School Accountability Report Card KIPP Vida Preparatory ... · School Accountability Report Card Reported Using Data from the 2015-16 School Year DataQuest is an online data tool

KIPP Vida Preparatory 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 2015-16 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates,dropouts, course enrollments, staffing, and data regarding English learners).

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Erendira Flores, PrincipalPrincipal, KIPP Vida Preparatory Academy

KIPP Vida Prep has a vision that is focused on developing students who are strong in intellect and personal responsibility.We believe providing academic excellence at the beginning is necessary for student success. Our academic program isstandards-based (using California Common Core), rigorous and pushes toward student-directed learning that supportsproblem solving and crit ical thinking in collaborat ive sett ings. Teachers work collaborat ively to design assessments andperformance tasks that w ill allow for on-going analysis, synthesis and evaluat ion of skills and concepts that w ill informinstruct ion.

Through academics, we aim to raise our students’ intellectual ability to become competit ive college applicants andincrease the college matriculat ion rate for students from South Los Angeles. We know that academics alone w ill not driveour students to and through college, but that educat ing the whole-child is what w ill lead students to thrive in college andbeyond. Our addit ional components- character development, learning experiences, community relat ionships, and a strongsense of self are crit ical components in our students’ life, keep our students committed to lift ing their community andincreasing the college graduat ion rate for students from South Los Angeles.

KIPP Vida Preparatory Academy5101 South Western Ave.Los Angeles, CA 90062-2333

Phone: 323-406-8007E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

Last updated: 1/19/2017


About This School

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

District Contact Information (School Year 2016-17)

District Name Los Angeles Unified

Phone Number (213) 241-1000

Superintendent Michelle King

E-mail Address [email protected]

Web Site www.lausd.net

School Contact Information (School Year 2016-17)

School Name KIPP Vida Preparatory Academy

Street 5101 South Western Ave.

City, State, Zip Los Angeles, Ca, 90062-2333

Phone Number 323-406-8007

Principal Erendira Flores, Principal

E-mail Address [email protected]

Web Site http://www.kippla.org/kvp/

County-District-School (CDS) Code

19647330129460

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

KIPP Vida Prep is a tuit ion-free public charter elementary school that opened in the summer of 2014 in Los Angeles. KIPP Vida Prep serves 320 kindergarten, first ,and second grade students and w ill add one grade each year unt il we reach capacity in 2017 w ith 530 students in kindergarten through fourth grade.

At KIPP Vida Prep we believe all students w ill learn and have the ability to unlock their lives’ potent ial. We are a community of learners dedicated to facilitat ingtransformative change through teamwork, innovat ion, and data-driven instruct ion. Building strong relat ionships fosters collaborat ion to create a rigorous culture oflearning—giving our students a competit ive edge w ith access to thrive in secondary educat ion, college, and life.

In Spanish vida means life. KIPP Vida students w ill leave fourth grade having a strong sense of self and knowing they are leaders w ith the agency to shape theirlife’s trajectory. The word vida balances the past and the future. Students w ill honor family, culture and life’s experience to shape their ident ity and reach theirpotent ial to grow, learn, and facilitate transformational change in their community.

2015-16 SARC - KIPP Vida Preparatory Academy

Page 2 of 32



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

Grade Level Number of Students

Kindergarten 123

Grade 1 124

Grade 2 88

Total Enrollment 335

Kindergarten Grade 1 Grade 20

20

40

60

80

100

120

140

Student Enrollment by Student Group (School Year 2015-16)Student Enrollment by Student Group (School Year 2015-16)

Student Group Percent of Total Enrollment

Black or African American 39.7 %

American Indian or Alaska Nat ive 0.0 %

Asian 0.0 %

Filipino 0.0 %

Hispanic or Lat ino 60.0 %

Native Hawaiian or Pacific Islander 0.0 %

White 0.0 %

Two or More Races 0.3 %

Other 0.0 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 92.5 %

English Learners 35.5 %

Students w ith Disabilit ies 9.6 %

Foster Youth 0.9 %


Page 3 of 32



A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc.

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2014-15

2015-16

2016-17

2016-17

With Full Credent ial 10 12 18

Without Full Credent ial 1 2 11

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

0 0 0

2014-15 2015-16 2016-170

5

10

15

20Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2014-

152015-

162016-

17

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2014-15 2015-16 2016-17-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


Page 4 of 32


Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Year and month in which data were collected: January 2017

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 92.0% 8.0%

High-Poverty Schoolsin District

92.0% 9.0%

Low-Poverty Schoolsin District

98.0% 2.0%

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

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?

PercentStudentsLacking

OwnAssigned

Copy

Reading/LanguageArts Core Knowledge Language Arts (CKLA) is a comprehensive, preschool through fifth grade program for

teaching reading, writ ing, listening, and speaking while also building students’ vocabulary and knowledge acrossessent ial domains in literature, global and American history, and the sciences. In the early grades, CKLA focuses onoral language development through carefully sequenced read-alouds as well as systematic instruct ion in reading and

writ ing skills. In later grades, CKLA cont inues to advance students’ knowledge and vocabulary through read-alouds and in-depth discussions while also immersing students in complex texts and advanced writ ing assignments

that draw on the academic content they’ve been engaged in since preschool.CKLA K–3 is broken into two strands—a Skills strand and a Listening & Learning strand—so that children can

master sounds and letters for fluent decoding and encoding during one part of the day and then have addit ionalt ime to build the knowledge, language, and vocabulary that are essent ial for strong comprehension.

The Common Core Companion: The Standards Decoded. This instruct ional book decodes the common corestandards in what they say, what they mean, and how to teach them.

Yes 0.0 %

MathematicsEureka Math connects math to the real world in ways that take the fear out of math and build student confidence

— while helping students achieve true understanding lesson by lesson and year after year. The team of teachers andmathematicians who wrote Eureka Math took great care to present mathematics in a logical progression from PK

through Grade 12. This coherent approach allows teachers to know what incoming students already have learnedand ensures that students are prepared for what comes next. When implemented faithfully, Eureka Math w ill

dramatically reduce gaps in student learning, inst ill persistence in problem solving, and prepare students tounderstand advanced math. Eureka Math serves teachers, administrators, parents, and students w ith a

comprehensive suite of innovat ive curriculum, in-depth professional development, books, and support materials foreveryone involved.

The Common Core Companion: The Standards Decoded. This instruct ional book decodes the common corestandards in what they say, what they mean, and how to teach them.

Yes 0.0 %

ScienceTCI's Bring Science Alive! Exploring Science Pract ices guides young learners to observe ways that plants and

animals– including humans–impact their environments. Students invest igate how forces affect the way objects move,and how weather changes over t ime in recognizable patterns. TCI follows 100% Next Generat ion Science Standards.

Yes 0.0 %

History-SocialScience

0.0 %

Foreign Language 0.0 %

Health 0.0 %

Visual andPerforming Arts

0.0 %

Science Lab N/A N/A 0.0 %


Page 5 of 32


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

Eqpmt (Grades 9-12)


Page 6 of 32



School Facility Good Repair StatusYear and month of the most recent FIT report: December 2016

Overall Facility RateYear and month of the most recent FIT report: December 2016

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

The KIPP Vida Preparatory Academy campus is inspected frequently for safety and cleanliness. The campus is clean and safe for all student, staff, families, andvisitors. At this t ime there are no planned improvements to the current facility. In August 2016, KIPP Vida expanded into a building across the street toaccomodate the incoming 3rd grade students. In October 2016, the facilit ies all received new locks for better safety and security of the building. In the summerof 2017, Vida w ill be moving into a new facility that w ill house our fully grown TK/Kinder through 4th grade students.

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 Good


Page 7 of 32


B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

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

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

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

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

English Language Arts / Literacy (grades 3-8 and 11) -- -- -- -- -- --

Mathematics (grades 3-8 and 11) -- -- -- -- -- --


Page 8 of 32


Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAsdivided by the total number of students who part icipated in both assessments.

Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

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

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

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

ELA - Grade 3ELA - Grade 3

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

All Students -- -- -- --

Male -- -- -- --

Female -- -- -- --

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

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

Asian -- -- -- --

Filipino -- -- -- --

Hispanic or Lat ino -- -- -- --

Nat ive Hawaiian or Pacific Islander -- -- -- --

White -- -- -- --

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

Socioeconomically Disadvantaged -- -- -- --

English Learners -- -- -- --

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

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

Foster Youth -- -- -- --


Page 9 of 32








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 10 of 32








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 11 of 32





ELA- ELA- Grade 6Grade 6



Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 12 of 32








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 13 of 32








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 14 of 32








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 15 of 32


Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard onthe CAAs divided by the total number of students who part icipated in both assessments.



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

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

Mathematics - Grade 3Mathematics - Grade 3



Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 16 of 32








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 17 of 32








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 18 of 32








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 19 of 32








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 20 of 32








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 21 of 32








Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --








Page 22 of 32



Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades five, eight, and ten.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

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

Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students w ith valid scores.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


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

Science (grades 5, 8, and 10) -- -- -- -- -- -- 60.0% 56.0% 54.0%

Student GroupTotal

EnrollmentNumber of Students with Valid

ScoresPercent of Students with Valid

ScoresPercent Proficient or

Advanced


Male -- -- -- --

Female -- -- -- --



Asian -- -- -- --




White -- -- -- --





Students Receiving Migrant Educat ionServices

-- -- -- --


Career Technical Education Participation (School Year 2015-16)Career Technical Education Participation (School Year 2015-16)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE

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

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


Page 23 of 32


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

UC/CSU Course Measure Percent

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

2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission 0.0%


Page 24 of 32



State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject area of physical educat ion

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

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

Grade Level

Percentage of Students Meeting Fitness Standards

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


Page 25 of 32



C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

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

KIPP Vida Preparatory Academy families are act ively involved in school events and work together to exemplify our school values. All parents are invited andencouraged to part icipate in our Family Council, which plans special events and volunteer opportunit ies. In addit ion to the Family Council, KIPP Vida hosts familynights, in which topics such as literacy and math are covered. Annually we engage our parents in the review and development of our schools' LCAP and holdSchool Site Council meet ings that our families can be a part of.

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

Indicator


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

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 11.4% 11.5% 10.7%

Graduat ion Rate 0.00 0.00 0.00 82.80 82.60 83.30 80.44 80.95 82.27

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

2012-13 2013-14 2014-15-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


Page 26 of 32

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

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

Student Group School District State

All Students -- 86 85

Black or African American -- 82 77

American Indian or Alaska Nat ive -- 80 75

Asian -- 90 99

Filipino -- 91 97

Hispanic or Lat ino -- 86 84

Native Hawaiian or Pacific Islander -- 86 85

White -- 88 87

Two or More Races -- 93 91

Socioeconomically Disadvantaged -- 86 77

English Learners -- 39 51

Students w ith Disabilit ies -- 57 68

Foster Youth -- -- --


Page 27 of 32




State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan (School Year 2016-17)

Suspensions and ExpulsionsSuspensions and Expulsions


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

Suspensions 0.0 1.2 0.9 1.3 0.9 0.9 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

Suspensions

2013-14 2014-15 2015-160.0

1.0

2.0

3.0

4.0

5.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2013-14 2014-15 2015-160.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

KIPP Vida Preparatory Academy has a comprehensive Emergency Response Plan that is reviewed quarterly by a safety committee. The emergency response planwas last reviewed and updated in October 2016. KIPP Vida's emergency response plan follows the Incident Command System protocol and includes emergencyresources, staff assignments and responsibilit ies during an emergency, and the communicat ion model and structure. KIPP Vida conducts monthly fire, earthquakeand lockdown drills to test and pract ice school-w ide response procedures.


Page 28 of 32



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

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

Average Class Size and Class Size Distribution (Elementary)

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

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

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2004-2005

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 645

Percent of Schools Current ly in Program Improvement N/A 71.2%

2013-14 2014-15 2015-16

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

K 0.0 0 0 0 27.2 0 5 0 30.8 4

1 0.0 0 0 0 29.7 0 3 0 31.0 4

2 0.0 0 0 0 0.0 0 0 0 29.3 3

3 0.0 0 0 0 0.0 0 0 0

4 0.0 0 0 0 0.0 0 0 0

5 0.0 0 0 0 0.0 0 0 0

6 0.0 0 0 0 0.0 0 0 0

Other 0.0 0 0 0 0.0 0 0 0


Page 29 of 32




* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information isreported by subject area rather than grade level.

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


*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.


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

2013-14 2014-15 2015-16

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English

Mathematics

Science

Social Science

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

Academic Counselor 0.0 0.0

Counselor (Social/Behavioral or Career Development) 0.0 N/A

Library Media Teacher (librarian) 0.0 N/A

Library Media Services Staff (paraprofessional) 0.0 N/A

Psychologist 0.2 N/A

Social Worker 0.2 N/A

Nurse 0.1 N/A

Speech/Language/Hearing Specialist 0.5 N/A

Resource Specialist (non-teaching) 1.5 N/A

Other 0.1 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2014-15)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $12847.0 $3083.0 $9764.0 $54366.0

District N/A N/A $13400.0 $72495.0

Percent Difference – School Site andDistrict

-- -- -27.1% -25.0%

State N/A N/A $5677.0 $75837.0

Percent Difference – School Site and State -- -- 72.0% -28.3%


Page 30 of 32



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 2015-16)Types of Services Funded (Fiscal Year 2015-16)

KIPP Vida Preparatory Academy offers special programming such as Art, theater, and Spanish to all students. In Spanish class, students are taught Sciencethrough the Spanish language. In addit ion, KIPP Vida Preparatory Academy funds various field trips throughout the school year that enrich students’ learning andlife experiences. For example, our students visit the University of California, Los Angeles and the University of Southern California to gain exposure to a collegeenvironment beginning at the elementary school level.

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

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $42,207 $45,092

Mid-Range Teacher Salary $67,417 $71,627

Highest Teacher Salary $83,703 $93,288

Average Principal Salary (Elementary) $107,190 $115,631

Average Principal Salary (Middle) $121,149 $120,915

Average Principal Salary (High) $124,798 $132,029

Superintendent Salary $350,000 $249,537

Percent of Budget for Teacher Salaries 34.0% 37.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

90000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000


Page 31 of 32


Professional DevelopmentProfessional Development

During the school year we have allocated 23 days of professional development. In addit ion to the 23 calendar days scheduled, each week teachers receive 3.5hours of professional development. Professional development occurs during coaching meetings held bi-weekly and after our minimum day each week.

Our professional development is focused on developing our teachers in instruct ion, classroom culture, and school w ide areas of need. We intent ionally use ourstudent achievement data to help drive the needs in our school and help inform the professional development needed for our staff.

All professional development trainings are delivered during school workshops and may occasionally include external experts who provide addit ional training.Addit ional professional development is provided through conference attendance and individual mentoring. Teachers are supported through in-class observat ions,teacher-administrator meetings, and student performance data report ing on a weekly and quarterly basis.


Page 32 of 32

Documents

School Accountability Report Card KIPP Vida Preparatory ... · School Accountability Report Card Reported Using Data from the 2015-16 School Year DataQuest is an online data tool