SARC Report for Sycamore Academy of Science and Cultural Arts · The mission of the Sycamore Academy of Science and Cultural Arts is to prepare a diverse K-8 student population for

Sycamore Academy of Science and Cultural Arts

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.

Barbara Hale, Excutive Director/PrincipalPrincipal, Sycamore Academy of Science and Cultural Arts

Sycamore Academy of Science and Cultural Arts is a highly collaborat ive environment creat ing the highest quality learningcommunity for our students. Our focus is always on meeting the individual needs of each and every child; socially,emotionally and academically. In doing so, we develop strong relat ionships w ith our families.

As a California Public Charter school, we operate independently of any district , however, we have a strong relat ionshipw ith our authorizing district , Lake Elsinore Unified School District . LEUSD honors parent choice in educat ion and supportsour innovat ive opt ion for the community.

The 2013-2014 school year was an excit ing year in educat ion as California cont inued the transit ion from the CaliforniaState Standards to the Common Core Standards. Faculty of Sycamore Academy have been immersed in the CommonCore Standards and developed a student-centered, problem-based, experient ial, collaborat ive curriculum plan aligned toCommon Core expectat ions. Addit ionally, we have cont inued to increase technology and technology training throughoutour school to ensure that every child has the opportunity to grow his/her skills in preparat ion for academics and careers inthe 21st Century.

The Ronald Reagan Charter School Alliance, governing board to Sycamore Academy, has emphasized the need to obtainreal property for the students we serve. During the 2013-2014 school year, the board and administrat ion workeddiligent ly to secure funding and locate property w ith the intent on building a new school site. In September of 2015, wemoved into our beaut iful new site in W ildomar, CA.

Service Learning projects are as important to the provider as they are to the recipient. Through Service Learning,students learn important organizat ion, leadership, management and inter-personal skills, in addit ion to learning about thecommunity and populat ion that they are serving. Sycamore Academy consistent ly supports several outreach and charityorganizat ions, however, we also support student generated/student led projects. Over our brief history students haveinit iated disaster relief support, Animal Shelter drives, community food and coat collect ions and several other communitybenefit events.

About Our SchoolAbout Our School

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

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

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

Each Friday we gather as a school to recognize successes w ithin our learning community and enjoy student performances.Our students develop personal and academic goals at the beginning of each year and receive recognit ion as each goal isachieved. Students are provided the opportunity to perform in front of the school and celebrate each other's uniquetalents.

We believe in transparency and the benefit of honest feedback. We are happy to hear from you regarding theinformation contained w ithin this SARC or answer any quest ions you have about our program.

Sycamore Academy of Science and Cultural Arts23151 Palomar St.W ildomar, CA 92595-7317

Phone: 951-678-5217E-mail: [email protected]

ContactContact

2014-15 SARC - Sycamore Academy of Science and Cultural Arts

Page 2 of 26

mailto:[email protected]

Last updated: 1/25/2016


About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name Lake Elsinore Unified

Phone Number (951) 253-7000

Superintendent Doug Kimberly

E-mail Address [email protected]

Web Site http://www.leusd.k12.ca.us

School Contact Information - Most Recent Year

School Name Sycamore Academy of Science and Cultural Arts

Street 23151 Palomar St.

City, State, Zip Wildomar, Ca, 92595-7317

Phone Number 951-678-5217

Principal Barbara Hale, Excut ive Director/Principal

E-mail Address [email protected]

Web Site www.sycamoreacademycharter.org

County-District-School (CDS) Code

33751760120204

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

The mission of the Sycamore Academy of Science and Cultural Arts is to prepare a diverse K-8 student populat ion for secondary educat ion, college, careers andglobal cit izenship by providing each child w ith knowledge, crit ical skills and fundamental disposit ions to become a self-motivated, competent, lifelong learner.

The vision of our learning community is to provide a sett ing for learning based on construct ivist principles. Students, teachers, staff, community members andparents are act ive part icipants in a community of learners working in a collaborat ive and democrat ic manner. To accomplish this we focus on:

how students learn best;

how teachers guide and challenge students to think and construct meaning from their studies;

how students develop memory and connect information, knowledge and understanding in such a way tat they w ill demonstrate and defend theirunderstandings;

connect ing and expanding studetn learning through school and community based projects.

The staff of Sycamore Academy models life-long learning by promoting and encouraging a dynamic environment where all members of the staff demonstrate theknowledge, crit ical skills and fundamental disposit ions that are the core of our educaitonal and organizat ional values. We push the boundaries of learning beyondthe classroom and into the school and local community. Through robust service-learning, we make real world connect ions that add value to our community.


Page 3 of 26


http://www.leusd.k12.ca.us


www.sycamoreacademycharter.org



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

Grade Level Number of Students

Kindergarten 46

Grade 1 56

Grade 2 58

Grade 3 52

Grade 4 59

Grade 5 51

Grade 6 44

Grade 7 28

Total Enrollment 394

KindergartenGrade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 70

10

20

30

40

50

60

70

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 4.6 %

American Indian or Alaska Nat ive 0.5 %

Asian 1.8 %

Filipino 0.3 %

Hispanic or Lat ino 42.1 %

Native Hawaiian or Pacific Islander 0.3 %

White 40.1 %

Two or More Races 10.4 %

Socioeconomically Disadvantaged 31.7 %

English Learners 5.8 %

Students w ith Disabilit ies 9.1 %

Foster Youth 0.8 %


Page 4 of 26



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 11 12 23

Without Full Credent ial 0 1 0

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

0 0 0

2013-14 2014-15 2015-160

5

10

15

20

25Teachers 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 26

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 100.0% 0.0%

All Schools in District 100.0% 0.0%

High-Poverty Schoolsin District

100.0% 0.0%

Low-Poverty Schoolsin District

100.0% 0.0%


Page 6 of 26



School Facility Good Repair Status - Most Recent YearYear and month in which data were collected: 2015

Overall Facility Rate - Most Recent YearYear and month in which data were collected: 2015

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

Sycamore Academy moved into a brand new facility in September 2015! PJHM Architects designed a new site specifically to support the collaborat ive, busyprogram at our school. Hamel Contract ing, Inc. began construct ion in May and worked double-t ime to get students in seats during the month of September. The City of W ildomar accommodated the extremely fast-paced construct ion by providing frequent inspect ions, even on weekends.

The new school is a beaut iful country style facility w ith twenty-two classrooms, a Student Center w ith an indoor/outdoor stage, an enormous play area, and anadministrat ion building. There are four buildings that house the classrooms and all classrooms w ithin each building are separated by barn doors that are openedwhen students work collaborat ively w ith neighboring classes. The site has drought-tolerant landscaping and a slanted roof to capture more natural, northernlight. The ent ire facility has LED light ing and energy efficient HVAC units.

A complete School Safe Plan has been developed and staff has received thorough training. Students and staff part icipate in monthly disaster drills and areeducated on health, safety, nutrit ion, Internet safety, etc. The facility is inspected regularly and is in excellent condit ion.

System Inspected RatingRepair Needed and

Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

GoodThe facility is four months

old and in excellentcondit ion.

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, HazardousMaterials

Good

Structural: Structural Damage, Roofs Good

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

Good

Overall Rat ing Exemplary


Page 7 of 26


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) 26.0% 35.0% 44.0%

Mathematics (grades 3-8 and 11) 18.0% 23.0% 33.0%


Page 8 of 26


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

CAASPP Assessment Results - English Language Arts (ELA) CAASPP Assessment Results - English Language Arts (ELA)

Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

ELA - Grade 3ELA - Grade 3

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 56 55 98.2% 49.0% 36.0% 7.0% 5.0%

Male 56 31 55.4% 58.0% 29.0% 6.0% 3.0%

Female 56 24 42.9% 38.0% 46.0% 8.0% 8.0%

Black or African American 56 1 1.8% -- -- -- --

American Indian or Alaska Nat ive 56 1 1.8% -- -- -- --

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 56 24 42.9% 63.0% 29.0% 8.0% 0.0%

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

White 56 20 35.7% 30.0% 50.0% 0.0% 15.0%

Two or More Races 56 9 16.1% -- -- -- --

Socioeconomically Disadvantaged 56 14 25.0% 43.0% 57.0% 0.0% 0.0%

English Learners 56 3 5.4% -- -- -- --

Students w ith Disabilit ies 56 4 7.1% -- -- -- --

Students Receiving MigrantEducat ion Services

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

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


Page 9 of 26






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 56 53 94.6% 57.0% 19.0% 19.0% 6.0%

Male 56 30 53.6% 63.0% 13.0% 17.0% 7.0%

Female 56 23 41.1% 48.0% 26.0% 22.0% 4.0%



Asian 56 1 1.8% -- -- -- --

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



White 56 24 42.9% 58.0% 13.0% 21.0% 8.0%

Two or More Races 56 5 8.9% -- -- -- --





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

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


Page 10 of 26






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 53 49 92.5% 45.0% 31.0% 16.0% 8.0%

Male 53 28 52.8% 50.0% 29.0% 14.0% 7.0%

Female 53 21 39.6% 38.0% 33.0% 19.0% 10.0%


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%


Native Hawaiian or Pacific Islander 53 1 1.9% -- -- -- --

White 53 23 43.4% 35.0% 35.0% 17.0% 13.0%

Two or More Races 53 4 7.5% -- -- -- --





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

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


Page 11 of 26





ELA- ELA- Grade 6Grade 6

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 41 40 97.6% 20.0% 33.0% 35.0% 13.0%

Male 41 23 56.1% 30.0% 22.0% 43.0% 4.0%

Female 41 17 41.5% 6.0% 47.0% 24.0% 24.0%



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 41 20 48.8% 15.0% 35.0% 35.0% 15.0%

Two or More Races 41 4 9.8% -- -- -- --





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

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


Page 12 of 26






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 28 28 100.0% 50.0% 21.0% 25.0% 4.0%

Male 28 18 64.3% 67.0% 11.0% 22.0% 0.0%

Female 28 10 35.7% -- -- -- --



Asian 28 1 3.6% -- -- -- --

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



White 28 13 46.4% 54.0% 15.0% 31.0% 0.0%

Two or More Races 28 2 7.1% -- -- -- --


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 13 of 26





CAASPP Assessment Results - Mathematics CAASPP Assessment Results - Mathematics

Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Mathematics - Grade 3Mathematics - Grade 3

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 56 54 96.4% 48.0% 28.0% 22.0% 2.0%

Male 56 30 53.6% 47.0% 27.0% 23.0% 3.0%

Female 56 24 42.9% 50.0% 29.0% 21.0% 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%



White 56 19 33.9% 47.0% 32.0% 16.0% 5.0%

Two or More Races 56 9 16.1% -- -- -- --





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

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


Page 14 of 26






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 56 53 94.6% 45.0% 38.0% 13.0% 4.0%

Male 56 30 53.6% 47.0% 30.0% 20.0% 3.0%

Female 56 23 41.1% 43.0% 48.0% 4.0% 4.0%



Asian 56 1 1.8% -- -- -- --

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



White 56 24 42.9% 54.0% 25.0% 13.0% 8.0%

Two or More Races 56 5 8.9% -- -- -- --





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

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


Page 15 of 26






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 53 49 92.5% 59.0% 29.0% 4.0% 8.0%

Male 53 28 52.8% 54.0% 32.0% 4.0% 11.0%

Female 53 21 39.6% 67.0% 24.0% 5.0% 5.0%



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%


Native Hawaiian or Pacific Islander 53 1 1.9% -- -- -- --

White 53 23 43.4% 61.0% 26.0% 4.0% 9.0%

Two or More Races 53 4 7.5% -- -- -- --





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

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


Page 16 of 26






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 41 40 97.6% 53.0% 23.0% 13.0% 13.0%

Male 41 23 56.1% 43.0% 30.0% 17.0% 9.0%

Female 41 17 41.5% 65.0% 12.0% 6.0% 18.0%



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 41 20 48.8% 50.0% 20.0% 15.0% 15.0%

Two or More Races 41 4 9.8% -- -- -- --





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

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


Page 17 of 26






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 28 28 100.0% 50.0% 39.0% 4.0% 7.0%

Male 28 18 64.3% 56.0% 33.0% 6.0% 6.0%

Female 28 10 35.7% -- -- -- --



Asian 28 1 3.6% -- -- -- --

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



White 28 13 46.4% 54.0% 31.0% 8.0% 8.0%

Two or More Races 28 2 7.1% -- -- -- --


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 18 of 26



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) 79.0% 72.0% 64.0% 58.0% 61.0% 55.0% 59.0% 60.0% 56.0%

Student Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 55.0%

All Students at the School 64.0%

Male 61.0%

Female 68.0%

Black or African American --

American Indian or Alaska Nat ive --

Asian --

Filipino --

Hispanic or Lat ino 55.0%

Native Hawaiian or Pacific Islander --

White 71.0%

Two or More Races --

Socioeconomically Disadvantaged 50.0%

English Learners --

Students w ith Disabilit ies --

Students Receiving Migrant Educat ion Services --

Foster Youth --


Page 19 of 26


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

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

California Physical Fitness Test Results (School Year 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

5 11.8% 33.3% 47.1%

7 17.9% 25.0% 50.0%


Page 20 of 26


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

Parents are a vital part of our learning community and we encourage part icipat ion in any way that the parent feels comfortable, including but not limited to:

School Site Council membership (elected posit ion)

Classroom volunteer

Event coordinat ion or assistance

Guest Instructor

Board member representat ion (elected posit ion)

Volunteer for preparat ion work


Page 21 of 26



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 2.9 4.4 6.0 5.1 4.4 3.8

Expulsions 0.0 0.0 0.0 0.2 0.2 0.2 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

0.05

0.10

0.15

0.20

0.25School Expulsions

District Expulsions

State Expulsions

The school maintains a comprehensive safety plan, Safe School Plan, which is available on our website: www.SycamoreAcademyCharter.org. The plan is reviewedand discussed w ith faculty and staff at the beginning of each school year and at any t ime during the year as determined appropriate by faculty, staff oradministrat ion. Sycamore staff worked collaborat ively w ith a variety of outside agencies when developing the Safe School Plan and cont inues to collaborate w ithorganizat ions as new information regarding student safety becomes available. The plan out lines rules, policies and procedures for maintaing student and staffsafety as well as disaster procedures.


Page 22 of 26




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

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

Average Class Size and Class Size Distribution (Elementary)

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

Academic Counselors and Other Support Staff (School Year 2014-15)

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 Yes Yes

Met Part icipat ion Rate - English Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics Yes Yes

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

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate

Met Graduat ion Rate N/A Yes

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 2013-2014

Year in Program Improvement Year 1

Number of Schools Current ly in Program Improvement N/A 11

Percent of Schools Current ly in Program Improvement N/A 84.6%

2012-13 2013-14 2014-15

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

K 27.0 21 30.0

1 27.0 30.0

2 28.0 7 30.0

3 28.0 21 30.0

4 24.0 14 30.0

5 35.0

6 29.0 14 35.0

Other

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


Page 23 of 26



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.

Academic Counselor

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

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) N/A

Psychologist 0.3 N/A

Social Worker N/A

Nurse 0.1 N/A

Speech/Language/Hearing Specialist 0.3 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 -- $35.7 -- --

District N/A N/A $0.0 --

Percent Difference – School Site andDistrict

N/A N/A -- --

State N/A N/A $5348.0 $72971.0

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


Page 24 of 26


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

Types of Services Funded (Fiscal Year 2014-15)Types of Services Funded (Fiscal Year 2014-15)

In 2014-15, we contracted Special Educat ion services through Lake Elsinore Unfied School District (LEUSD). LEUSD provided the full cont inuum of services forstudents w ith IEPs and supported the general educat ion teachers at Sycamore Academy w ith a "push in" model of services. In 2014, we not ified the District ,County and State that beginning w ith the 2015-2016 school year, Sycamore would become an LEA for special educat ion and begin providing servicesindependently of the District .

Students that perform below gradel level standards receive addit ional intervent ions, modificat ions, and accommodations from our highly qualified general edcuat ionteachers. Under the superviison of credent ialed teachers, support staff may also provide students w ith intervent ion services.

Cert ificated faculty provide after school tutoring two days per week, most weeks of the school year. This service is provided at no charge to families.

Integrated Studies is a program designed by faculty that allows opportunit ies for mult i-age interact ions in "elect ive" type courses, tw ice per week for six weekseach trimester.

Health and Wellness is a major focus at Sycamore Academy. Our facility in 2014-15, Sycamore was housed at a temporary site and our "playground" was notideal. We st ill ensured that all student received more than the minimum requirement of fitness training in a well-focused, cooperat ive and goal-oriented physicaleducat ion program.

Students ident ified as GATE have several choices for addit ional enrichment such as digital media, photography, tutoring, news report ing, environmental impactact ivit ies, etc.

English language learners (ELL) are instructed in the mainstream classroom with addit ional support and intervent ions throughout integrated thematic units.

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

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $37,173 $43,165

Mid-Range Teacher Salary $68,201 $68,574

Highest Teacher Salary $89,763 $89,146

Average Principal Salary (Elementary) $115,279 $111,129

Average Principal Salary (Middle) $123,496 $116,569

Average Principal Salary (High) $126,916 $127,448

Superintendent Salary $205,000 $234,382

Percent of Budget for Teacher Salaries 42.0% 38.0%

Percent of Budget for Administrat ive Salaries 4.0% 5.0%

Teacher Salary Chart

100000

Principal Salary Chart

140000


Page 25 of 26

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



Professional Development – Most Recent Three Years

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000

Promoting and demonstrat ing what it is to be a life-long learner is an essent ial part of our learning community. Teachers meet every Friday, after student early-release, to review data, plan instruct ion, receive professional development, collaborate on projects or complete other tasks neceessary to provide quality,individualized instruct ion to our students.

Teachers meet 15 full days, in addit ion to the annual number of school days, to collaborate, provide and receive professional development. Sycamore teachersalso support professional development for several other schools, w ithin districts and charters.

Teachers are supported in the quest for ongoing growth and development and the school often sends teachers to workshops, trainings, convent ions, etc. inaddit ion to our onsite trainings.

Sycamore Academy employs a Curriculum Specialist to work w ith teachers in the classroom throughout the year.

Teachers develop individual goals at the beginning of the year. The teacher and principal meet and discuss goals, collect data and then reflect upon theteacher's progress toward his/her goals. Teachers maintain personal portfolios to document their progress.


Page 26 of 26

Documents

SARC Report for Sycamore Academy of Science and Cultural Arts · The mission of the Sycamore Academy of Science and Cultural Arts is to prepare a diverse K-8 student population for