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

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

Foster Youth -- -- -- --


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All Students 90 80 88.9% 25.7%

Male 50 45 90.0% 24.4%

Female 40 35 87.5% 27.6%



Asian -- -- -- --




White 44 38 86.4% 25.8%




Students w ith Disabilit ies 16 14 87.5% 7.1%




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All Students 79 73 92.4% 26.7%

Male 39 35 89.7% 30.0%

Female 40 38 95.0% 23.3%



Asian -- -- -- --




White 47 43 91.5% 25.7%








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ELA- ELA- Grade 6Grade 6


All Students 85 79 92.9% 54.3%

Male 44 41 93.2% 52.6%

Female 41 38 92.7% 56.3%



Asian -- -- -- --




White 41 37 90.2% 65.5%








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All Students 93 87 93.6% 52.0%

Male 50 48 96.0% 40.5%

Female 43 39 90.7% 66.7%



Asian -- -- -- --




White 43 42 97.7% 57.6%








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All Students 87 77 88.5% 50.0%

Male 41 37 90.2% 50.0%

Female 46 40 87.0% 50.0%



Asian -- -- -- --




White 42 38 90.5% 51.9%








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All Students 79 63 79.8% 43.6%

Male 39 33 84.6% 32.1%

Female 40 30 75.0% 55.6%



Asian -- -- -- --




White 51 43 84.3% 55.6%




Students w ith Disabilit ies 13 10 76.9% --




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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.



CAASPP Test Results in Mathematics by Student GroupCAASPP Test Results in Mathematics by Student Group

Grades Three through Eight and Grade Eleven (School Year 2015-16)Grades Three through Eight and Grade Eleven (School Year 2015-16)

Mathematics - Grade 3Mathematics - Grade 3


All Students 65 58 89.2% 15.8%

Male 33 31 93.9% 16.1%

Female 32 27 84.4% 15.4%



Asian -- -- -- --


Hispanic or Lat ino 12 10 83.3% --


White 38 33 86.8% 15.6%








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All Students 90 80 88.9% 14.9%

Male 50 45 90.0% 16.3%

Female 40 35 87.5% 12.9%



Asian -- -- -- --




White 44 38 86.4% 17.7%








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All Students 79 72 91.1% 11.3%

Male 39 35 89.7% 16.1%

Female 40 37 92.5% 6.5%



Asian -- -- -- --




White 47 42 89.4% 13.9%








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All Students 85 80 94.1% 26.5%

Male 44 42 95.5% 29.0%

Female 41 38 92.7% 23.3%



Asian -- -- -- --




White 41 37 90.2% 27.6%








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All Students 94 88 93.6% 43.6%

Male 50 48 96.0% 41.9%

Female 44 40 90.9% 45.7%



Asian -- -- -- --




White 43 41 95.4% 48.6%








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All Students 87 77 88.5% 26.2%

Male 41 37 90.2% 25.8%

Female 46 40 87.0% 26.5%



Asian -- -- -- --




White 42 38 90.5% 31.0%








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All Students 79 63 79.8% 12.7%

Male 39 33 84.6% 17.2%

Female 40 30 75.0% 7.7%



Asian -- -- -- --




White 51 43 84.3% 16.7%








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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) 62.0% 55.0% 51.0% 77.0% 75.0% 69.0% 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced

All Students 257 229 89.1% 51.1%

Male 121 110 90.9% 53.6%

Female 136 119 87.5% 48.7%



Asian -- -- -- --



Native Hawaiian or Pacific Islander 0 0 0.0% 0.0%

White 144 130 90.3% 51.5%

Two or More Races 20 19 95.0% 57.9%




Students Receiving Migrant Educat ionServices

0 0 0.0% 0.0%


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

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

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


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Courses for University of California (UC) and/or California State University (CSU) AdmissionCourses for University of California (UC) and/or California State University (CSU) Admission

UC/CSU Course Measure Percent

2015-16 Pupils Enrolled in Courses Required for UC/CSU Admission 240.0%

2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission 100.0%


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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


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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; andHigh school graduat ion rates

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

SCVi seeks to provide revolut ionary educat ion through creat ivity, innovat ion, and connect ivity to the real-world. Family partnerships through serious andmeaningful engagement are also at the forefront of the school’s progressive charge and have helped lead the way to the successful fulfillment of its mission.Parents are involved in mult iple ways as SCVi. Some parents serve on our Governing Board while some take part in our Star Search where they interview andprovide input in staff hiring. Below are some of the many ways that parents have become involved in SCVi. Parents are encouraged to contribute their creat ivityand special talents to support our school’s vision. After School Programs: Responsible for interfacing w ith the after school program representat ives and sett ing aschedule of classes. Ambassador Program: Responsible for giving tours at SCVi, promoting the school to potent ial parents and aiding new parents during their firstyear at SCVi. Community Event Coordinator: Responsible for promoting the school at community events. E-script: Promote this grocery store fundraising programto the school community and assist in sign ups. Family Directory: Responsible for creat ing and maintaining a Family Directory. Free Fundraising: Responsible forfinding, implementing and promoting free fundraisers that support the school. Examples: Box Tops, ink cartridge recycling and Screamin Daily Deals Fundraising-Family Fun Restaurant Nights: Responsible for organizing SCVi night at a local restaurant, promoting the event to the school community and providing volunteersat the event. Focus is on reducing waste, reusing resources, recycling, compost ing and school beaut ificat ion. Lost and Found: Coordinates volunteer efforts forthe lost and found, helps to keep lost items organized and facilitates the periodic donat ions of lost and found items. Lunchroom Coordinator: In charge of gett ingvolunteers to assist during luncht ime. Cafe volunteer: In charge assist ing w ith our recess and luncht ime act ivit ies and clean up. Mult icultural Feast: Responsible forcoordinat ing volunteers and donat ions for this popular SCVi Family Event. Room Parent Coordinator: Responsible for overseeing room parents to make sure theyare on task for upcoming school events. Snack Shack: Responsible for selling snacks during recess. 9:30-11:30 Spirit Wear: Responsible for preorders and deliveryof Spirit Wear. Sports and Clubs: Small school sports team and after-school clubs. Staff and Teacher Appreciat ion: Recognize staff and teachers throughout theschool year and during nat ional appreciat ion week. Valet: Assist ing students in and out of cars during drop off and pick up.

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% 14.7% 7.1% 1.7% 1.1% 1.2% 11.4% 11.5% 10.7%

Graduat ion Rate 0.00 82.40 92.90 80.44 80.95 82.27

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

100


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2012-13 2013-14 2014-150

20

40

60

80

100Dropout Rate

Graduation Rate


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Completion of High School Graduation Requirements - Graduating Class of 2015 Completion of High School Graduation Requirements - Graduating Class of 2015

(One-Year Rate)(One-Year Rate)

Student Group School District State

All Students 100 83 85

Black or African American 100 67 77

American Indian or Alaska Nat ive 100 72 75

Asian 0 94 99

Filipino 0 96 97

Hispanic or Lat ino 93 70 84

Native Hawaiian or Pacific Islander 0 93 85

White 100 94 87

Two or More Races 100 99 91

Socioeconomically Disadvantaged 100 69 77

English Learners 0 56 51

Students w ith Disabilit ies 100 76 68

Foster Youth -- -- --


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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 2.6 2.3 2.2 2.2 1.5 1.2 4.4 3.8 3.7

Expulsions 0.0 0.0 0.0 0.1 0.1 0.1 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

SCVi annually updates its School-w ide Safety Plan, which includes mult iple areas of safety, such as, arrival and departure procedures, various emergency situat ions,child abuse report ing, and disciplinary procedures and policies. We rout inely conduct evacuat ion procedures. School emergency exit routes are posted in allclassrooms and office facilit ies.


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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.

Average Class Size and Class Size Distribution (Elementary)

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

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

Indicator School District

Program Improvement Status

First Year of Program Improvement

Year in Program Improvement

Number of Schools Current ly in Program Improvement N/A

Percent of Schools Current ly in Program Improvement N/A --

2013-14 2014-15 2015-16

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 12.0 9 2 0 10.0 6 0 0

1 9.0 5 0 0 12.0 4 0 0

2 13.0 5 0 0 9.0 5 0 0

3 10.0 5 0 0 14.0 5 0 0

4 12.0 5 0 0 12.0 4 0 0

5 13.0 5 0 0 13.0 4 0 0

6 37.0 1 8 5 18.0 11 10 0

Other 13.0 1 0 0 13.0 2 0 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 48.0 0 3 4 20.0 7 4 0 25.0 1 2

Mathematics 30.0 4 2 5 14.0 2 1 0 25.0 1 3 1

Science 46.0 1 2 4 22.0 7 8 1 25.0 2

Social Science 28.0 2 2 2 19.0 13 6 0 25.0 2

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

Academic Counselor 1.0 220.0

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

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) N/A

Psychologist 1.0 N/A

Social Worker N/A

Nurse 1.0 N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) 3.0 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 $8914.3 -- -- --

District N/A N/A $0.0 $75163.0

Percent Difference – School Site andDistrict

-- -- -- --

State N/A N/A $5677.0 $77824.0

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

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


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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/ .

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $45,577 $46,184

Mid-Range Teacher Salary $70,840 $75,179

Highest Teacher Salary $92,178 $96,169

Average Principal Salary (Elementary) $ $

Average Principal Salary (Middle) $129,725 $124,243

Average Principal Salary (High) $143,879 $137,939

Superintendent Salary $234,700 $217,637

Percent of Budget for Teacher Salaries 37.0% 35.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000


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



*Where there are student course enrollments of at least one student.

Advanced Placement (AP) Courses (School Year 2015-16)Advanced Placement (AP) Courses (School Year 2015-16)

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science N/A

English N/A

Fine and Performing Arts N/A

Foreign Language N/A

Mathematics N/A

Science N/A

Social Science N/A

All Courses --


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Professional DevelopmentProfessional Development

SCVi provides extensive professional development for its staff before the academic year begins and throughout the year. 10 days before the start of school eachyear are dedicated to professional development. In addit ion, every week the staff meets for TED Talks. TED Talks are part of the professional development thatfocuses on the “Big Ideas” or the “Why” of what we do here at SCVi. We believe this is a unique and crit ical part of keeping and advancing the vision of SCVi sothat we cont inue to be on the cutt ing edge of educat ion. Staff is also provided and encouraged to take t ime to visit other schools, including but not limited toour newer sister schools, and programs to advance their skills and understandings.


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SARC Report for Santa Clarita Valley InternationalFilipino 1.3 % Hispanic or Latino 31.5 % Native...

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