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2014 – 15School Accountability Report Card
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California Department of EducationSchool Accountability Report Card
Reported Using Data from the 2014–15 School YearPublished During 2015–16
Goethe International Charter School
Address: 12500 Braddock Drive, LA, CA 90066 Phone: 310-306-3484Principal: Gwenis Laura Grade Span: TK-5
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 about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
➢ For more information about SARC requirements, see the California Department of Education (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 additional information about the school, parents/guardians and community members should contact the school principal or the district office.
DataQuestDataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. 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 AccessInternet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.
Throughout this document the letters DPL mean data provided by the LEA, and the letters DPC mean data provided by the CDE.
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About This School
District Contact Information – Most Recent YearDistrict Name Los Angeles Unified School DistrictPhone Number 213-241-1000Superintendent Michelle KingE-mail Address [email protected] Site www.lausd.net
School Contact Information – Most Recent YearSchool Name Goethe International Charter SchoolStreet 12500 Braddock DriveCity, State, Zip Los Angeles, California, 90066Phone Number 310-306-3484Principal Gwenis LauraE-mail Address [email protected] Site www.goethecharterschool.orgCounty-District-School (CDS) Code 19647330117978
School Description and Mission Statement – Most Recent YearGoethe International Charter School was founded by a dedicated group of parents who sought a rigorous International Baccalaureate curriculum framework for their children, combined with dual immersion in German. The Charter was approved by the Los Angeles Unified School District in July 2008 and renewed for another five years on February 12, 2013. Today Goethe serves approximately 437 students in grades TK-Grade 5. Our enrollment is reflective of our international focus. Approximately 25% of the students are native German speakers with over 16 languages spoken in the homes.
The mission of GICS is to foster a multi-lingual and international educational environment that advances the knowledge and critical thinking of our students and prepares them to be self-motivated citizens who will thrive in the global world. GICS is an International Baccalaureate authorized, WASC accredited and California Distinguished School. The IB Primary Years Program philosophy is a commitment to structures, purposeful inquiry as the leading vehicle for learning. Six trans disciplinary themes of global significance provide the framework for exploration and study. The IB PYP curriculum is delivered in a 50/50 am/pm language immersion model with German as the target language.
As we look towards continuous improvement of our written, taught and assessed curriculum we reflect on our achievements as well as acknowledge areas of challenge and focus.
Student Enrollment by Grade Level (School Year 2014–15)Grade Level Number of Students
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Kindergarten 58Grade 1 79Grade 2 99Grade 3 45Grade 4 77Grade 5 43Grade 6 NAGrade 7 NAGrade 8 NAUngraded Elementary NAGrade 9 NAGrade 10 NAGrade 11 NAGrade 12 NAUngraded Secondary NATotal Enrollment 401
Student Enrollment by Student Group (School Year 2014–15)
Student Group Percent ofTotal Enrollment
Black or African American 35American Indian or Alaska Native 0Asian 15Filipino 0Hispanic or Latino 129Native Hawaiian or Pacific Islander 0White 178Two or More Races 82Socioeconomically Disadvantaged 143English Learners 137Students with Disabilities 28Foster Youth 0
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A. Conditions of Learning
State Priority: BasicThe SARC provides the following information relevant to the State priority: Basic (Priority 1):
Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
Pupils have access to standards-aligned instructional materials; and
School facilities are maintained in good repair
Teacher Credentials
Teachers School2013–14
School2014–15
School2015–16
District2015–16
With Full Credential 11 12 18 25,019Without Full Credential 6 6 9 700Teaching Outside Subject Area of Competence (with full credential) 0 0 0 TBD
Teacher Misassignments and Vacant Teacher PositionsIndicator 2013–14 2014–15 2015–16
Misassignments of Teachers of English Learners 0 0 0Total Teacher Misassignments* 0 0 0Vacant Teacher Positions 0 0 0Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014–15)
Location of ClassesPercent of Classes In Core
Academic Subjects Taught by
Highly Qualified Teachers
Percent of Classes In Core Academic Subjects
Not Taught byHighly Qualified Teachers
This School 72% 28%All Schools in District 90.12% 9.88%High-Poverty Schools in District 89.93% 10.07%Low-Poverty Schools in District 96.76% 3.24%Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.
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Quality, Currency, Availability of Textbooks and Instructional Materials – Most Recent Year
Year and month in which the data were collected: December 2015 .
SubjectTextbooks and Instructional
Materials/year of Adoption
From Most Recent Adoption?
Percent Students Lacking Own
Assigned Copy
Reading/Language Arts
Open Court, Treasures, non fiction, fiction and other literature: Lucy Caulkins
units of study (Readers and Writers workshop), Fountas & Pinnell
Within the last 2 yearsOngoing through Scholastic Fountas & Pinnell Reading Intervention Kits Grade 1-4
N/A
MathematicsHarcourt, manipulatives, Envision Common Core
math
Envision Math in Grades K-5
School wide envision Math implementation complete in
Aug 2015
N/A
Science Harcourt, FOSS Within the last 5 years N/A
History-Social Science McGraw-Hill, IB Units of inquiry With in the last 5 years N/A
Foreign LanguageGerman text and worksheets from
international publishers: teacher created curriculum
Ongoing on an annual basisN/A
Health N/A N/A N/A
Visual and Performing Arts N/A N/A N/A
Science Laboratory Equipment (grades 9-12) N/A N/A
N/A
Note: Cells with N/A values do not require data.
School Facility Conditions and Planned Improvements – Most Recent Year
GICS is co-located on an LAUSD facility on the campus of the Marina del Rey Middle School under Proposition 39. In 2010-2011, GICS was granted use of 17 classrooms and an office, plus shared use of the lunch arbor, fields, playground, library and multi-purpose room. GICS has a specific shared use agreement with LAUSD that defines access to all facilities.
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School Facility Good Repair Status – Most Recent YearUsing the most recent FIT data (or equivalent), provide the following:
Determination of repair status for systems listed Description of any needed maintenance to ensure good repair The year and month in which the data were collected The overall rating
Year and month in which the data were collected: DPL .
System InspectedRepair Needed and
Action Taken or PlannedGood Fair Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer X
Interior: Interior Surfaces XCleanliness: Overall Cleanliness, Pest/ Vermin Infestation
X
Electrical: Electrical XRestrooms/Fountains: Restrooms, Sinks/ Fountains XSafety: Fire Safety, Hazardous Materials XStructural: Structural Damage, Roofs XExternal: Playground/School Grounds, Windows/ Doors/Gates/Fences
X
Overall Facility Rate – Most Recent Year
Year and month in which the data were collected: DPL .
Overall Rating Exemplary Good Fair PoorX
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B. Pupil Outcomes
State Priority: Pupil AchievementThe SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); and
The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
California Assessment of Student Performance and Progress Results for All Students (School Year 2014–15)
Subject Percent of Students Meeting or Exceeding the State StandardsSchool District State
English Language Arts/Literacy (grades 3-8 and 11) 66% 33% 44%
Mathematics (grades 3-8 and 11) 69% 25% 33%
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 for statistical accuracy or to protect student privacy.
CAASPP Assessment Results – English Language Arts (ELA)Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014–15)ELA - Grade 3
Student GroupsTotal
EnrollmentNumber Tested
Percent Tested
PercentAchievement
Level 1*
PercentAchievement
Level 2*
PercentAchievement
Level 3*
PercentAchievement
Level 4*All Students 97 92 94.8% 10% 30% 34% 26%Male 97 41 42.3% 7% 27% 34% 32%Female 97 51 52.6% 12% 33% 33% 22%Black or African American 97 14 14.4% 29% 29% 36% 7%American Indian or Alaska Native
Asian 97 2 2.1% -- -- -- --Filipino 97 3 3.3% -- -- -- --Hispanic or Latino 97 23 23.7% 17% 39% 30% 13%Native Hawaiian or Pacific Islander 97 NA NA NA NA NA NAWhite 97 35 36.1% 3% 24% 34% 40%Two or More Races 97 15 15.0% 0% 33% 27% 40%Socioeconomically Disadvantaged 97 33 34.0% 18% 39% 27% 15%
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English Learners 97 13 13.4% 8% 69% 15% 8%Students with Disabilities 97 9 9.3% -- -- -- --Students Receiving Migrant Education Services
N/A N/A N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A N/A N/A
ELA - Grade 4
Student GroupsTotal
EnrollmentNumber Tested
Percent Tested
PercentAchievement
Level 1*
PercentAchievement
Level 2*
PercentAchievement
Level 3*
PercentAchievement
Level 4*All Students 45 43 95.6% 12% 19% 16% 53%Male 45 24 53.3% 17% 21% 13% 50%Female 45 19 42.2% 5% 16% 21% 58%Black or African American 45 4 8.9% -- -- -- --American Indian or Alaska Native 45 -- -- -- -- -- --Asian 45 1 2.2% -- -- -- --Filipino 45 1 2.2% -- -- -- --Hispanic or Latino 45 9 20.0% -- -- -- --Native Hawaiian or Pacific Islander 45 -- -- -- -- -- --White 45 20 44.4% 0% 20% 10% 70%Two or More Races 45 8 17.8% -- -- -- --Socioeconomically Disadvantaged 45 8 17.8% -- -- -- --English Learners 45 4 8.9% -- -- -- --Students with Disabilities 45 5 11.1% -- -- -- --Students Receiving Migrant Education Services
N/A N/A N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A N/A N/A
ELA - Grade 5
Student GroupsTotal
EnrollmentNumber Tested
Percent Tested
PercentAchievement
Level 1*
PercentAchievement
Level 2*
PercentAchievement
Level 3*
PercentAchievement
Level 4*All Students 51 49 96.1% 8% 16% 27% 47%Male 51 22 43.1% 9% 18% 27% 45%
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Female 51 27 52.9% 7% 15% 26% 48%Black or African American 51 2 3.9% -- -- -- --American Indian or Alaska Native 51 -- -- -- -- -- --Asian 51 -- -- -- -- -- --Filipino 51 -- -- -- -- -- --Hispanic or Latino 51 12 23.5% 17% 33% 33% 17%Native Hawaiian or Pacific Islander 51 -- -- -- -- -- --White 51 27 52.9% 7% 11% 19% 59%Two or More Races 51 8 15.7% -- -- -- --Socioeconomically Disadvantaged 51 16 31.4% 19% 31% 31% 19%English Learners 51 3 5.9% -- -- -- --Students with Disabilities 51 5 9.8% -- -- -- --Students Receiving Migrant Education Services
N/A N/A N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A N/A N/A
CAASPP Assessment Results – MathematicsDisaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014–15)Mathematics - Grade 3
Student GroupsTotal
EnrollmentNumber Tested
Percent Tested
PercentAchievement
Level 1*
PercentAchievement
Level 2*
PercentAchievement
Level 3*
PercentAchievement
Level 4*All Students 97 92 94.8% 10% 30% 34% 26%Male 97 41 42.3% 7% 27% 34% 32%Female 97 51 52.6% 12% 33% 33% 22%Black or African American 97 14 14.4% 29% 29% 36% 7%American Indian or Alaska Native
Asian 97 2 2.1% -- -- -- --Filipino 97 3 3.3% -- -- -- --Hispanic or Latino 97 23 23.7% 17% 39% 30% 13%Native Hawaiian or Pacific Islander 97 NA NA NA NA NA NAWhite 97 35 36.1% 3% 24% 34% 40%
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Two or More Races 97 15 15.0% 0% 33% 27% 40%Socioeconomically Disadvantaged 97 33 34.0% 18% 39% 27% 15%English Learners 97 13 13.4% 8% 69% 15% 8%Students with Disabilities 97 9 9.3% -- -- -- --Students Receiving Migrant Education Services
N/A N/A N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A N/A N/A
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Mathematics - Grade 4
Student GroupsTotal
EnrollmentNumber Tested
Percent Tested
PercentAchievement
Level 1*
PercentAchievement
Level 2*
PercentAchievement
Level 3*
PercentAchievement
Level 4*All Students 45 43 95.6% 12% 19% 16% 53%Male 45 24 53.3% 17% 21% 13% 50%Female 45 19 42.2% 5% 16% 21% 58%Black or African American 45 4 8.9% -- -- -- --American Indian or Alaska Native 45 -- -- -- -- -- --Asian 45 1 2.2% -- -- -- --Filipino 45 1 2.2% -- -- -- --Hispanic or Latino 45 9 20.0% -- -- -- --Native Hawaiian or Pacific Islander 45 -- -- -- -- -- --White 45 20 44.4% 0% 20% 10% 70%Two or More Races 45 8 17.8% -- -- -- --Socioeconomically Disadvantaged 45 8 17.8% -- -- -- --English Learners 45 4 8.9% -- -- -- --Students with Disabilities 45 5 11.1% -- -- -- --Students Receiving Migrant Education Services
N/A N/A N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A N/A N/A
Mathematics - Grade 5
Student GroupsTotal
EnrollmentNumber Tested
Percent Tested
PercentAchievement
Level 1*
PercentAchievement
Level 2*
PercentAchievement
Level 3*
PercentAchievement
Level 4*All Students 51 49 96.1% 8% 16% 27% 47%Male 51 22 43.1% 9% 18% 27% 45%Female 51 27 52.9% 7% 15% 26% 48%Black or African American 51 2 3.9% -- -- -- --American Indian or Alaska Native 51 -- -- -- -- -- --Asian 51 -- -- -- -- -- --Filipino 51 -- -- -- -- -- --Hispanic or Latino 51 12 23.5% 17% 33% 33% 17%
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Native Hawaiian or Pacific Islander 51 -- -- -- -- -- --White 51 27 52.9% 7% 11% 19% 59%Two or More Races 51 8 15.7% -- -- -- --Socioeconomically Disadvantaged 51 16 31.4% 19% 31% 31% 19%
English Learners51 3 5.9% -- -- -- --
Students with Disabilities 51 5 9.8% -- -- -- --
Students Receiving Migrant Education Services N/A N/A N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A N/A N/A
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California Standards Tests for All Students in Science – Three-Year Comparison
Subject
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
School District State2012–13 2013–14 2014–15 2012–13 2013–14 2014–15 2012–13 2013–14 2014–15
Science (grades 5, 8, and 10) 81% 85.7% 98% 52% 66% 60% 66%
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 statistical accuracy or to protect student privacy.
California Standards Tests Results by Student Group in Science (School Year 2014–15)
Student Group Percent of Students Scoring at Proficient or Advanced
All Students in the LEA 193All Students at the School 51Male 95%Female 81%Black or African American 3.9%American Indian or Alaska Native --Asian --Filipino --Hispanic or Latino 75%Native Hawaiian or Pacific Islander --White 92%Two or More Races --Socioeconomically Disadvantaged 75%English Learners 87%Students with Disabilities 88%Students Receiving Migrant Education Services N/AFoster Youth N/ANote: 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 statistical accuracy or to protect student privacy.
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Career Technical Education Programs (School Year 2014–15)
Narrative provided by the LEA N/A
Career Technical Education Participation (School Year 2014–15)Measure CTE Program Participation
Number of Pupils Participating in CTE N/APercent of Pupils Completing a CTE Program and Earning a High School Diploma N/A
Percent of CTE Courses Sequenced or Articulated Between the School and Institutions of Postsecondary Education N/A
Courses for University of California and/or California State University AdmissionUC/CSU Course Measure Percent
2014–15 Pupils Enrolled in Courses Required for UC/CSU Admission N/A2013–14 Graduates Who Completed All Courses Required for UC/CSU Admission N/A
State Priority: Other Pupil OutcomeThe SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
Pupil outcomes in the subject areas of English, mathematics, and physical education
California High School Exit Examination Results for Grade Ten Students – Three-Year Comparison (if applicable) – NOT APPLICABLENote: 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 for statistical accuracy or to protect student privacy.
California High School Exit Examination Grade Ten Results by Student Group (School Year 2014–15) (if applicable) NOT APPLICABLENote: 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 for statistical accuracy or to protect student privacy.
California Physical Fitness Test Results (School Year 2014–15)
Grade LevelPercent of Students Meeting Four of SixFitness Standards
Percent of Students Meeting Five of SixFitness Standards
Percent of Students Meeting Six of SixFitness Standards
5 94.2% 90.4% 57.7%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 for statistical accuracy or to protect student privacy.
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C. Engagement
State Priority: Parental InvolvementThe SARC provides the following 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
Opportunities for Parental Involvement – Most Recent Year All parents are members of the GOETHE Parents Association (GPA)/ The GPA facilitates open
communication between the GICS community through monthly meetings where parents share information and have the opportunity to learn more about GICS activities and educational programming.
The GPA and administration hosts quarterly Community Universities that includes instruction on curriculum, school safety and the IB curriculum.
The Administrative Leadership Team host monthly coffee morning chats with the community. The parents elect two GPA members to fill the parent representative seats on the Board of Trustees. GICS has an active: Green Team and Gardening Committee who facilitate regular class and whole
school projects. The GICS Social Emotional Learning Committee actively supports the schools Distinguished Practice:
Positive Discipline Policy – GICS Triadic Agreements. This program forms the foundation upon which the IBO Learner Profiles, Attitudes and Essential Elements of the IBO program is based.
The GICS International Committee support all class units of inquiry and whole school events by hosting and sharing whole school assemblies that reflect: Hispanic Heritage and African American History months and well as the whole school International Flair at the end of each school year.
Parents are nominated and elected onto the school Site Council and participate in the development, implementation and review of the Single Plan for Student Achievement.
GICS encourages active parent involvement through volunteer opportunities. GICS creates opportunities for communication via parent surveys, teachers newsletters, the website and mailed bulletins.
Community Universities: Dec 8 & Jan 19 Grade Level Summative and Culminating assessment tasks Grade Level Field Trips Grade level Units of inquiry 5th Grade IBO PYP Exhibition Whole School events: Jog a thon, Jump Rope for Heart, Friendship Week
State Priority: Pupil EngagementThe SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):
High school dropout rates; and
High school graduation rates
Dropout Rate and Graduation Rate (Four-Year Cohort Rate) NOT APPLICABLE
Indicator School District State2011–12 2012–13 2013–14 2011–12 2012–13 2013–14 2011–12 2012–13 2013–14
Dropout Rate N/A N/A N/A N/A N/A N/A N/A N/A N/AGraduation Rate N/A N/A N/A N/A N/A N/A N/A N/A N/A
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Completion of High School Graduation Requirements – Graduating Class of 2014 NOT APPLICABLE
Group School District StateAll Students DPC DPC DPCBlack or African American DPC DPC DPCAmerican Indian or Alaska Native DPC DPC DPCAsian DPC DPC DPCFilipino DPC DPC DPCHispanic or Latino DPC DPC DPCNative Hawaiian or Pacific Islander DPC DPC DPCWhite DPC DPC DPCTwo or More Races DPC DPC DPCSocioeconomically Disadvantaged DPC DPC DPCEnglish Learners DPC DPC DPCStudents with Disabilities DPC DPC DPCFoster Youth DPC DPC DPC
State Priority: School ClimateThe SARC provides the following information relevant to the State priority: School Climate (Priority 6):
Pupil suspension rates;
Pupil expulsion rates; and
Other local measures on the sense of safety
Suspensions and Expulsions
Rate School District State2012–13 2013–14 2014–15 2012–13 2013–14 2014–15 2012–13 2013–14 2014–15
Suspensions N/A N/A N/A N/A 1.7% .9% NA 5.1% 4.4%Expulsions N/A N/A N/A N/A 0.0% 0.0% NA 0.1% 0.1%
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School Safety Plan – Most Recent Year
GICS is committed to providing a safe, healthy, and protective environment in which every member of the school community will grow and prosper. GICS will ensure the safety of the students and staff by complying with the current LAUSD independent GICS standards and policies for health and safety as well as all state and federal laws.
HEALTH AND SAFETY GUIDELINES: In order to provide safety for all students and staff, GICS will adopt and implement full health and safety procedures and risk management policies at its school site in consultation with its insurance carriers and risk management experts. G The health and safety policy will be reviewed and updated on an annual basis, in consultation with staff and parents. This policy will be distributed to all staff and parents. The following is a summary of the health and safety policies of GICS:
PROCEDURES FOR BACKGROUND CHECKS: Employees and contractors of GICS will be required to submit to a criminal background check and finish a criminal record summary as required by Ed. Code 44237 and 45125.1. New employees not possessing a valid California Teaching Credential must submit two sets of fingerprints to the California Department of Justice for the purpose of obtaining a criminal record summary. The Principal of the school shall monitor compliance with this policy and report to GICS's Board of Directors on a quarterly basis. The Board President shall monitor the fingerprinting and background clearance of the Principal. Volunteers who will volunteer outside of the direct supervision of a credentialed employee shall be fingerprinted and receive background clearance prior to volunteering.
ROLE OF STAFF AS MANDATED CHILD ABUSE REPORTERS: All non-certificated and certificated staff will be mandated child abuse reporters and will follow all applicable reporting laws, the same policies and procedures used by the District. TB TESTING Faculty, staff and volunteers will be tested for tuberculosis prior to commencing employment and working with students as required by Education Code Section 49406. IMMUNIZATIONS All students enrolled and staff will be required to provide records documenting immunizations as is required at public schools pursuant to Health and Safety Code Section 120325-120375, and Title 17, California Code of Regulations Section 6000-6075.
MEDICATION IN SCHOOL: GICS will adhere to Education Code Section 49423 regarding administration of medication in school. VISION, HEARING/SCOLIOSIS Students will be screened for vision, hearing and scoliosis. GICS will adhere to Education Code Section 49450, et seq., as applicable to the grade levels served by the school.
FOOD SERVICE AND OTHER AUXILIARY SERVICES SAFETY: GICS will contract with an outside agency for its food service needs. GICS will be responsible and accountable for filing all documents necessary for operating the food service program, as well as for reimbursement from the State. GICS will ensure that its auxiliary services such as food services, transportation, custodial services are safe and free from hazardous materials.
EMERGENCY PREPAREDNESS: GICS shall adhere to an Emergency Preparedness Handbook drafted specifically to the needs of the school site in conjunction with law enforcement and the Fire Marshall. This handbook shall include, but will not be limited to the following responses: fire, flood, earthquake, terrorist threats and hostage situations. Assuming that the facility chosen for GICS has historically been used as a school site, any existing emergency preparedness plans for that site shall be used as a starting basis for updating the handbook for the Charter School.
BLOOD BORNE PATHOGENS: GICS shall meet state and federal standards for dealing with blood borne pathogens and other potentially infectious materials in the work place. The Board shall establish a written infectious control plan designed to protect employees and students from possible infection due to contact with blood borne viruses, including human immunodeficiency virus ("HIV") and hepatitis B virus ("HBV"). If exposed to blood or other bodily fluids through injury or accident, staff and students shall follow the latest medical protocol for disinfecting procedures.
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DRUG FREE/ALCOHOL FREE/SMOKE FREE ENVIRONMENT: GICS shall function as a drug, alcohol and tobacco free workplace.
COMPREHENSIVE SEXUAL HARASSMENT POLICES AND PROCEDURES: GICS is committed to providing a school that is free from sexual harassment, as well as any harassment based upon such factors as race, religion, creed, color, national origin, ancestry, age, medical condition, marital status, sexual orientation, or disability. GICS will develop a comprehensive policy to prevent and immediately remediate any concerns about sexual discrimination or harassment at GICS (including employee to employee, employee to student, and student to employee misconduct). Misconduct of this nature is very serious and will be addressed in a sexual misconduct policy.
MEDICATION ADMINISTRATION: EPINEPHRINE AUTO INJECTORS: GICS has trained staff on campus to follow all procedures and protocols for Anaphylaxis treatment.
PREPARING FOR AN EMERGENCY: In order to prepare to react in the event of a disaster or emergency situation, we have formulated a site emergency preparedness plan. This plan coordinates all emergency activities of staff and students, and gives each person on site a definite plan of action to be followed in the event of an emergency situation. The staff is trained emergency preparedness throughout the year. We have a well-prepared and tested plan that minimize injuries and loss of life in a major disaster. Therefore, all staff members have become familiar with and trained on the school's Disaster/Emergency Plan Procedures. Staff members should remember that in times of stress, they must remain calm, evaluate the situation, and take action based on the best available information. Be aware that your calm behavior and clear communication will influence the students and other staff members. REMEMBER that your first priority is the safety of the children.
In order to react in the event of a disaster or emergency situation, we formulated a site emergency preparedness plan. This plan coordinates all emergency activities of staff and students, and gives each person on site a definite plan of action to be followed in the event of an emergency situation.ALL staff are familiar with the school’s Disaster/Emergency Plan Procedures.
The safety plan was last reviewed in September 2015. The plan was shared with staff, and support staff at a staff meeting. All rooms have a Emergency folder which includes: Campus Police information, Preparing for an emergency, Emergency response action plans, team assignments, definition of emergency drill duties, instruction and preparation of students, drill schedule, drill student count form, teacher report form, sweep and rescue team report and site map with evacuation routes.
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D. Other SARC InformationThe information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Adequate Yearly Progress Overall and by Criteria (School Year 2014–15)AYP Criteria School District State
Made AYP Overall YES YES YESMet Participation Rate – English Language Arts YES – 98% YES 95% YES 95%Met Participation Rate – Mathematics YES – 99% YES 95% YES 95%Met Percent Proficient – English Language Arts YES – 68% 33:5% 43.7%Met Percent Proficient – Mathematics YES – 56.6% 25.4% 33.4%Met Attendance Rate YES – 95% YES 96% YES 96%Met Graduation Rate N/A YES YES
Federal Intervention Program (School Year 2015–16)Indicator School District
Program Improvement Status N/A N/AFirst Year of Program Improvement N/A N/AYear in Program Improvement N/A N/ANumber of Schools Currently in Program Improvement N/A N/APercent of Schools Currently in Program Improvement N/A N/ANote: Cells with N/A values do not require data.
Average Class Size and Class Size Distribution (Elementary)
GradeLevel
Avg.ClassSize
2012–13Number ofClasses*
Avg.ClassSize
2013–14Number ofClasses*
Avg.ClassSize
2014–15Number ofClasses*
1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+K 23 0 4 0 22.25 0 5 0 29 0 2 01 22.7 0 3 0 24 0 2 0 26.3 0 3 02 23.3 0 3 1 22.75 0 4 0 24.75 0 4 03 23.5 0 2 0 23.5 0 2 0 22.5 0 2 04 23 0 1 0 26 0 2 0 25.6 0 3 05 23 0 1 0 23.5 0 2 0 21.5 0 2 06 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A
Other N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A* Number of classes indicates how many classes fall into each size category (a range of total students per class).
Average Class Size and Class Size Distribution (Secondary) NOT APPLICABLE* 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 is reported by subject area rather than grade level.
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Academic Counselors and Other Support Staff (School Year 2014–15)
Title Number of FTE*Assigned to School
Average Number ofStudents per
Academic CounselorAcademic Counselor 0 N/ACounselor (Social/Behavioral or Career Development) 0 N/A
Library Media Teacher (librarian) 0 N/ALibrary Media Services Staff (paraprofessional) 0 N/A
Psychologist 0 N/ASocial Worker 0 N/ANurse 0 N/ASpeech/Language/Hearing Specialist 0 N/AResource Specialist (non-teaching) 1 N/AOther 0 N/ANote: Cells with N/A values do not require data.
* One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013–14)
LevelTotal
ExpendituresPer Pupil
ExpendituresPer Pupil
(Supplemental/Restricted)
ExpendituresPer Pupil(Basic/
Unrestricted)
AverageTeacherSalary
School Site $7,592.67 $909.46 $6,683.21 $65.477.34District N/A N/A $6,683.21 $65.477.34Percent Difference – School Site and District N/A N/A 0% 0%
State N/A N/A DPC DPCPercent Difference – School Site and State N/A N/A DPL DPL
Note: Cells with N/A values do not require data.
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Types of Services Funded (Fiscal Year 2014–15)Main Goal: All pupils will receive a high quality education in a safe environment that prepares them to be bilingual global citizens. This goal is reflective of our underlying vision that in order for pupils to become life-long learners, who can adapt to the constant changes in a diverse and technology driven global economy, then it is critical that they ascertain the skills of communication, collaboration, critical thinking, creativity and citizenship.
Technology acquisition for all classes and upgrade of wireless internet capacity 5th Grade – iPad (28) & laptop trolley (30) 4th Grade – iPad (28) & laptop trolley (30) 3rd Grade – laptop trolley (30) 2nd Grade – laptop trolley (30) & 16 laptops for center work 1st Grade – laptop trolley (30) & 10 laptops for center work TK/K – 10 laptops for center work. Online subscriptions for student use for: Antolin (German), IXL & Khan Academy (Math), Quizlet (All subjects)
Main Goal: All pupils will attain mastery or demonstrate academic growth towards mastery in core content areas. As pupils move toward becoming proficient 21st century IB learners, We recognize the need to move from teacher-directed, whole group instruction to a balanced learner-centered environment that fosters vibrant engagement, real-life application, and information/communication technologies
Professional Development for all staff as further described in the Professional Development Narrative. School wide resources: Envision Math Program and support material, Readers & Writers Workshop, Fountas &
Pinnell Intervention Kits, English Language Learners Kits, Response to Intervention & Instruction support.
Main goal: Student and parent engagement will be promoted through an increased sense of safety, improved school climate and school connectedness. In order for our pupils to become 21st century IB learners, it is essential that they experience teamwork and participate in culminating UOI sharing across the school, network with other pupils around the world, in order to understand a sense of community to impact the larger local and global context.
Whole School Assemblies Formative and Summative Assessment sharing with parents and the wider community Whole School Culminating Events. German Sister School Lange Tafel project
Instructional Assistants in 13/16 classrooms to support student learningExtended Day program in ELA, Math and German Language Acquisition
Teacher and Administrative Salaries (Fiscal Year 2013–14)
Category DistrictAmount
State AverageFor Districts
In Same CategoryBeginning Teacher Salary $39,788 $41,761Mid-Range Teacher Salary $64,553 $66,895Highest Teacher Salary $78,906 $86,565Average Principal Salary (Elementary) $104,385 $108,011Average Principal Salary (Middle) $114,264 $113,058Average Principal Salary (High) $115,542 $123,217Superintendent Salary $330,000 $227,183Percent of Budget for Teacher Salaries 35.0% 38%
To be provided by LEA
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Percent of Budget for Administrative Salaries 5.0% 5%For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
Advanced Placement Courses (School Year 2014–15) NOT APPLICABLE
Subject Number ofAP Courses Offered*
Percent of StudentsIn AP Courses
Computer Science DPC N/AEnglish DPC N/AFine and Performing Arts DPC N/AForeign Language DPC N/AMathematics DPC N/AScience DPC N/ASocial Science DPC N/AAll Courses DPC DPCNote: Cells with N/A values do not require data.
* Where there are student course enrollments.
Note: AP means Advanced Placement.
Professional Development – Most Recent Three Years2012 – 2013 – A focus on ‘Making the PYP Happen’
Minimum Day Wednesday each week: 3 hours per week: 36 weeks, 180 Hours – Staff PD focuses on the written, taught and assessed curriculum in both English and German.
Collaborative Planning: 100 minutes per week : 36 weeks, 60 Hours – Grade level planning focuses on developing and resourcing units of inquiry and documenting this on the managebac planner
Summer Institute: 6 days, 1 day for new staff, 48 hours – Orientation to the school year, policies, procedures and practices
Total 288 ++ hoursStaff also attended the following:
IBO workshops Visiting Albert Einstein Academy – San Diego Foreign Language Conference All LAUSD mandated trainings
2013 – 2014 – A focus on ‘The Essential Elements of the International Baccalaureate Primary Years Programme
Minimum Day Wednesday each week: 3 hours per week: 36 weeks, 180 Hours – Staff PD focuses on the essential elements of the PYP – Making connections between the Common Core Standards and the units of inquiry across the year.
Collaborative Planning: 100 minutes per week : 36 weeks, 60 Hours – Grade level planning, resourcing, teaching and assessment tools and strategies being incorporated into each unit and the planning of formative and summative assessment sharing with the wider community.
Summer Institute: 6 days, 1 day for new staff, 48 hours Total 288 ++ hours
Staff also attended the following: IBO workshops and regional conference Charter School Conference Visiting local schools in our area ATI training All LAUSD mandated trainings LAX Chamber of Commerce
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2014-2015 Overview – A focus on ‘Assessment & Data to drive instruction’ Closing the achievement gap.
Minimum Day Wednesday each week: 3 hours per week: 36 weeks, 180 Hours – Analyzing student, grade, school wide data from: DRA, Envision Math, Written pieces, UOI summative assessments and CAASPP.
Collaborative Planning: 100 minutes per week : 36 weeks, 60 Hours – Ensuring full articulation of the Common Core Standards within each unit of inquiry for ELA and Math.
Single Subject teacher Year Overviews incorporating the strands of each discipline either as a stand alone subject or embedded in the grade level unit of inquiry.
Summer Institute: 6 days, 1 day for new staff, 48 hours In service Day 8 hours Total 296 ++hours
Staff also attended the following: IBO Professional Development workshops and conference CAWS Conference attendance California Charter Schools Conference Readers & Writers workshop Galileo Training Managebac training
Staff Participate in a staff evaluation process which, includes being a critical friend and a mentor to a colleague. Cross class visits are arranged and teachers are provided with time to observe and provide feedback when visiting other classes and schools.
We have hosted and shared our practices with teachers and administrators from other schools in our local area.
