2016 School Accountability Report Card · 2015-16 School Accountability Report Card for Transitional Learning ... test data, enrollment, high school graduates, dropouts ... Teacher

2015-16 School Accountability Report Card for Transitional Learning Center Page 1 of 11

Transitional Learning CenterSchool Accountability Report Card

Reported Using Data from the 2015-16 School YearPublished During 2016-17

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 and 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 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 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.

About This School

Contact Information (School Year 2016-17)

School Contact Information

School Name------- Transitional Learning Center

Street------- 1735 Lake Tahoe Blvd.

City, State, Zip------- South Lake Tahoe, CA 96150

Phone Number------- (530) 543-2267

Principal------- Chad Houck

E-mail Address------- [email protected]

Web Site------- www.ltusd.org

CDS Code 09-61903-0930107


District Contact Information

District Name------- Lake Tahoe Unified School District

Phone Number------- (530) 541-2850

Superintendent-------

Dr. James R. Tarwater

E-mail Address------- [email protected]

Web Site------- www.ltusd.org

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

The Transitional Learning Center, TLC, located in the Central Sierra Mountains at Lake Tahoe in the Lake Tahoe Unified School District, is a small continuation high school providing students who for various reasons have been unable to succeed in the traditional comprehensive programs with support to reach their goals of high school completion and successful transition to post-secondary educational and career options.

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

Grade Number ofLevel Students

Grade 10 1

Grade 11 6

Grade 12 9

Total Enrollment 16

Student Enrollment by Group (School Year 2015-16)

Student Percent ofGroup Total Enrollment

Black or African American 0

American Indian or Alaska Native 12.5

Asian 0

Filipino 0

Hispanic or Latino 68.8

Native Hawaiian or Pacific Islander 0

White 18.8

Two or More Races 0

Socioeconomically Disadvantaged 68.8

English Learners 43.8

Students with Disabilities 56.3

Foster Youth 0


A. Conditions of Learning

State Priority: BasicThe SARC provides the following information relevant to the Basic State Priority (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

School DistrictTeachers

2014-15 2015-16 2016-17 2016-17

With Full Credential 7 8 5 216

Without Full Credential 0 0 0 0

Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2014-15 2015-16 2016-17

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant 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 2015-16)

Percent of Classes In Core Academic SubjectsLocation of Classes

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 100.0 0.0

All Schools in District 100.0 0.0

High-Poverty Schools in District 100.0 0.0

Low-Poverty Schools in District 100.0 0.0Note: 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.

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

Year and month in which data were collected: October 25, 2016

The staff of TLC has a regular procedure for review of textbooks that ensures adequate supply, and current, up-to-date materials of high quality. Currently, the Globe-Fearon Pacemaker series in English, Math, Science, and Social Science are the foundation of the standards-based curriculum. Additionally, the comprehensive high school textbooks shown on the following pages are available for TLC use.

CURRICULUM IMPROVEMENTThe focus of TLC has been in the areas of course completion, student behavior and attendance. Additionally, with the increase in CTE (Career Technical Education) programs on site, it is anticipated all TLC students will be part of a CTE pathway.

INSTRUCTIONThe staff has worked very closely to ensure TLC curricula meet the state’s frameworks and California standards.


TLC, in concert with all of the other schools in the Lake Tahoe Unified School District, has revised, updated, and disseminated the School Safety Plan that includes comprehensive, site specific as well as district-wide guidelines in order to be prepared in the event of local or national emergencies.

Subject Textbooks and Instructional Materials/Year of Adoption

FromMost Recent

Adoption?

Percent of StudentsLacking Own

Assigned Copy

Reading/Language Arts Holt Rinehart & Winston (2003), Literature and Language Arts, Third Course: English 1, Honors English1; Holt, Rinehart, and Winston (2003) Literature and Language Arts, Fourth Course: English 2, Honors English 2; Holt, Rinehart, and Winston (2003) Literature and Language Arts, Fifth course: English 3, AP Language and Composition; Holt, Rinehart, and Winston (2003) Literature and Language Arts, Sixth course: AP Literature and Composition.

Yes 0

Mathematics Houghton Mifflin (6/2001), MathSteps, Level 6, Applications of High School Math, General Math, grade 9; Addison Wesley/Scott Foresman (7/1999), A Fundamental Approach, Basic Math, grade 9; Houghton Mifflin (7/1999), Applications of High School Math, Basic Math, grade 9; Houghton Mifflin (6/2001), MathSteps, level 7, Math 1, grades 9-12; Glencoe McGraw Hill (6/2001), Mathematics, Applications and Connections & Glencoe Interactive Units, Math 1, grades 9-12; Holt Rinehart Winston (7/1999), Pre-Algebra, grades 9-10; Houghton Mifflin/McDougal Littell (7/2003), CA Mathematics: Concepts and Skills, Intro to Algebra, grades 9-12; Houghton Mifflin/McDougal Littell (7/2003), Algebra I, Applications, Equations, Graphs, Intro to Algebra, grades 9-12; Holt Rinehart & Winston (7/1999), Algebra One Interactions, Algebra 1a-1b, grades 9-12; Houghton Mifflin (7/1999), Basic Algebra, grades 10-11; Houghton Mifflin/McDougal Littell (6/2002), Algebra 1-2, grades 9-12; McDougal Littell/Houghton Mifflin (6/2002), Algebra, Algebra 3-4, grades 10-12; Holt Rinehart Winston (6/2002), Geometry, grades 9-12; VonHoltzbrinck (8/2004), The Practice of Statistics, AP Statistics, grades 11-12; Scott Foresman Addison Wesley (7/2002), Graphical, Numerical, Algebraic, AP Calculus, grade 12; Prentice Hall (7/2002), Calculus, grade 12; Houghton Mifflin/McDougal Littell (3/2004), Advanced Math: Pre-Calculus with Discrete Mathematics and Data Analysis, Math Analysis-Trigonometry, grades 11-12.

Yes 0


Subject Textbooks and Instructional Materials/Year of Adoption

FromMost Recent

Adoption?

Percent of StudentsLacking Own

Assigned Copy

Science Holt Rinehart & Winston (6/2001), Science Spectrum: A Physical Approach, Physical Science, grade 9; DC Heath/Houghton Mifflin (6/2001), Earth Science, Physical Science, grade 9; Kendall/Hunt (9/2004) Global Science: Energy, Resources, Environment, Environmental Science, grade 10; DC Heath/Houghton Mifflin (9/2004), Life Science: The Challenge of Discovery, Environmental Science, grade 10; Prentice Hall (8/2004), Biology, grades 10-12; DC Heath/Houghton Mifflin (7/1999), Heath Chemistry, Chemistry 1-2, grades 10-12; Holt Rinehart & Winston (7/1999), Chemistry, Principles and Reactions, Chemistry 3-4, grades 11-12; Holt Rinehart Winston (7/1999), Physics, grades 11-12; Logal (7/1999), Interactive Physics, grades 11-12.

Yes 0

History-Social Science Prentice Hall (7/1999), World Geography, Geography, grade 9; Glencoe/McGraw Hill (7/1999), World History-The Human Experience, Modern World History, grade 10; McMillan/McGraw Hill(7/1999), American Odyssey, 20th Century US History, grade 11; Holt Rinehart & Winston (7/1999), Economics, Economics and International Political Problems, grade 12.

Yes 0

Foreign Language NA

Health NA

Visual and Performing Arts NA

Science Laboratory Equipment(grades 9-12)

NA

School Facility Conditions and Planned Improvements (Most Recent Year)

The Transitional Learning Center began at STHS in 1992 funded by grants designed to implement a small and necessary school within a school. TLC is housed in classrooms on the high school campus. Policies are in place regarding campus safety, fire drill exercises, earthquake preparedness and campus supervision. All efforts to insure building safety, cleanliness and adequacy have been successful. Clearly defined emergency plans have been refined by the district-wide committee and the School Safety Committee. Regular drills take place to prepare for unforeseen, hazardous events.

School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year)Year and month of the most recent FIT report: December 2016

Repair StatusSystem Inspected

Good Fair PoorRepair Needed and

Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces X


School Facility Good Repair Status (Most Recent Year)Year and month of the most recent FIT report: December 2016

System InspectedRepair Status Repair Needed and

Action Taken or PlannedGood Fair Poor

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical X

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials X

Structural: Structural Damage, Roofs X

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: December 2016

Exemplary Good Fair PoorOverall Rating

X X

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] System, which includes the

Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students 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

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

Percent of Students Meeting or Exceeding the State Standards(grades 3-8 and 11)

School District StateSubject

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

English Language Arts/Literacy 0 -- 45 45 44 48

Mathematics 0 32 33 34 36Note: 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 Test Results in ELA by Student GroupGrades Three through Eight and Grade Eleven (School Year 2015-16)

Number of Students Percent of StudentsStudent Group Grade

Enrolled Tested Tested Standard Met or Exceeded

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 of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated 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 statistical accuracy or to protect student privacy.

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

CAASPP Test Results in Mathematics by Student GroupGrades Three through Eight and Grade Eleven (School Year 2015-16)

Number of Students Percent of StudentsStudent Group Grade

Enrolled Tested Tested Standard Met or Exceeded

All Students 11 11 5 45.5Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated 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 statistical accuracy or to protect student privacy.

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

CAASPP Test Results in Science for All Students

Percent of Students Scoring at Proficient or Advanced(meeting or exceeding the state standards)

School District StateSubject

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

Science (grades 5, 8, and 10) -- 48 54Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades 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 statistical accuracy or to protect student privacy.

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

StudentGroup

TotalEnrollment

# of Studentswith Valid Scores

% of Studentswith Valid Scores

% of StudentsProficient or

Advanced

All Students 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 students who scored at Proficient or Advanced on the science assessment divided by the total number of students with 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 statistical accuracy or to protect student privacy.


Career Technical Education Programs (School Year 2015-16)

TLC students are encouraged to participate in ROP/CTE courses/pathways available through the comprehensive high school. Courses/pathways include Sports Medicine, Culinary Arts, Dental, Construction, Automotive, Media and Design Arts, Performing Arts, Production and Managerial Arts, Architectural Design, and Computers/Finance. The CTE programs are fully articulated with local and regional post-secondary institutions, and all students participate in the high school capstone Senior Project as a graduation requirement.

Career Technical Education Participation (School Year 2015-16)

Measure CTE ProgramParticipation

Number of pupils participating in CTE 25

% of pupils completing a CTE program and earning a high school diploma 90

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education 100%

Courses 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 42.11

2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission 0

State Priority: Other Pupil OutcomesThe SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):

• Pupil outcomes in the subject areas of physical education.

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

Percent of Students Meeting Fitness StandardsGradeLevel Four of Six Standards Five of Six Standards Six of Six Standards

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.

C. Engagement

State Priority: Parental InvolvementThe SARC provides the following information relevant to the Parental Involvement State Priority (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 (School Year 2016-17)

The Transitional Learning Center (TLC) began at STHS in 1992 funded by grants designed to implement a small and necessary school within a school. The TLC is embedded in the high school facility as several teachers and students are integrated into the comprehensive high school master schedule. Students and families are encouraged to participate in a variety of activities coordinated with the comprehensive high school, explore college and career options through the Career and Technical Education programs offered at the high school, as well as participate in coordinated college and career planning courses and events with our local and regional community colleges. For more information on the TLC, please the school at (530) 543-2246.

State Priority: Pupil EngagementThe SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5):

• High school dropout rates; and• High school graduation rates.


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

School District StateIndicator

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

Dropout Rate 11.80 10.20 6.30 11.80 10.20 6.30 11.40 11.50 10.70

Graduation Rate 84.87 84.03 91.18 84.87 84.03 91.18 80.44 80.95 82.27

Completion of High School Graduation Requirements - Graduating Class of 2015 (One-Year Rate)

Graduating Class of 2015Group

School District State

All Students 96 94 86

Black or African American 0 100 78

American Indian or Alaska Native 0 100 78

Asian 0 80 93

Filipino 100 90 93

Hispanic or Latino 100 93 83

Native Hawaiian/Pacific Islander 0 0 85

White 40 94 91

Two or More Races 0 100 89

Socioeconomically Disadvantaged 100 89 66

English Learners 100 64 54

Students with Disabilities 81 87 78

State Priority: School ClimateThe SARC provides the following information relevant to the School Climate State Priority (Priority 6):

• Pupil suspension rates;• Pupil expulsion rates; and• Other local measures on the sense of safety.

Suspensions and Expulsions

School District StateRate

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

Suspensions------- 20.0 9.3 0.0 5.3 3.8 4.9 4.4 3.8 3.7

Expulsions------- 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1

School Safety Plan (School Year 2016-17)

The Safety Plan for the Transitional Learning Center is incorporated into the South Tahoe High School Safety Plan. Policies are in place regarding campus safety, fire drill exercises, earthquake preparedness and campus supervision. All efforts to ensure building safety, cleanliness and adequacy have been successful. Clearly defined emergency plans have been refined by the district-wide committee and the School Safety Committee. Regular drills take place to better prepare for unforeseen, hazardous events.

The site maintains a trained Incident Management Team and responds to emergencies according to the Incident Command System as per the National Incident Management System. The Lake Tahoe Unified School District’s Emergency Operational Plan is updated regularly using the Bowmac REDI for School Emergencies website and communicates with the public through the Blackboard Connect-Ed phone contact system. The school and district work in partnership with local and state law enforcement and fire agencies in addition to the public and private sectors to ensure a safe and peaceful school.


D. Other SARC Information

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Federal Intervention Program (School Year 2016-17)

Indicator School District

Program Improvement Status In PI

First Year of Program Improvement 2007-2008

Year in Program Improvement* Year 3

Number of Schools Currently in Program Improvement N/A 5

Percent of Schools Currently in Program Improvement N/A 100.0Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Secondary)

2013-14 2014-15 2015-16

Number of Classrooms Number of Classrooms Number of ClassroomsSubject Avg.ClassSize 1-22 23-32 33+

Avg.ClassSize 1-22 23-32 33+

Avg.ClassSize 1-22 23-32 33+

English-----------------

5 6 7 4 12 2

Mathematics----------

4 6 9 2 1 13 2

Science-----------------

1 3 1 4 7 1

Social Science----------

2 13 3 10 3 11Note: 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.

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

Title Number of FTEAssigned to School

Average Number of Students perAcademic Counselor

Academic Counselor------- 0.236 19

Counselor (Social/Behavioral or Career Development) 0 N/A

Library Media Teacher (Librarian) 0 N/A

Library Media Services Staff (Paraprofessional) 0 N/A

Psychologist------- 0 N/A

Social Worker------- 0 N/A

Nurse------- 0 N/A

Speech/Language/Hearing Specialist 0 N/A

Resource Specialist------- 0 N/A

Other------- 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 2014-15)

Expenditures Per PupilLevel

Total Supplemental/Restricted

Basic/Unrestricted

AverageTeacherSalary

School Site------- $10,567 $2,376 $8,191 $78,837

District------- N/A N/A $7,495 $71,620

Percent Difference: School Site and District N/A N/A 9.3 10.1

State------- N/A N/A $5,677 $67,348

Percent Difference: School Site and State N/A N/A 44.3 17.1Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2015-16)

The Transitional Learning Center provides students with close monitoring and wrap around support through a collaboration with several community based organizations, as well as through access to numerous CTE pathways to ensure all students receive the support they need to succeed academically, socially, and in life.

Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary $44,098 $42,063

Mid-Range Teacher Salary $67,393 $64,823

Highest Teacher Salary $93,919 $84,821

Average Principal Salary (Elementary) $99,299 $101,849

Average Principal Salary (Middle) $142,087 $107,678

Average Principal Salary (High) $109,094 $115,589

Superintendent Salary $180,434 $169,152

Percent of Budget for Teacher Salaries 41% 35%

Percent of Budget for Administrative Salaries 5% 6%For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

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 coursesCells with N/A values do not require data.

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

Professional Development (Most Recent Three Years)

Transitional Learning Center instructors participate in both annual district organized staff development, as well as ongoing training, support and technical assistance as needed.

Documents

2016 School Accountability Report Card · 2015-16 School Accountability Report Card for Transitional Learning ... test data, enrollment, high school graduates, dropouts ... Teacher