SARC Report for Aveson Global Leadership Academy AGLA SARC Report.pdfAveson Global Leadership Academy By February 1 of each year, every school in California is required by state law

Aveson Global Leadership Academy

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

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

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

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

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2014-15 School Year

Published During 2015-16

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 , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, highschool 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.

Kate Bean, Executive DirectorPrincipal, Aveson Global Leadership Academy

In 2014-15, Aveson Global Leadership Academy served over 400 diverse students in a sett ing that received nat ionalrecognit ion for delivering on the ambit ious promise to personalize learning for all students. Aveson's highly dedicated staffworked hard to both target instruct ion for every student 's dist inct needs as well as set the condit ions for students totake agency over their learning. Community engagement cont inued its robust and diverse tradit ion of forging strongrelat ionships w ith parents and community members as well as realizing extraordinary experiences for all students includingstudent-led conferences, community days, celebrat ions of learning and right of passage trips locally and internat ionally.

Aveson's culture is created and sustained through our community's commitment to our Guiding Principles:

? Vision means seeing what could be and what w ill be and living the difference.? There is no such thing as too much truth.? How you say it is as important as what you say.? When ident ifying problems, offer strategies and solut ions.? Everyone's t ime is valuable.? Your commitment is to make others around you successful.? Our growth together requires us to grow individually.? Integrity is everything

Sebast ian Cognetta, Ed.D.

Director, Aveson School of Leaders

Aveson Global Leadership Academy575 West Altadena Dr.Altadena, CA 91001-4203

Phone: 323-371-1772E-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]

2014-15 SARC - Aveson Global Leadership Academy

Page 2 of 27

Last updated: 1/6/2016


About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name Pasadena Unified

Phone Number (626) 396-3600

Superintendent Brian McDonald

E-mail Address [email protected]

Web Site www.pusd.us

School Contact Information - Most Recent Year

School Name Aveson Global Leadership Academy

Street 575 West Altadena Dr.

City, State, Zip Altadena, Ca, 91001-4203

Phone Number 323-371-1772

Principal Kate Bean, Execut ive Director

E-mail Address [email protected]

Web Site http://www.aveson.org

County-District-School (CDS) Code

19648810113464

School Description and Mission Statement - Most Recent YearSchool Description and Mission Statement - Most Recent Year

Aveson redefines teaching and learning so all children have the opportunity to experience an exemplary public educat ion. We provide the right instruct ion forevery student every day by support ing innovat ive teaching methods and a personalized, experience-based learning environment to ensure no child is leftunknown.

Aveson Global Leadership Academy(AGLA) is a 6th-12th grade school located in Altadena, California. The 420 students attending AGLA recieve a site basededucat ion on the California Common Core Standards(CCCS). The mission of AGLA is provide students w ith a Personalized Mastery Learning experience.Personalized Mastery Learning(PML) is the collaborat ion between the teacher and student to determine the what, how and when the student learns best. Toensure the most personalized experience, AGLA is designed w ith class size average between 22-28 and provide each teacher/advisor w ith an instruct ionalassistant. Students work towards mastery of Learning Outcomes based on the CCCS. Mastery is determined through evidence of the learning outcome andreflect ion on the learning process.

High school students at AGLA are offered and encourage to take A-G UC/CSU required classes as well as extending the learning through passion and interestsprojects. Every graduate of AGLA has been accepted to one of their top three college choices. Graduates from AGLA report being very well prepared to succeedin college due to their Personalized Mastery Learning experience.

The second mission of Aveson Global Leadership Academy is to provide act ion research to the educat ion community on the effect iveness of Personalized MasteryLearning. AGLA was recent ly featured in the book, “Learning Personalized: The Evolut ion of the Contemporary Classroom. Since that t ime, several schools anddistricts have connected w ith AGLA as thought partners in the field of personalized learning. Aveson is committed to share information and work w ith any schoolworking to individualize learning for their students.


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www.pusd.us


http://www.aveson.org



Student Enrollment by Grade Level (School Year 2014-15)Student Enrollment by Grade Level (School Year 2014-15)

Grade Level Number of Students

Grade 6 70

Grade 7 65

Grade 8 84

Grade 9 67

Grade 10 51

Grade 11 49

Grade 12 27

Total Enrollment 413

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 120

10

20

30

40

50

60

70

80

90

Student Enrollment by Student Group (School Year 2014-15)Student Enrollment by Student Group (School Year 2014-15)

Student Group Percent of Total Enrollment

Black or African American 16.2 %

American Indian or Alaska Nat ive 1.5 %

Asian 3.4 %

Filipino 1.0 %

Hispanic or Lat ino 25.9 %

Native Hawaiian or Pacific Islander 1.0 %

White 35.8 %

Two or More Races 0.5 %

Socioeconomically Disadvantaged 34.9 %

English Learners 2.2 %

Students w ith Disabilit ies 19.4 %

Foster Youth 0.7 %

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Foster Youth

16%

1%3%1%

25%

1%

35%

34%

2%

19%


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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

2013-14

2014-15

2015-16

2015-16

With Full Credent ial 15 13 11 11

Without Full Credent ial 2 6 7 7

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

2 6 7 7

2013-14 2014-15 2015-160.0

2.5

5.0

7.5

10.0

12.5

15.0

17.5Teachers 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

Indicator2013-

142014-

152015-

16

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


Page 5 of 27

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.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)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 TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 72.0% 33.0%

All Schools in District 72.0% 33.0%

High-Poverty Schoolsin District

0.0% 0.0%

Low-Poverty Schoolsin District

0.0% 0.0%


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School Facility Good Repair Status - Most Recent YearYear and month in which data were collected: January 2016

Overall Facility Rate - Most Recent YearYear and month in which data were collected: January 2016

School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

Aveson Global Leadership Academy is located at the northeast corner of Altadena Drive and Lincoln Avenue in Altadena, California. The 22,000 square foot, twostory facility was designed and built to support AGLA’s Personalized Mastery Learning model. Each of the 16, 1,000 square foot classrooms have three learningspaces. One large room and two smaller breakout room allow for whole group, small group, individual and peer instruct ion. The safety, cleanliness and adequacy ofthe facility are guaranteed by Aveson’s maintenance and custodial team. Inspect ions by the Execut ive Director and the Director of Facilit ies are conducted bi-weekly. At the support team meeting each week, facilit ies issues and updates are discussed result ing in an act ion plan for correct ion or implementat ion.

In the summer of 2015, six offices were added to the building in order to increase student support services such as counseling and learning intervent ion. Theschool plans to improve the property by adding more shade for students through the addit ion of awnings on two sides of the building.

Routine maintenance and small upgrades w ill ensure the facility remains in good repair.

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):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); andThe percentage of pupils 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. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

English Language Arts / Literacy (grades 3-8 and 11) 45.0% 36.0% 44.0%

Mathematics (grades 3-8 and 11) 19.0% 28.0% 33.0%


Page 8 of 27


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 students that did not receive a score; however the number of students tested is not the number that was used tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

ELA- ELA- Grade 6Grade 6

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 72 70 97.2% 20.0% 21.0% 33.0% 23.0%

Male 72 40 55.6% 18.0% 25.0% 45.0% 10.0%

Female 72 30 41.7% 23.0% 17.0% 17.0% 40.0%

Black or African American 72 7 9.7% -- -- -- --

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

Asian 72 5 6.9% -- -- -- --

Filipino 72 2 2.8% -- -- -- --

Hispanic or Lat ino 72 15 20.8% 33.0% 33.0% 33.0% 0.0%

Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 72 34 47.2% 9.0% 15.0% 29.0% 44.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Socioeconomically Disadvantaged 72 21 29.2% 33.0% 33.0% 14.0% 14.0%

English Learners 72 3 4.2% -- -- -- --

Students w ith Disabilit ies 72 11 15.3% 45.0% 18.0% 18.0% 18.0%

Students Receiving MigrantEducat ion Services

0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 9 of 27





ELA - Grade 7ELA - Grade 7

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 74 67 90.5% 25.0% 25.0% 42.0% 6.0%

Male 74 36 48.6% 31.0% 22.0% 44.0% 3.0%

Female 74 31 41.9% 19.0% 29.0% 39.0% 10.0%


American Indian or Alaska Nat ive 74 1 1.4% -- -- -- --

Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 74 22 29.7% 14.0% 32.0% 36.0% 18.0%

Two or More Races 74 1 1.4% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 10 of 27






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 83 81 97.6% 36.0% 28.0% 26.0% 10.0%

Male 83 51 61.4% 33.0% 31.0% 25.0% 10.0%

Female 83 30 36.1% 40.0% 23.0% 27.0% 10.0%

Black or African American 83 14 16.9% 71.0% 21.0% 0.0% 7.0%


Asian 83 2 2.4% -- -- -- --

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%


Native Hawaiian or Pacific Islander 83 1 1.2% -- -- -- --

White 83 24 28.9% 13.0% 33.0% 33.0% 21.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 11 of 27






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 49 26 53.1% 23.0% 27.0% 35.0% 8.0%

Male 49 16 32.7% 31.0% 25.0% 31.0% 6.0%

Female 49 10 20.4% -- -- -- --



Asian 49 0 0.0% -- -- -- --

Filipino 49 1 2.0% -- -- -- --

Hispanic or Lat ino 49 4 8.2% -- -- -- --

Nat ive Hawaiian or Pacific Islander 49 1 2.0% -- -- -- --

White 49 10 20.4% -- -- -- --

Two or More Races 49 0 0.0% -- -- -- --

Socioeconomically Disadvantaged 49 9 18.4% -- -- -- --

English Learners 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Students w ith Disabilit ies 49 8 16.3% -- -- -- --


0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 12 of 27





Mathematics - Grade 6Mathematics - Grade 6

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 72 70 97.2% 27.0% 41.0% 21.0% 9.0%

Male 72 39 54.2% 23.0% 54.0% 15.0% 5.0%

Female 72 31 43.1% 32.0% 26.0% 29.0% 13.0%



Asian 72 5 6.9% -- -- -- --

Filipino 72 2 2.8% -- -- -- --



White 72 33 45.8% 12.0% 42.0% 36.0% 9.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 13 of 27






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 74 67 90.5% 61.0% 16.0% 15.0% 7.0%

Male 74 36 48.6% 61.0% 25.0% 8.0% 6.0%

Female 74 31 41.9% 61.0% 6.0% 23.0% 10.0%



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 74 22 29.7% 45.0% 14.0% 27.0% 14.0%

Two or More Races 74 1 1.4% -- -- -- --





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 14 of 27






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 83 81 97.6% 63.0% 26.0% 6.0% 2.0%

Male 83 51 61.4% 59.0% 29.0% 6.0% 4.0%

Female 83 30 36.1% 70.0% 20.0% 7.0% 0.0%

Black or African American 83 14 16.9% 71.0% 21.0% 0.0% 0.0%


Asian 83 2 2.4% -- -- -- --

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%


Native Hawaiian or Pacific Islander 83 1 1.2% -- -- -- --

White 83 24 28.9% 46.0% 38.0% 13.0% 4.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 15 of 27






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 49 18 36.7% 72.0% 22.0% 0.0% 6.0%

Male 49 11 22.4% 73.0% 18.0% 0.0% 9.0%

Female 49 7 14.3% -- -- -- --



Asian 49 0 0.0% -- -- -- --

Filipino 49 1 2.0% -- -- -- --

Hispanic or Lat ino 49 4 8.2% -- -- -- --

Nat ive Hawaiian or Pacific Islander 49 1 2.0% -- -- -- --

White 49 4 8.2% -- -- -- --

Two or More Races 49 0 0.0% -- -- -- --

Socioeconomically Disadvantaged 49 5 10.2% -- -- -- --

English Learners 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


Page 16 of 27



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. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests Results by Student Group in Science (School Year 2014-15)

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. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Standards Tests for All Students in Science – Three-Year ComparisonCalifornia 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)


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

Science (grades 5, 8, and 10) 51.0% 50.0% 42.0% 50.0% 52.0% 49.0% 59.0% 60.0% 56.0%

Student Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 49.0%

All Students at the School 42.0%

Male 51.0%

Female 24.0%

Black or African American 7.0%

American Indian or Alaska Nat ive --

Asian --

Filipino --

Hispanic or Lat ino 58.0%

Native Hawaiian or Pacific Islander --

White 50.0%

Two or More Races --

Socioeconomically Disadvantaged 47.0%

English Learners --

Students w ith Disabilit ies --

Students Receiving Migrant Educat ion Services --

Foster Youth --

Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2014-15 Pupils Enrolled in Courses Required for UC/CSU Admission 48.0%

2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0%


Page 17 of 27



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 areas of English, mathematics, and physical educat ion


California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced


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

English Language Arts 52.0% 58.0% 51.0% 52.0% 37.0% 37.0% 57.0% 56.0% 58.0%

Mathematics 50.0% 50.0% 47.0% 50.0% 38.0% 37.0% 60.0% 62.0% 59.0%

English Language Arts Percent of Students Scoring at Proficient orAdvanced

2012-13 2013-14 2014-150

10

20

30

40

50

60

Mathematics Percent of Students Scoring at Proficient or Advanced

2012-13 2013-14 2014-150

10

20

30

40

50

60


Page 18 of 27




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 High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (if

applicable)applicable)

Student Group

English Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA 51.0% 22.0% 27.0% 50.0% 31.0% 19.0%

All Students at the School 49.0% 22.0% 29.0% 53.0% 31.0% 16.0%

Male 48.0% 21.0% 31.0% 45.0% 39.0% 16.0%

Female 50.0% 25.0% 25.0% 71.0% 14.0% 14.0%

Black or African American 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

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

Asian 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 29.0% 36.0% 36.0% 63.0% 25.0% 13.0%

Native Hawaiian or Pacific Islander 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

White 45.0% 27.0% 27.0% 36.0% 50.0% 14.0%

Two or More Races 75.0% 0.0% 25.0% 64.0% 18.0% 18.0%

Socioeconomically Disadvantaged 55.0% 9.0% 36.0% 58.0% 17.0% 25.0%

English Learners 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Students w ith Disabilit ies 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Students Receiving Migrant Educat ionServices

0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

California Physical Fitness Test Results (School Year 2014-15)California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

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

7 25.8% 25.8% 24.2%

9 29.3% 24.1% 12.1%


Page 19 of 27



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 - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

AGLA employs a Parent Involvement Coordinator ([email protected]) to solicit parent feedback via annual sat isfact ion surveys and public community forums.The Parent Involvement Coordinator also ensures at least seven community events annually led by one or more of the fourteen Aveson Community Act ionTeams. The Act ion Teams co-sponsored the follow ing events: Bingo Night, Student-led Conferences, Celebrat ions of Learning, W inter Wonderland Dance,Science Fair, Spring Soiree, June Jubilee, W inter Formal, Prom, 8th grade Right of Passage trip, 11th-12th grade Panama trip, and graduat ions.

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

Indicator


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Dropout Rate 25.0% 14.3% 20.0% 13.2% 9.2% 11.1% 13.1% 11.4% 11.5%

Graduat ion Rate 66.70 71.40 70.00 78.90 0.00 0.00 78.87 80.44 80.95

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

2011-12 2012-13 2013-1410

20

30

40

50

60

70

80Dropout Rate

Graduation Rate


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Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Student Group

Graduating Class of 2014


All Students 90 78 84

Black or African American 50 85 76

American Indian or Alaska Nat ive 125 100 78

Asian 0 82 92

Filipino 100 97 96

Hispanic or Lat ino 0 74 81

Native Hawaiian or Pacific Islander 50 0 83

White 78 86 89

Two or More Races 85 75 82

Socioeconomically Disadvantaged 100 76 81

English Learners 82 29 50

Students w ith Disabilit ies 97 60 61

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 - Most Recent Year

Suspensions and ExpulsionsSuspensions and Expulsions


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

Suspensions 0.0 0.0 0.0 6.8 6.4 4.9 5.1 4.4 3.8

Expulsions 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1

Suspensions

2012-13 2013-14 2014-150

1

2

3

4

5

6

7School Suspensions

District Suspensions

State Suspensions

Expulsions

2012-13 2013-14 2014-150.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

The health and safety of our community is of paramount importance at Aveson. For this reason, the Governing Board has adopted a Comprehensive Safe SchoolPlan which w ill be implemented by school staff along w ith related policies and regulat ions. The plan and stated regulat ions are incorporated in the EmployeeHandbook and Parent-Student Handbook which are also disseminated annually. The health and safety policies and procedures include, but are not limited to:

Requirement of all enrolling students provide immunizat ion documents to the extent required for enrollment in a public school. Requirement of all staff to have required inoculat ions upon employment. Requirement for all staff to have a current negat ive TB result in accordance w ith Educat ion Code Sect ion 49406. Policies and procedures for school-w ide training in response to natural disasters and other emergencies, including civil unrest, fires, earthquakes and related seismicsafety. Training for staff related to prevent ing contact w ith blood-borne pathogens. Requirement for all instruct ional and administrat ive staff to receive and have on file current First Aid and CPR training. Ident ificat ion of specific staff who w ill be trained in the administrat ion of prescript ion drugs and other medicines. Ident ificat ion of specific staff who w ill check for lice. Fingerprint ing and criminal background check shall be conducted prior to employment of every employee as required by Educat ion Code Sect ion 44237. Fingerprint ing and criminal background checks may also be conducted on volunteers who work direct ly w ith students out of the direct supervision of acredent ialed employee. Contractors shall be fingerprinted and receive criminal background clearance in accordance w ith Educat ion Code Sect ion 45125.1 Health screenings, including vision and hearing shall be conducted in conformance w ith state law.Child Abuse and Neglect Report ing: Aveson administrators and employees are responsible for complying w ith the Child Abuse and Neglect Report ing Act, CaliforniaPenal Code Sect ion 11164 Et. Seq, as well as any other applicable legal requirements. Aveson facilit ies shall meet applicable federal, state and local building and safety codes and requirements, including, but not limited to, the Americans w ithDisabilit ies Act, AHERA, and playground safety in accordance w ith Educat ion Code Sect ion 47610.


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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.

Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall No No

Met Part icipat ion Rate - English Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics No Yes

Met Percent Proficient - English Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate Yes

Met Graduat ion Rate N/A N/A

Federal Intervention Program (School Year 2015-16)Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2011-2012

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 20

Percent of Schools Current ly in Program Improvement N/A 87.0%


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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 2014-15)

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

*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.

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

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

2012-13 2013-14 2014-15

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 20.0 8 12.0 23 4

Mathematics 9.0 22 11.0 22 6 1

Science 17.0 12 17.0 5 4 1

Social Science 13.0 19 18.0 13 6

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

Academic Counselor 1.0

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

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) 1.0 N/A

Other N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $8723.5 $985.6 $7738.0 $54293.0

District N/A N/A $0.0 $70542.0

Percent Difference – School Site andDistrict

N/A N/A -- --

State N/A N/A $5348.0 $71529.0

Percent Difference – School Site and State N/A N/A -- --

Teacher and Administrative Salaries (Fiscal Year 2013-14)Teacher and Administrative Salaries (Fiscal Year 2013-14)


Page 25 of 27


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

Professional Development – Most Recent Three Years

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $41,415 $43,062

Mid-Range Teacher Salary $60,566 $67,927

Highest Teacher Salary $85,450 $87,811

Average Principal Salary (Elementary) $108,937 $110,136

Average Principal Salary (Middle) $109,039 $115,946

Average Principal Salary (High) $115,962 $124,865

Superintendent Salary $247,200 $211,869

Percent of Budget for Teacher Salaries 33.0% 39.0%

Percent of Budget for Administrat ive Salaries 6.0% 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

20000

40000

60000

80000

100000

120000

Aveson is committed to providing professional development opportunit ies for all educators. A robust professional development effort includes opportunit ies inresearched-based instruct ional strategies, technological competencies, Common Core State Standards implementat ion, Project-based Learning, and SocialEmotional Learning. Aveson also provides an induct ion program (Beginning Teacher Support and Assessment - BTSA) for first year and second year teachers, aswell as a variety of professional development act ivit ies that are grade or discipline specific.

The format in which educators receive Professional Development is mult i-faceted. Educators part icipate in a four day inst itute providing general sessions, targetedand personalized sessions as well as embedded preparat ion and collaborat ion opportunit ies. Addit ionally, a full-t ime coach provides instruct ional coaching,demonstrat ion lessons, observat ion and feedback. Educators receive coaching on a rout ine basis.

Weekly collaborat ion sessions embedded w ithin the school day serve as a third support available for Professional Development. In collaborat ion, educators discussspecific student data, make informed decisions about instruct ion and research and apply best pract ices. In accordance w ith adult learning theory, educators at Aveson are provided to self-direct their Professional Development, as well. Through provided Professionaloutcomes and rubrics, educators gather and create evidence of their competencies and reflect on their growth as educators. Through this self-directedcompetency-based model, educators are empowered to priorit ize their Professional Development needs.

Aveson also part icipates and benefits from Professional Development provided by our Special Educat ion Local Plan Area, Desert Mountain SELPA. Desert Mountainprovides Aveson w ith Professional Development in Special Educat ion as well as school-w ide Posit ive Behavior Intervent ion and Supports. Both on and off-siteProfessional Development opportunit ies are provided by Desert Mountain.


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



Page 27 of 27

Documents

SARC Report for Aveson Global Leadership Academy AGLA SARC Report.pdfAveson Global Leadership Academy By February 1 of each year, every school in California is required by state law