Student / Community
Profile & Supporting Data and Findings
Chapter: 1
WASC: March 2011 Woodland Hills, CA 91367 E C R
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ECR: Home of Academic and Athletic Excellence
Chapter I: Student/Community Profile and Supporting Data and Findings Community Description El Camino Real High School (ECR), a comprehensive four‐year high school, founded in 1969, is the western most campus of the Los Angeles Unified School District (LAUSD). The school is located in the west San Fernando Valley, approximately 20 miles north of downtown Los Angeles. The school colors are dark blue, light blue, and camel and the school mascot is the “Conquistadores”. In 2009, El Camino was named a California Distinguished School by the California Department of Education. The El Camino campus is comprised of the main building (A, B, and C hallways), the performing arts building (D building), the bungalows (T, Z, and H classrooms), the shop building (S classrooms), the multipurpose room (Anderson Hall), the gym, and the P.E. area. Included in these buildings are the Parent Center, the library, the College Office, computer labs, and a theater. The school is also home to Miguel Leonis Continuation High School and the Reseda‐El Camino Community Adult School. The main student gathering area is the central grassy area bordered by the main building and Anderson Hall known as the “quad”. It is here that the school holds pep rallies, concerts, music on the quad, activity sign‐ ups, and Senior Awards Night. The most significant change to occur at El Camino since the last WASC visit has been the submission of our application to become an independent charter school. We have every reason to anticipate our application will be accepted and expect notification in March 2011.
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Family and Community Trends El Camino serves 3565 students from the local communities of Woodland Hills, West Hills, and Canoga Park. We also have approximately 120 students who ride the bus to school as part of a voluntary integration program. Many of our students are from middle to upper class families employed primarily in professional, executive, and managerial positions. 73% of our parents report having at least some college education. As a result, the community expects a great deal from El Camino. In conjunction with these expectations is an exceptional level of parent involvement and support for the school. Since the school does not qualify for Title I funding from the federal government, ECR relies on local support to supplement its academic enrichment programs, school support services, co‐curricular, and extra‐curricular offerings. For example, in the 2009‐2010 academic year, our parent group wrote a grant that allowed us to paint the exterior of our main building and upgrade the planter in front of the school. This parent group, the Friends of ECR, volunteers thousands of hours and raises approximately $50,000 annually. We have used this money to pay for additional nursing hours, to supplement classroom materials, to fund field trips, to provide tutoring programs, to buy emergency supplies, and many other items. Our parents also individually donate their time and money to support the myriad of activities offered at El Camino such as band, drama, robotics, athletics, journalism, and academic decathlon. In 1995, the stakeholders at El Camino agreed that the school would become a LEARN (Los Angeles Educational Alliance for Restructuring Now) community. Although LEARN has not existed for years, El Camino continues to use LEARN‐style governance model that provides input from all stakeholder groups.
Parent and Community Organizations Parents provide input for establishing school wide goals, examining student results, and allocating resources. In addition to the school site council, parents also participate in the Parent Teacher Student Association (PTSA), Friends of ECR, English Learner Advisory Committee (ELAC), the Mid‐Range Student Committee, the School to Career Committee, and participated as focus group members in the WASC self study. The community and parental support, along with a dedicated, professional staff, and focused students, lead to high levels of achievement in both academic and extra and co‐curricular areas. Our students score well above state averages on state mandated standardized tests as well as on AP exams and SAT tests. El Camino Real High School consistently scores above the District average on the Academic Performance Index (API) and this year (2010) our score is 798, an improvement of 25 points. In 2009‐2010, El Camino was recognized as the highest performing comprehensive high school in LAUSD. Our athletes and athletic teams have won numerous league and city championships. We have also earned the top position or the second position in Robotics (one world championship and two state championships), Science bowl, and E C R
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Envirothon. Our performing arts students, technology students, and academic decathlon students consistently win top recognition at city, state, and national competitions. In the spring of 2010, our academic decathlon team won the state and national titles. This is a record setting sixth national championship for our school. We are very proud of our students and of the trust we have earned from the parents and community.
School/Business Relationships El Camino enjoys positive working relationships with many businesses. The school works with the Rotary Club and the Woodland Hills Chamber of Commerce to put on an annual Career Expo. In 2009‐2010, the Los Angeles Film School formed a partnership with the Careers in Entertainment Academy. The Fashion Institute of Design and Merchandising has been working with the Art and Design Academy since its inception over six years ago. Amgen has provided training and equipment for the biotechnology teacher and class. The Tarzana Drug Treatment Center offers weekly on‐campus drug counseling sessions. The Humanitas Academy works closely with the Los Angeles Education Partnership. In addition, countless local businesses support the newspaper, athletic teams, and activities through advertising.
WASC Accreditation History El Camino Real High School was awarded a full six‐ year accreditation by the Western Association of Schools and Colleges (WASC) for 2004‐2011 accompanied by a District requested mid‐term review. The Superintendent at the time would not allow schools to have a six‐ year term without a three year review. In 1998 El Camino received a six‐year accreditation with a mid‐term review.
School Purpose During the Focus on Learning process, our stakeholders reviewed and made changes to our Mission, Vision, Beliefs, and Expected School‐wide Learning Results (ESLRs). While only minor changes were made to the Mission, Vision, and Beliefs statements, our stakeholders made several changes to the ESLRs. We added “numeracy” to the set of skills our students should have to reflect the importance of mathematics in their school careers. In addition to career goals, we added education and individual goals to one of our statements to show that there is more to a student’s high school life than just preparing for a career. In order to reflect an awareness of our impact on the planet, we added an environmental component to the ESLRs. We added the word “appropriate” in two places to show that it is not enough to be able to use a skill, but that students need to use them wisely.
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Los Angeles Unified School District Mission Statement The teachers, administrators, and staff of the Los Angeles Unified School District believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential.
El Camino Real High School Mission Statement The mission of El Camino Real High School is to educate our diverse student body by developing students’ talents and skills so they will succeed in a changing world, value and respect themselves and others, and make a positive contribution to our global society.
El Camino Real High School Vision Statement Our vision is that El Camino Real High School students will be: • • • • • • •
Self‐directed/Self‐reliant Collaborative Complex/Critical Thinkers Ethical Lifelong learners Technologically literate Personally accountable and responsible
El Camino Real High School Statement of Beliefs At El Camino Real High School we believe: • • • • •
All students can learn Students must be prepared to successfully transition from school to post‐secondary education, career preparation, and employment Student success is a team effort shared by students, parents, teachers, administrators, and classified staff Students are valued members of the school community The school community has the responsibility for establishing and maintaining a safe, clean environment conducive to learning.
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El Camino Real High School Expected Schoolwide Learning Results In order to succeed in a changing global community, all ECR students will demonstrate: • • • • • •
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Literacy, Numeracy, and Appropriate/Effective Communication Skills Critical Thinking and Problem‐Solving Skills Perseverance to Explore and Achieve Career, Education, and Individual Goals Academic, Personal, and Social Responsibility Respect for Themselves, Others, and the Environment Effective, Appropriate, and Ethical Use of Technology to Support the ESLRs
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Status of School in Terms of Student Performance Has ECR met Adequate Yearly Progress (AYP) for the past two years? El Camino Real High School has not met its AYP for the past two years. In 2008‐2009 academic year we met 21 out 22 criteria and in the 2009‐2010 academic year we met 18 out of 22 criteria.
Is ECR under the IIUSP (Immediate InterventionUnderperforming Schools Program)? El Camino Real is not classified as an underperforming school and therefore not subject to II‐ USP mandates.
Does ECR take part in the Federal Comprehensive School reform (CSR) program? ECR does not take part in the CSR program. This program only serves and targets high‐ poverty and low‐achieving schools, especially those receiving Title I funds. Since the school fails to meet these prerequisites the school is exempt from program participation.
Is ECR associated with any outside providers or external evaluators that are currently working with the school? El Camino does not have imposed conditions that require such a service.
Has ECR been through any audit process? El Camino has never been identified as requiring an auditing procedure
Does ECR have either a corrective action plan or joint intervention agreement? ECR does not have a corrective action plan or joint intervention agreement since the program is designated for low performing schools.
What are state and federal imposed deadlines for evidence of growth in student achievement for the entire school Under NCLB, EL Camino is under the same rigorous deadlines as other public schools receiving federal funds. Therefore AYP and API mandates set by the state and federal educational committees are imposed and adhered to by the school. E C R
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Is the school a Title I school? El Camino Real High School, which enrolls about 3,565 students, has a small percentage that participates in the free and reduced lunch program and therefore does not qualify for any Title I Categorical Funding. For a school to qualify as a Title 1 school it must have at least 40 percent of its students participating in the program, El Camino Real High School has 19 percent participation.
Enrollment El Camino has maintained a steady population of approximately 3500 students over the past five years. Our Spring 2010 enrollment was 3468 students (48% female, 52% male) representing a combination of 2690 local students (78.8%), 106 traveling students who are part of the District’s voluntary integration, public choice, and capacity adjustment programs (3.1%), and there are 616 students with special permits (18%). The majority of students attending on special permits are part of the District’s open enrollment program. Enrollment has decreased from a high of 4033 students in the 2004‐2005 school year. The primary reason for this reduction is the construction of new schools in Los Angeles and the East Valley, allowing students who used to voluntarily travel to ECR to attend their home schools. Additionally, the district sent many students to another local high school to help maintain its population. E C R
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Student Enrollment by Grade Level and Sex Spring 2010 Female Percent Male Grade Enrolled Percent Population Female Population Level 9 936 27 463 49 473 10 883 26 401 45 489 11 868 26 441 51 425 12 781 23 373 48 441 Total 3468 1678 48 1790
Percent Male 51 55 49 56 52
*Source: Student Information System
Student Enrollment by Grade Level and Sex Spring 2009 Grade Female Percent Male Enrolled Percent Level Population Female Population 9 894 26 414 46 480 10 927 27 470 51 457 11 871 25 404 46 467 12 789 23 426 54 363 Total 3481 1714 49 1767
Percent Male 54 49 54 46 51
*Source: Student Information System
Grade Level 9 10 11 12 Total
Student Enrollment by Grade Level and Sex Spring 2008 Female Percent Male Enrolled Percent Population Female Population 861 25 443 51 418 874 25 408 47 466 821 24 431 52 390 935 27 489 52 446 3491 1771 51 1720
Percent Male 49 53 48 48 49
*Source: Student Information System
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Ethnicity El Camino has an ethnically diverse student body with an average of 52% white and a combined minority population of 48%. Although the white population makes up half of the student body, it is a diverse group in itself. Students in this collective white population consist of Eastern European, Russian, and Middle Eastern students with a large number of students representing both Jewish and Muslim groups.
Student Body Demographics 2500 2000 1500 1000 500 0 2004‐05
2005‐06
2006‐07
African American
A.I./ Alaskan
Asian
2007‐08 Filipino
Hispanic
2008‐09 Pacific Islander
2009‐10 White
SOURCE: CDE Report
Student Enrollment by Ethnicity
Year
African American
A.I./ Alaska n
#
%
#
%
09-10
252
7.2
26
08-09
256
7.3
07-08
237
06-07
Asian %
Hispanic
#
%
#
0.7
361 10.3 90
2.6
24
0.7
340
6.6
21
266
7.1
05-06
329
04-05
323
E C R
#
Filipino
White Total
#
%
#
%
869
24.7 10
0.3
1839
52.3
3513
126 3.6
868
24.7
9
0.3
1832
52.1
3514
0.6
366 10.3 131 3.7
875
24.5
8
0.2
1894
53.1
3569
21
0.6
381 10.2 127 3.4
918
24.6 13
0.3
1972
52.9
3727
8.2
19
0.5
434 10.8 141 3.5 1034 25.7 11
0.3
2049
51.0
4017
8.0
17
0.4
465 11.5 124 3.1 1048 26.0
0.2
2047
50.8
4033
9.7
%
Pacific Islande r
9
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Special Programs Gifted and Talented Education Approximately 30% of El Camino’s students are identified as gifted and/or talented. We offer a variety of activities to challenge these students. We have 33 AP and honors courses, many with multiple sections. Students can concurrently enroll at Pierce Community College to take advanced course offerings and about ten Pierce classes are taught on El Camino’s campus. Over 200 students participate in California Math League contests and about 300 participate in American Scholastic Math Association contests. El Camino developed a biotechnology course, a robotics course, and an after‐school engineering academy. Students can compete in our academic competitive teams including Science Bowl, Engineering team, Envirothon, and the previously mentioned Robotics team and Academic Decathlon. We also have a full time college counselor who helps these students, and all of our students, reach their post high school goals.
Gifted/Highly Gifted Students Total Gifted Percent of Population population 1019 29.4% Feb 2010 1039 27.0% Feb 2009 1219 34.9% Feb 2008 SOURCE: Gifted Coordinator Records
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Special Education For the last three years, the Special Education Department has seen a significant increase in the number of students enrolled. In addition to the Emotionally Disturbed (ED) classes that have been increasing in the last four to five years, the most recent increase is due to the open enrollment program. Twenty to thirty percent of the open enrollment students are in Special Education. El Camino offers sixteen special day class courses that cover the entire range of regular education core classes. We also offer fifty‐three collaborative classes for students in our resource program involving six resource teachers and seven Special Day teachers. Collaborative teaching pairs the resource teacher with a regular education teacher. This allows both teachers to work more directly with students and serve them more effectively. ECR takes pride in providing a rigorous educational program for all its students and strives to keep all students in at least one regular education class. 350
Special Education Population
300 250 200 2009
150
2010 100
2011
50 0 Students with an IEP (Special Education)
Students in Special Day classes
Students in at least one general education class SOURCE: Student Information System
Year 2010-11 2009-10 2008-09 E C R
Special Education Population Students with an IEP Students in Special (Special Education) Day classes 313 120 209 76 190 72
Students in at least one general education class 312 (99.6%) 208 (99.5%) 190 (100%)
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AVID Program El Camino’s Advanced via Individual Determination (AVID) program puts students in an academic, regularly scheduled elective class in each year of school. The three main components of the program are academic instruction, tutorial support, and motivational activities. Students learn proper note taking methods, use writing as a tool of learning, learn inquiry methods and effectively participate in collaborative groups. AVID targets underrepresented minority students, many of whom will be the first from their families to attend a four‐ year university. Approximately 200 students are enrolled in AVID and eleven teachers are specially trained to teach in this program. Recent AVID classes have a graduation and college admission rate of 100%.
Humanitas The Humanitas Academy at El Camino offers an academically enriched, interdisciplinary, community service oriented, writing‐ based curriculum that helps students develops skills necessary for academic success. It is a four‐ year program in which students share the same teachers who work together to develop thematic units of study in the different disciplines. Approximately 300 students participate in the program and it is open to all students. Eleven specially trained teachers are in the program, one of whom has been a highly effective coordinator of this program for several years. 100% of the seniors enrolled in Humanitas graduate from ECR and over 95% go on to attend college.
Math/Science Academy This four‐ year program is designed for high level math and science students and pairs them with the same teachers for two‐year cycles. Upon completion of this program, students have taken AP Calculus, AP Biology, AP Chemistry, AP Physics, and several honors classes. This program also develops camaraderie by sponsoring events, such as, Pi Day. The new biotechnology and engineering courses are also a part of the academy with Amgen being a community partner.
Art and Design Academy This program partners with the Fashion Institute of Design and Merchandising (FIDM) and the current emphasis in the academy is fashion design. Students may take this elective in which they learn to design and make costumes for our school plays and create clothing and accessories from the drawing board to the finished product. The academy invites guest speakers and takes students on field trips related to their subject area including a trip to the E C R
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main campus of FIDM. Our students regularly win drama awards for their theatrical costumes and they showcase all of their work in an annual fashion show.
Careers in Entertainment Academy The Careers in Entertainment Academy (CEA) is in its third year and grew out of a state Specialized Secondary Program (SSP) grant. The program is comprised of a series of elective classes that will, by 2011‐2012, span grades nine through twelve. The idea behind the program is to provide students the opportunity to learn the behind‐the‐scenes aspects of the entertainment industry. We have developed two new courses for the program, Broadcast Journalism and Introduction to Filmmaking. The teachers in the academy all have previous entertainment industry experience and have used their connections to create an advisory Patron of the Arts group composed of current members of the industry. Our relationship with Pierce College allows the students have access to entertainment industry related classes on El Camino’s campus. In addition, the academy has partnered with the Los Angeles Film School to provide field trips, guest speakers, and internship opportunities
Student Enrollment by Academy Year
AVID
CEA
Fashion/Design
Humanitas
Math/Science
Fall 2010 Fall 2009 Fall 2008
201 229 235
132 77 114
17 17 20
270 302 328
340 321 266 SOURCE: Student Information System
English Learners The English Learners (EL) population at El Camino has been steadily decreasing over the years from a high of 589 in 1997 to our current (Spring 2010) low of 135. We believe a major reason for this trend is the opening of new schools in downtown Los Angeles and the subsequent decrease in the number of students being bused to El Camino. Our AYP data indicates that English Learners, although a small group, are of a significant concern as they have not met the proficiency criteria. In 2009‐2010, the linguistic distribution of EL students was: Spanish 51.9%, Farsi 16.3%, Hebrew 12.6%, Korean 3.7%, Mandarin 3.0%, Arabic and Russian 1.5% each. The remaining 9% was comprised of eleven other home languages. In September 2010, 19 students were enrolled in ESL classes. The number of students re‐ designated over the last three years has remained fairly constant. E C R
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Year 2009‐2010 2008‐2009 2007‐2008
ESL Population FEP 1063 1094 1104
EL 135 153 187
R‐FEP 31 44 33
% Reclassified 20% 24% 14% SOURCE: SARC Report
1200
1104
1094
1063
1000 800 600 400 187 200
153
135 33
44
31
0 EL
FEP 2007‐2008
R‐FEP
2008‐2009
2009‐2010
Distribution by Grade Levels Spring 2011 Grade GRADE 9 GRADE 10 GRADE 11 GRADE 12 Total
ESL 1
ESL 2
ESL 3
ESL 4
1 0 2 1
0 2 2 2
1 0 1 2
1 2 1 0
4
6
4
4
SOURCE: Student Information System
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Attendance El Camino Real High School traditionally has one of the highest attendance rates in the District and has been recognized in the past for this accomplishment. Our attendance rate has increased over the past few years to about 94%. While we are proud of this rate of attendance, we continue to strive for improved student attendance. In the 2005‐2006 academic year, El Camino instituted phase one of the district‐mandated Integrated Student Information System (ISIS). The ISIS system is an internet‐based, period‐by‐period student attendance reporting program. Teachers, counselors, administrators, and even parents have real‐time access to our students’ daily attendance records. In order to increase our period‐by‐period attendance, we run random tardy sweeps and the Deans keep track of repeat offenders. The teachers notify counselors if a student is absent from their class for three consecutive days. The counseling staff, along with the intervention coordinator, works with parents and students to improve attendance and make sure these students are on track to graduate.
Year 2009‐2010 2008‐2009 2007‐2008 2006‐2007
School Attendance Rates Stability Rate Transiency Rate 91% 13% 88% 18% 89% 15% 88% 17%
Daily Attendance 94% 94% 94% 93% SOURCE: SARC Report
Suspension and Expulsion Rates The staff at El Camino works diligently to create a nurturing, yet disciplined, learning environment for students and adults. Our school police officer works with our campus security aides, Deans, Intervention Coordinator, and administrators to provide supervision and intervention. We have a zero tolerance policy regarding drugs and fighting and this has proven to be a strong deterrent for our students. The zero tolerance policy calls for some form of mandatory discipline to occur when a student is in possession of drugs or weapons or is involved in an act of violence. Our teachers feel empowered to discipline in their classes instead of sending students to the Deans’ office for every infraction. However, when teachers do send their students, the Deans are supportive and highly effective. Two years ago, we brought in the Tarzana Drug Treatment Center to the campus to provide free counseling to our students with drug and alcohol problems. This group continues to help our students regularly in the Parent Center on campus. We also instituted a new program called E C R
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Peer Active Listeners (PALs). This program recruits students who are guided by one of our Deans to mentor and provide a safe environment for students to speak about their personal problems. This change in our approach to discipline has worked well in conjunction with the District’s positive behavior support plan. As a result, our suspension rate has remained low and the average number of days per suspension has steadily decreased. In addition, the number of opportunity transfers has decreased dramatically from forty‐eight in 2005‐2006 to thirteen in 2009‐2010. Only two students in the past three years have been recommended for expulsion due to serious discipline issues.
Suspension Rate Year
AI/Alsk
Asian
Filipino
Pac Isl.
Black
Hispanic
White
Total
Avg # Days
2009‐10 2008‐09 2007‐08 2006‐07
0 1 4 4
10 16 7 15
0 0 4 7
0 0 1 2
27 42 34 34
59 62 85 90
95 122 94 148
191 243 229 300
1.12 1.18 1.41 1.54
SOURCE: SARC report
Suspension Rate AI/Alsk
Asian
Filipino
Pac Isl.
Black
Hispanic
White
148 122 90
85
95
94 62
34 15 4
7
2
2006‐07
42
34 4 7 4 1 2007‐08
59 27
16 1
10 0 0 2008‐09
0
0 0 2009‐10
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Expulsion Rate Year AI/Alsk 2009‐10 0 2008‐09 0 2007‐08 0 2006‐07 0
Asian 0 0 0 1
Filipino 0 0 0 0
Pac Isl. 0 0 0 0
Black 0 0 0 0
Hispanic 0 0 0 1
White 1 0 1 1
Total 1 0 1 3
Expulsion (Rate) 0.0 0.0 0.0 0.1 SOURCE: SARC report
Opportunity Transfers Year 2009‐10 2008‐09 2007‐08 2006‐07
A.I./Alaskan 0 0 0 1
Asian 2 2 0 0
Filipino 0 0 1 2
Pac Isl 0 0 0 0
Black 2 1 2 5
Hispanic 10 4 4 15
White 5 7 8 14
Total 19 14 15 37
SOURCE: SARC report
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Socioeconomic Status Our population receiving free or reduced meals has remained constant at around 18%. This does not qualify us for Title I funding and makes us the only high school in the District with this distinction. Of the approximately 2200 parents who indicated an education level, 73% have at least some college experience and 48% have at least a bachelor’s degree.
Year 2010 2009 2008
ECR Students Receiving Free or Reduced Meals Number of Students Percent of Students 652 18.8% 660 18.9% 617 17.7% *SOURCE: Student Information System
Description of the Safety Conditions, Cleanliness and Adequacy of School Facilities El Camino Real High School strives to maintain a safe, healthy, nurturing, and orderly campus for our students and staff. We have adequate classroom space on campus and all of our teachers teach in their own room which allows organizational efficiency plus teachers are able to use resources, such as projectors, much more effectively. Although in the past few years we have lost three custodial positions due to budget cuts, our remaining twelve custodians are able to keep the facilities clean. We also receive effective support from the Local District One maintenance staff. Recently our fire alarm and air conditioning systems were updated. We have also had significant improvements done in the stadium where an artificial turf field and rubber track surface have been added. El Camino is also working with LAUSD and Architects of Achievement to help redesign several classrooms and outdoor spaces for our Academies. The school and community place great emphasis on campus security. We have two full‐time Deans and an Intervention Coordinator. Our five campus security aides assist in monitoring the campus before and after school, and during lunch and nutrition breaks. In addition, the District provides a full‐time School Police Officer who works cooperatively with the campus aides, administrators, and Deans. All visitors must sign in at the school’s office to receive proper authorization to be on campus and they must display their visitor’s pass as long as they are on campus. El Camino’s three‐volume School Safety Plans are revised annually and are reviewed by the School Safety Committee. Major emergency drills are held once per semester and the school has added sixteen security cameras to help monitor activity on the campus. E C R
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Staff There are 140 certificated staff members at ECR. Of these, 138 are permanent, two are probationary, and no teachers hold an emergency credential. There are seven teachers who spend part of their day teaching elective courses outside their credentialed areas. The district approved them to teach these electives based on their professional expertise. All of our teachers are credentialed by the state and hold CLAD certificates. Several staff members have received special recognition and awards for their accomplishments. All El Camino teachers are highly qualified as determined by NCLB. Nine have earned their National Board Certification (NBC) and thirty eight plan to earn their NBC in the near future. Sixty six teachers and administrators hold Master’s degrees. El Camino serves as a student teacher training site for California State University Northridge (CSUN) and Pepperdine University. Many teachers are involved in implementing programs and grants such as those involved with the Careers in Entertainment Academy, the Math/Science Academy, the Art and Design Academy, and the Humanitas Academy. Several of our teachers have presented at annual regional and state conferences and have been readers of Advanced Placement Exams. Our staff turnover rate is low with about 75% of the teachers having been here at least six years. The ethnic composition of certificated staff members is 69.5% White, 17.0% Hispanic, 9% Asian, 3% African American, and 1.5% American Indian. The staff is 52.5% female and 47.5% male. In addition, twenty one of our teachers are graduates of El Camino. El Camino staff show confidence in the quality education delivered by ECR as they enroll their own children here. More than 47% of faculty and staff currently have, have had, or will have their children attend ECR.
Number of Certificated Staff and Classified staff Certificated Assignments by Department Business/Computers 4 Industrial Education Counselors 5 Mathematics Deans 2 NJROTC English 23 Physical Education ESL* 1 Science Family and Consumer 2 Social Studies Studies Foreign Language 9 Special Education Health/Life Skills 5 Visual/Performing Arts Classified Staff 69 Administrators
2 15 2 7 11 16 14 7 5
SOURCE: Student Information System
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Number of Qualified Personnel for counseling and other pupil support services and substitutes Counseling, Pupil Support Services, & Substitutes Counselors Literacy Coach
4 1
Bridge Coordinator Library Media Specialist
1 1
College Counselor Intervention Coordinator Deans Nurse
1 1 half‐time
Parole Officer School Psychologist
5.0 days/week 5.0 days/week
School Police Officer Counseling Interns
Deaf & Hard of Hearing Specialist
1.0 day/week
Speech/Language Specialist
1.0 day/week
DOTS (Vocational) Coordinator Visually Impaired Specialist Occupational Therapist Occupational Inclusionist
5.0 days/week
LRE Counselor
1.0 day/week
1.0 day/week
Physical Therapist
2.0 days/month
2.0 days/month
Inclusion Facilitator
2.0 days/week
1 day/month
Adapted P.E. Teacher
5.0 days a week for one period
2 1 (The District has cut her position to 2 days/wk.) 5.0 days/week 2‐3days/week
SOURCE: School records
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Staff Tenure at El Camino Range 1 to 5 years 6 to 10 years 11 to 15 years 16 to 20 years 21 to 25 years 26 or more years
Percent of Staff 27% 39% 16% 8% 5% 4% *SOURCE: Staff Survey
Staff Tenure 8%
5%
27%
4%
1 to 5 years 16%
6 to 10 years 11 to 15 years 16 to 20 years 21 to 25 years 39%
26 or more years
Attendance Rates for Teachers Year Rate 2009‐2010 93.5% 2008‐2009 92.7% SOURCE: School Records
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Content of Staff Development and Participating Numbers LAUSD mandates 21 hours of professional development over fourteen days throughout the academic year. In addition, we usually have 12 hours of professional development before the school begins in the fall. This year (2010) we were fortunate to have 20 hours of professional development in the months of August and September. During professional development days before school begins, approximately two hours are dedicated each day for teachers to prepare their lessons and their rooms. Our professional development focuses on the following areas: • Data‐driven analysis to improve our teaching: In this category, we analyze various tests
and assessments to examine both our successes and our areas of weakness. We take the English, Mathematics, Social Studies and Science departments to our computer lab to analyze data. The data is also analyzed in departments to determine a specific course of action for improvement. We have done this with periodic assessments, CST and other standardized tests. • School program improvement: We also regularly consider improvements in our school program. We held staff development meetings regarding small learning communities, such as the creation of our various academies and freshman houses. Most of these academies have been successfully implemented such as Humanitas, AVID, the Math‐ Science Academy, and the Careers in Entertainment Academy. The freshman houses proved to be problematic and lasted only two years. • Best practices: We regularly share best practices of teaching both in departments and as
a whole faculty. Faculty members demonstrate and explain what works in their classrooms and expose the faculty to various teaching methods, techniques, and activities. For example, on one occasion teachers demonstrated how to use various graphic organizers and how these organizers can be adapted for different subjects. • Articulation with feeder Middle School: This exercise helps both the middle school
prepare its students for high school and clarifies our expectations of the incoming 9th grade students. We usually have an initial meeting with both staffs and then break out into department groups. In addition, our principal attends monthly Instructional Cabinet meetings with the principals of all the schools in our complex and shares this information at our faculty meetings. • Literacy: In this area, we focus on our school‐wide Writing across the Curriculum essay
program, our Sustained Silent Reading, and various other topics presented by the Literacy/Instructional Coach. • School related information: The entire staff is made aware of the testing schedule, how
to use our voicemail system, ISIS grading system, ISIS family module, update on Special E C R
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Education and testing procedures. We also share school‐specific information that is important in terms of awareness, morale, and continuance of our sense of community. • Self‐study: Focus on Learning: In 2010, our staff development has focused on examining
what we do as a school in all its aspects. In our five focus groups and our many home groups, we analyze the school's program and environment in their entirety.
Student Participation in CoCurricular Activities El Camino Real High School offers a wide variety of extra‐curricular and co‐curricular activities. We currently have almost 80 clubs that meet primarily at lunch (see appendix for the club list). Each club is required to have a faculty sponsor and it is a testament to our staff that we can support this many organizations. The clubs cover a range of interests including community service, religion, the arts, and hobbies. The clubs are involved in countless fundraising and charitable activities. The student leadership program (Student Council) is also very active and sponsors such events as Homecoming, Blood Drive, Welcome Back Parade, and Lip Sync. Because the size of the school can be intimidating to incoming freshmen, we advise them to join activities to get more comfortable on campus. Clearly, they have been listening to this advice. Besides the clubs, we have many other extra‐curricular opportunities. We have a school newspaper, a yearbook, and a broadcast journalism program. The performing arts department offers two levels of choir, four instrumental music programs, and several theater and dance groups. We have many academic teams such as Academic Decathlon, Envirothon, Science Bowl, and Quiz Bowl. Our students can be peer counselors or college counselors. If our students have an interest that is not addressed by the school, they are encouraged to start their own club. At El Camino, we have over 20 different athletic teams, each with at least two levels (JV, Varsity). In 2009‐2010, 745 student‐athletes participated in the athletic program. The student‐athletes must maintain a 2.0 grade point average and, as a school rule, may have no more than one unsatisfactory mark in cooperation. El Camino has won approximately 70 team city championships, numerous individual city championships, and two state championships.
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School Financial Support El Camino Real High School is not a Title I school, therefore we do not receive any supplemental federal funding or grants. Our total budget for 2009‐2010 is 15.5 million dollars including payroll, maintenance, and all student instructional programs. The programs and services at the school are provided by a combination of general, categorical, and special grant funds. While we have lost several funding sources since the last WASC accreditation, in the last two years we have received special funding from the superintendent which enabled us to retain seven positions out of twenty one that we lost. The following funds are still directly administered by the site:
Program Total English Learners Program $82,000 Gifted and Talented Education $35,700 Instructional Materials $98,000 Student Integration $6,700 Special Education $3,200 EXPENDITURES PER PUPIL $6,200 SOURCE: SARC Report / School Budget
Program Funding Allocation 3% 1%
English Learners Program
36%
Gifted and Talented Education Instructional Materials
44%
Student Integration Special Education
16%
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The above funding represents approximately half of what we received during the 2004‐ 2005 school year. We were fortunate in 2009‐2010 to receive three grants that helped relieve our budget shortfall. Specialized Secondary Program (SSP) Grant ...................................... $100,000 Perkins Grant......................................................................................... $56,000 AmGen Grant ........................................................................................ $50,000 In addition to the above resources, we have partnered with the Fashion Institute of Design and Merchandising, the Los Angeles Film School, and the National Park Service to provide extra opportunities for our students. We have also used funds from The Friends of ECR parent group to provide extra nursing time and after‐school tutoring programs in math and science.
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Student Performance Academic Performance Index (API) The Academic Performance Index (API) is an annual measurement of the academic achievement and progress of schools in California, with scores ranging from 200 to 1000, with a statewide target of 800. In 2010, our API of 798 was one of the top scores in the district and was the top score for a non‐magnet or non‐charter comprehensive high school. This score was a 25 point improvement over our 2009 API of 773 and is a 72 point increase over our 2004 API of 726. Two of our subgroups have reached the target score of 800, and all other subgroups have seen increases in their scores. Hispanic/Latino students scored 735, surpassing their target score of 719 by 16 points. African American students scored 734, surpassing their target score of 660 by 74 points. Asian students scored 871 which was an increase of 30 points. Students who are White, not of Hispanic origin, scored 822 which was an increase of 21 points. Our Socioeconomically Disadvantaged students scored 736, exceeding the target score of 712 by 24 points. Students with Disabilities scored 541, exceeding the target score of 534 by seven points. Our English Language Learners scored 647, which was a seven point increase, but they missed their target score by one point. Data is considered insignificant for Filipinos, Pacific Islanders, and American Indian/Alaskan Natives, as the number of these students enrolled at El Camino is too few.
School Academic Performance Index (API) Growth Report 2009‐2010 Sub‐Group Entire School African American American Indian Asian Filipino Hispanic Pacific Islander White Socioeconomically Disadvantaged Students w/Disabilities English Learners
Numerically Significant N/A YES No YES No YES No YES YES
API Base 773 653 ‐ 841
Growth Target 5 7 ‐ ‐ ‐ 5 ‐ ‐ 5
Actual Growth 25 81 ‐ 30 ‐ 21 ‐ 21 29
Met Target
714 ‐ 801 707
API Growth 798 734 ‐ 871 820 735 ‐ 822 736
YES
520
541
14
21
YES
YES
640
647
8
7
NO
YES YES N/A N/A N/A YES N/A N/A YES
Source: CDE
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Sub‐Group Description
School Year 20082009 Number API API Growth Significant Base Growth Target
WHOLE SCHOOL AFRICAN AMERICANS AMERICAN INDIANS ASIANS FILIPINOS HISPANICS PACIFIC ISLANDERS WHITES SOCIOECON DISADVTGD STDNTS W/ DISABLTS ENGLISH LEARNERS
Actual Growth
Met Target
N/A
768
774
5
6
Yes
Yes
642
648
8
6
No
No
‐
‐
‐
‐
N/A
Yes No Yes No Yes
858
843
‐
685 ‐ 797
714 ‐ 802
6 ‐ 3
‐15 29 ‐ 5
N/A N/A Yes N/A Yes
Yes
685
708
6
23
Yes
Yes
512
528
14
16
Yes
Yes
625
641
9
16
Yes *Source: CDE
Sub‐Group Description
School Year 20082007 Number API API Growth Significant Base Growth Target
Actual Growth
Met Target
African American American Indian or Alaska Native Asian
Yes
623
643
9
20
Yes
No
‐
‐
‐
‐
‐
Yes
849
858
A
9
Yes
Filipino Hispanic or Latino Pacific Islander
No Yes No
671
685
6
14
Yes
White Socioeconomically Disadvantaged English Learners
Yes
778
796
5
18
Yes
Yes
670
685
7
15
Yes
Yes
613
625
9
12
Yes
Yes
453
512
17
59
Yes
Students with Disabilities
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Subgroup
API Growth Scores for Numerically Significant Subgroups 2007‐2008 2008‐2009 2009‐2010
African American
643
648
734
Asian
858
843
871
Hispanic
685
714
735
White
796
802
822
Socioeconomically Disadvantaged English Learners
685
708
736
625
641
647
Students Disabilities
512
528
541
760
774
798
Overall Score
with
Source: California Department of Education
API Growth Scores for Numerically Significant Subgroups 1000 900 800 700 600 500 400 300 200 100 0
2007‐2008 2008‐2009 2009‐2010
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State Wide / Similar School Rank El Camino’s school ranking was an eight for 2007‐2008 and 2008‐2009 and is a seven for the 2009‐2010 school year. Our similar school ranking was a two in 2007‐2008 and was a three for the past two years. While we are proud of our accomplishments, we realize that we need to keep striving for improvement.
Year 2005‐2006 2006‐2007 2007‐2008 2008‐2009 2009‐2010
Recent API Scores for El Camino Real High School Statewide Base Score Growth Score Increase Rank 736 737 1 7 741 748 7 7 748 768 20 8 768 774 6 8 773 798 25 7
Similar Schools Rank 2 2 2 3 3 Source: CDE
API Growth Scores 798
774 768
748 737
2005‐2006
2006‐2007
2007‐2008
2008‐2009
2009‐2010
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California Standards Test (CSTs) The California Standards Test (CST) is a measure of student performance in relation to the state content standards as reported by performance level. El Camino’s 2010 English scores show an increase in proficient and advanced students from 66% in 2008 to 67%. At the same time, the percent of Below Basic (BB) and Far Below Basic (FBB) students has decreased from 16% to 12%. Our 2010 Math data shows an increase in proficient and advanced students from 41% to 45% compared to 2008 levels and a decrease in BB/FBB students from 29% to 28%. Science data for 2010 showed an increase in proficient and advanced students over 2008 figures, growing from 43% to 54%. During the same time, the number of BB and FBB students dropped from 30% to 20%. Finally, our 2010 Social Science scores show an increase in proficient and advanced students from 42% to 53% and a decrease in BB and FBB from 31% to 24%. CST Scores by Subject Subject
% Far Below Basic & Below Basic 07‐08 08‐09 09‐10
07‐08
% Proficient & Advanced 08‐09 09‐10
English
16%
17%
12%
66%
62%
67%
Math
29%
31%
28%
41%
41%
45%
Science Social Studies
30% 31%
27% 33%
20% 24%
43% 42%
46% 46%
54% 53% SOURCE: Mydata
El Camino’s CST scores by ethnicity show an increase for all statistically significant subgroups over a three‐year period in each of the core subjects. African‐American students had the highest average percent increase in the core subjects with a 17.5% improvement. They were followed by Hispanic students (9.75% increase), White students (7% increase), and Asian students (6.25% increase). All groups also showed a decline in the percent of Below Basic and Far Below Basic students. African‐American students had the biggest average decrease (14.75%), followed by Hispanic students (10%), White students (3.5%), and Asian students (2.5%). In each of the core subjects, Asian and White students had the highest percent of proficient and advanced students. In Science and Social Science, African‐American students outscored Hispanic students. In Math, Hispanic students did better than African‐American students and in English both groups had the same percent of proficient and advanced students.
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CST: English Language Arts Subgroups African American Asian Hispanic White
% Far Below Basic/Below Basic 2007‐08 2008‐09 2009‐10
% Proficient/Advanced 2007‐08 2008‐09 2009‐10
33%
32%
21%
43%
46%
54%
9% 25%
12% 24%
6% 17%
76% 46%
71% 47%
12%
14%
11%
70%
69%
79% 54% 72% *Source: Mydata
CST: ELA % Proficient / Advanced 80% 60% 40% 20% 0%
African American
Asian 2007‐08
Hispanic 2008‐09
White
2009‐10
CST: ELA % Far Below Basic / Below Basic 35% 30% 25% 20% 15% 10% 5% 0% African American
Asian 2007‐08
Hispanic 2008‐09
White
2009‐10
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CST: Mathematics Subgroups African American Asian Hispanic White
% Far Below Basic/Below Basic 2007‐08 2008‐09 2009‐10
% Proficient/Advanced 2007‐08 2008‐09 2009‐10
51%
44%
40%
15%
28%
29%
15% 39% 25%
21% 42% 27%
15% 37% 24%
56% 28% 45%
56% 30% 45%
63% 32% 49% *Source: Mydata
CST: Mathematics % Proficient/Advance 70% 60% 50% 40% 30% 20% 10% 0% African American
Asian 2007‐08
Hispanic 2008‐09
White
2009‐10
CST: Mathematics % Far Below Basic / Below Basic 60% 50% 40% 30% 20% 10% 0% African American
Asian 2007‐08
Hispanic 2008‐09
White
2009‐10
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CST: Social Studies Subgroups African American Asian Hispanic White
% Far Below Basic/Below Basic 200708 200809 200910
% Proficient/Advanced 200708 200809 200910
51%
51%
40%
26%
27%
40%
19% 46% 27%
22% 46% 28%
14% 36% 21%
55% 26% 49%
67% 30% 52%
66% 38% 59% SOURCE: Mydata
CST: Social Studies‐ % Proficient / Advanced 70% 60% 50% 40% 30% 20% 10% 0% African American
Asian 2007‐08
Hispanic 2008‐09
White
2009‐10
CST: Social Studies‐ % Far Below Basic / Below Basic 60% 50% 40% 30% 20% 10% 0% African American
Asian 2007‐08
Hispanic 2008‐09
White
2009‐10
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CST: Science Group African American Asian Hispanic White
% Far Below Basic/Below Basic 200708 200809 200910
% Proficient/Advanced 200708 200809 200910
53%
56%
28%
18%
23%
48%
15% 47% 24%
19% 36% 22%
13% 27% 18%
65% 24% 49%
61% 32% 52%
69% 39% 61% SOURCE: Mydata
CST: Science‐ % Proficient / Advanced 70% 60% 50% 40% 30% 20% 10% 0% African American
Asian 2007‐08
Hispanic 2008‐09
White
2009‐10
CST: Science‐% Far Below Basic / Below Basic 60% 50% 40% 30% 20% 10% 0% African American
Asian 2007‐08
Hispanic 2008‐09
White
2009‐10
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Grade Level Proficiency Scores: In 2009‐2010, ninth grade students at El Camino had the highest percentage of students scoring in the advanced and proficient ranges across all subject areas. Tenth grade students had the next highest percentage, followed by eleventh graders. In English, 75.6% of ninth graders were advanced or proficient compared to 64.1% for sophomores and 59.4% for juniors. In Math, 55.9% of freshmen were advanced or proficient compared to 41.7% and 32.0% of sophomores and juniors. In science, 77.3% of freshmen were advanced or proficient compared to 58.5% of sophomores and 31.5% of juniors. In social studies, 63.7% of ninth graders were advanced or proficient compared to 50.5% of tenth graders and 51.8% of eleventh graders.
Grade Level Proficiency Scores 2009‐2010 English
Math
9th Grade
10th Grade
11th Grade
9th Grade
10th Grade
11th Grade
Advanced
40.7%
37.6%
30.9%
17.1%
11.3%
11.9%
Proficient
34.9%
26.5%
28.5%
38.8%
30.4%
20.1%
Basic
17.3%
22.3%
22.4%
26.2%
30.9%
26.2%
Below Basic Far Below Basic
4.9%
8.9%
8.1%
15.3%
21.2%
31.5%
2.3%
4.6%
10.0%
2.5%
6.3%
10.3%
SOURCE: Mydata
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CST Scores‐ English Far Below Basic Below Basic Basic Proficient Advanced 0.00%
5.00%
10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% 11th Grade
10th Grade
9th Grade
CST Scores‐ Math Far Below Basic Below Basic 11th Grade
Basic
10th Grade 9th Grade
Proficient Advanced 0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
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9th Grade Advanced 53.4% Proficient 23.9% Basic 16.8% Below 2.1% Basic Far Below 3.7% Basic
CST Scores by Grade Level Science 10th Grade 11th Grade 9th Grade 33.1% 13.7% 35.1% 25.4% 17.8% 28.6% 24.5% 32.7% 24.3% 8.1% 16.6% 6.6% 8.9%
19.1%
Social Studies 10th Grade 11th Grade 24.5% 22.1% 26.0% 29.7% 22.9% 20.6% 7.9% 9.5%
5.4%
18.8%
18.1%
SOURCE: Mydata
CST Scores: Science Far Below Basic Below Basic Basic Proficient Advanced 0.00%
10.00%
20.00%
11th Grade
30.00%
10th Grade
40.00%
50.00%
60.00%
9th Grade
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CST Scores: Social Studies Far Below Basic
Below Basic
Basic
Proficient
Advanced 0.00%
5.00%
10.00% 11th Grade
15.00%
20.00%
10th Grade
25.00%
30.00%
35.00%
40.00%
9th Grade
California High School Exit Exam (CAHSEE) El Camino students perform very well on the CAHSEE. The school offers after‐school CAHSEE preparation classes in English Language Arts (ELA) and Math. We also offer an intensive program called CAHSEE Boot Camp that pulls seniors out of their classes to participate in CAHSEE preparation two weeks prior to the exam. Over the last three years, almost 92% of tenth grade, first time test takers passed the English Language Arts (ELA) portion of the exam and almost 90% passed the Math portion. Each of our ethnicity subgroups did well on the exam, with none scoring lower than 83%. Our non‐socioeconomically disadvantaged students, socioeconomically disadvantaged students, and Re‐designated Fluent English Proficient (RFEP) students also all performed well on the exam, with none scoring lower than 83%. Our Special Education students and English Learners had Math pass rates of 60% and 62%, respectively. The same two groups had English pass rates of 56% and 46%. E C R
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Group All Students Female Male African American American Indian Asian Filipino Hispanic/Latino Pacific Islanders White Students with Disabilities EL RFEP Socioeconomically Disadvantaged Not Socioeconomically Disadvantaged
CAHSEE Results for Tenth Grade Students (First Time Test Takers) English Language Arts Mathematics March March March March March March 2008 2009 2010 2008 2009 2010 92% 93% 90% 89% 90% 90% 95% 95% 94% 91% 91% 92% 89% 92% 88% 87% 89% 89% 82% 88% 86% 65% 80% 91% NA NA NA NA NA NA 97% 98% 96% 99% 99% 97% 91% 100% 91% 87% 100% 97% 89% 89% 85% 82% 83% 83% NA NA NA NA NA NA 94% 95% 93% 92% 92% 92% 51%
62%
56%
40%
47%
60%
63% 95%
63% 95%
46% 86%
66% 89%
52% 94%
62% 90%
87%
87%
83%
80%
84%
85%
95%
96%
96%
94%
94%
94%
SOURCE: CDE
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CAHSEE Results for 10th Grade Students (First time test takers) Mathematics 2010
English 2010 94% 96%
Not Socioeconomically Disadvantaged 85% 83%
Socioeconomic Disadvantaged
90% 86%
RFEP EL
46%
62% 60% 56%
Students with Disabilities
92% 93%
White Pacific Islanders
0 0 83% 85%
Hispanic/Latino Filipino
97% 91%
Asian
97% 96%
American Indian African American Male Female All Students
0 0 91% 86% 89% 88% 92% 94% 90% 90%
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In a study of the graduating class of 2010, we found that in March 2008, 89% of our tenth grade, first time test takers, passed the Math portion of the CAHSEE and 92% passed the ELA portion. Over the course of the following year, 166 eleventh graders took the math portion of the CAHSEE and 48% passed. In ELA, 121 eleventh graders took the exam and 55% passed, leaving about 40 students needing to pass math in their senior year and 30 students needing to pass ELA. After the November 2009 administration of the CAHSEE, fewer than twenty seniors still needed to pass one or both portions of the exam. By graduation in June 2010, sixteen students remained that did not pass one or both parts of the CAHSEE. Eleven of the sixteen had IEPs. The five regular education students all passed the ELA portion of the CAHSEE.
Adequate Yearly Progress (AYP) The Federal No Child Left Behind (NCLB) Act requires that all schools and districts meet the following AYP criteria: • • • •
Participation rate on the state’s standards‐based assessments in English‐Language Arts (ELA) and Mathematics Percent proficient on the state’s standards‐based assessments in ELA and Mathematics API as an indicator Graduation Rate
In the 2009‐2010 school year, El Camino surpassed the participation requirement of 95% with all subgroups. Our API growth of 25 points exceeded the growth target of five points and our API score was 798, our highest score to date. Graduation data for 2009‐2010 on the California Department of Education (CDE) website was not available, but we have recently averaged a NCES defined graduation rate of 91%. Overall, El Camino met 18 out of 22 criteria. Four of our subgroups did not meet the percent proficient targets. Hispanics, Socioeconomically Disadvantaged students, and English Learners did not meet their ELA targets and English Learners did not meet their mathematics target. In the 2008‐2009 school year, El Camino also met the participation, API, and graduation rate criteria. We met 21 out of 22 criteria, with only English Learners not meeting their ELA target. In the 2007‐2008 school year, El Camino met 22 out of 22 criteria. E C R
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Adequate Yearly Progress (AYP) Criteria Made AYP AYP Criteria met ELA Participation Rate Math Participation Rate ELA Percent Proficient Math Percent Proficient API Graduation Rate
20072008
20082009
20092010
Yes
No
No
22 out of 22
21 out 22
18 out of 22
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No*
No**
Yes
Yes
No***
Yes Yes
Yes Yes
Yes Yes * English Learners
** Hispanic, English Learners, Socioeconomically Disadvantaged *** English Learners SOURCE: CDE
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Percent Proficient ‐ Annual Measurable Objectives (AMOs)
Percent Proficient – English Language Arts
School-wide African American Asian Hispanic White Special Ed. English Learners
2007-2008 Target = 33.4% % at or above Met AYP proficient Criteria 68.4 Yes 33.9 Yes 80.6 54.3 76.4 17.2 33.9
Yes Yes Yes Yes yes
2008-2009 Target = 44.5% % at or above Met AYP proficient Criteria 67.1 Yes 51 Yes 77.3 56.4 70.9 16.7 36.2
Yes Yes Yes Yes No
2009-2010 Target = 55.6% % at or above Met AYP proficient Criteria 67.7 Yes 63.5 Yes 73.6 50.2 75 15.5 26.4
Yes No Yes No No SOURCE: CDE
Growth Targets:
2008
2009
2010
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Percent Proficient – Mathematics
School-wide African American Asian Hispanic White Special Ed. English Learners
2007-2008 Target = 32.2% % at or above Met AYP proficient Criteria 68.1 Yes 25.9 Yes
2008-2009 Target = 43.5% % at or above Met AYP proficient Criteria 69 Yes 43.1 Yes
2009-2010 Target = 54.8% % at or above Met AYP proficient Criteria 70.2 Yes 56.1 Yes
89.2 54.8 74.2 15.6 42
86.5 56.2 73.8 19.7 44.2
84.7 54.5 76.7 23.9 44
Yes Yes Yes Yes yes
Yes Yes Yes Yes Yes
Yes Yes* Yes No No
*Passed using a two year average SOURCE: CDE
Growth Targets:
2008
2009
2010
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California English Language Development Test (CELDT) Assessment results El Camino’s CELDT assessment results from the 2009‐2010 school year show that 90% of the students scored at the Intermediate level or higher. Over the past three years, an average of 89% of students tested scored at this level. In 2009‐2010, fourteen out of 134 students tested had scores that put them in the Early Intermediate category. In the past two years, there have been no students scoring at the Beginning level.
California English Language Development Test (CELDT) Performance Level 2007‐2008 2008‐2009 2009‐2010 Advanced 8% 10% 13% Early Advanced 41% 41% 40% Intermediate 37% 40% 36% Early Intermediate 12% 9% 10% Beginning 2% 0% 0% Total Number Tested 167 140 134 SOURCE: CDE
CELDT: 2009‐2010 Beginning 2% Early Intermediate 12%
Intermediate 37%
Advanced 8%
Early Advanced 41%
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Local Assessments At El Camino we have an intervention program to address the needs of ninth grade students who did not earn a C in eighth grade English and who also scored Far Below Basic on the standardized test. The class uses Scholastic’s READ 180 program, with whole group instruction, small group instruction, instructional software, and independent reading. The Scholastic Reading Inventory is administered at the beginning of the school year. This assessment provides a baseline reading level for initial placement, for intervention grouping, and to meet and measure growth over time. Continuous monitoring takes place throughout the year, so that the teacher can address content areas that may need additional focus for certain students. This is accomplished through small groups that are fluid and may change on a daily or weekly basis, or as needed. The READ 180 program also provides continuous diagnostic assessments on daily or weekly basis in the areas of comprehension, vocabulary, fluency, phonics/word study, and spelling/encoding. These daily assessments diagnose strengths and weaknesses and provide data for grouping for targeted instruction. Progress monitoring continues on the instructional software, using the Skills tests. These assessments measure the acquisition of the READ 180 Book skills taught in whole and small group settings. Data from the August 2010 administration of the SRI shows that eight students are currently reading at or below a sixth grade level. The SRI will be administered a second time at the end of the semester to see if students have made progress from the beginning of the year. The Los Angeles Unified School District mandates the use of periodic assessments in each of the four core subject areas. In science there are tests for biology, chemistry, and physics. In Math, there are tests for algebra I, geometry, and algebra II. There are tests for world history and U.S. history in social studies and there are tests in English for grades nine and ten. Each subject has three to four tests per year. The district provides the assessments and has a contract with CoreK12 to score the multiple choice portions of the exam. On some tests, there is a full length essay and a short response section that the teachers evaluate. Once CoreK12 scores the tests, including the scores from the essays, teachers can view the results online. These tests are formative in nature and are designed to help teachers evaluate student learning on various skills and standards. Teachers use this data to reflect on their teaching and discover what standards have to be re‐taught. The departments also meet periodically to review and analyze this data and to decide if changes in the curriculum are in order. E C R
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As part of the literacy policy at El Camino, we have a program called Writing Across the Curriculum. In this program, teachers in all subject areas have their students write one essay per semester based on a topic that has been studied. These essays follow the essay format that the students learn in English classes. The essays are graded by the teacher and are then submitted to our Instructional Coach for review. The coach has sample prompts that the teachers may use and she helps develop scoring rubrics for the teachers. We began this program to better prepare our students for both standardized tests and for college, where students write essays not only in English classes but in all subject areas. Also, research shows that writing is a highly effective learning mode. This program has aided our students’ written ability and has, in turn, improved their CAHSEE and other standardized test scores.
SAT, ACT, and PSAT With LAUSD funding, El Camino is able to administer the PSAT to all tenth grade students. Ninth and eleventh grade students are encouraged to take the test also, although they have to pay for it. Since the 2008‐2009 school‐year, we have had several students qualify for National Merit Scholar recognition; this includes five Hispanic scholars, two Black scholars, 31 commended scholars, and eleven National Merit semi‐finalists. According to California Department of Education records 56% of El Camino seniors took the SAT in 2009‐2010. In 2009‐2010, the average SAT score for El Camino students was 1608 out of 2400. Our average for the past three years is 1584. El Camino’s overall score and the scores in each subsection are above the state and national averages. Far fewer students (about 19%) take the ACT, but have a similar rate of success as the SAT results. In 2009‐2010, the average ACT score at El Camino was 24.5 out of 36. Our three year average is 23.7 and is higher than the state and national averages.
National State El Camino
Verbal 501 501 527
SAT and ACT Scores 2009‐2010 Math 516 516 547
Writing 492 500 534
ACT Scores 21.1 22.2 24.5 SOURCE: CDE
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National State El Camino
Verbal 501 500 521
SAT and ACT Scores 2008‐2009 Math Writing 515 493 513 493 533 530
ACT Scores 21.1 22.2 23.9 SOURCE: CDE
National State El Camino
Verbal 502 499 513
SAT and ACT Scores 2007‐2008 Math Writing 515 494 515 498 528 520
ACT Scores 21.1 22.2 22.7 SOURCE: CDE
ACT Scores 2007‐2010 25 24 23 22 21 20 19 2007‐08
2008‐09 National
State
2009‐10 El Camino
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SAT 2007‐2010 07‐08 Writing 07‐08 Math 07‐08 Verbal 08‐09 Writing El Camino
08‐09 Math
State 08‐09 Verbal
National
09‐10 Writing 09‐10 Math 09‐10 Verbal 460
470
480
490
500
510
520
530
540
550
560
Advanced Placement Test Results In fall 2010, twenty two of our staff members teach in the AP program and we offer 40 sections of AP classes in 22 different subjects. The teachers attend annual conferences to share teaching strategies and strengthen their skills and knowledge of the tests which do change with time. As previously mentioned El Camino’s AP scores are among the highest in the District and are higher than the national average. In the 2009‐2010 academic year, 610 students sat for 1110 examinations in 24 subjects. 72% of all examinees received passing grades of 3 or better. In each of the last two school years, approximately one‐third of our graduating seniors took and passed at least one AP exam while at El Camino. E C R
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200910 200809 200708
ECR Advanced Placement Exams Number Number of Pass of Subjects Exams Rate Students Taken 610 1110 24 72% 667 1218 25 67% 671 1220 25 68%
Graduating Class Summary 31% 35% 33%
* The Graduation Class Summary shows what percentage of twelfth‐graders scored a 3 or higher at any point in their high school years. *Source: College Board
Advanced Placment Results 80% 70% 60% 50% 40% 30% 20% 10% 0% 2007‐08
2008‐09 Pass Rate
2009‐10
Graduating Class Summary
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AG Requirements All El Camino students are enrolled in A‐G required courses except a few of our special education students who are in an algebra readiness class. The most recent graduation data available is from 2006 through 2009 and shows that an average of 52% of El Camino graduates completed all courses required for U.C. and/or C.S.U. entrance. This is above the district average of 40% and the state average of 35%. El Camino Graduate Rate Completing All Courses Required for U.C. and/or C.S.U. Entrance
2006‐2007 2007‐2008 ECR District State ECR District State Grads Grads Grads Grads Grads Grads
African American Asian Hispanic White All Students
2008‐2009 ECR District State Grads Grads Grads
31.2
41.5
26.5
14.8
22.4
23.3
37.7
40.2
26.8
82.9
78.4
59.8
51.1
55.8
59.2
77.8
73.7
59.3
44.3 70.0
41.1 62.6
25.2 39.5
17.3 39.3
21.7 37.1
22.5 39.8
42.9 62.0
43.1 58.7
25.5 40.5
62.9
47.3
35.5
34.7
26.3
33.9
57.7
46.8
35.3
*SOURCE: Mydata
El Camino Graduate Rate Completing All Courses Required for U.C. and/or C.S.U. Entranc 90 80 70 60
African American
50
Asian
40
Hispanic White
30
All Students 20 10 0 ECR GradsDistrict GradsState Grads ECR GradsDistrict GradsState Grads ECR GradsDistrict GradsState Grads
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Students Taking Algebra by Grade Level In the Fall 2010 semester, all of the regular education students at El Camino were enrolled in Algebra I or a higher level math class. In the past three years, the only students enrolled in algebra readiness were in our special education program (55 students).
Algebra I Enrollment by Grade Level Fall 2010 9th Grade 10th Grade 11th Grade 12th Grade Total Number of Students 562 124 26 8 720 Percentage of Students 78% 17% 4% 1% 100% SOURCE: Student Information System
Algebra 1 Enrollment by Grade Level
10th Grade 17%
9th Grade 78%
12th Grade 1%
11th Grade 4%
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Report Card Analysis At El Camino we periodically analyze the data from student report cards, especially after the twenty week report cards are issued. Data from the last three semesters indicates that the D/F rates for each department have remained fairly consistent. The Math, Science, and Special Education departments had the highest D/F rates and the Visual/Performing Arts (VPA) and Physical Education departments had the lowest rates.
D and F Grade Distribution Averages by Department
Spring 2010 Fall 2009 Spring 2009
Adv. Applied Technical Art
English /ESL
Foreign Language
17 %
18%
16%
16%
16%
18%
22%
16%
18%
19%
Health / Life Math Science
PE
Science
Social Studies
Special Education
VPA
31%
14%
24%
15%
24%
11%
13%
34%
12%
28%
16%
21%
10%
25%
33%
13%
21%
14%
27%
13%
*SOURCE: Student Information System
Visual & Performing Arts Special Education Social Studies Science PE
Spring 2009 Fall 2009
Math
Spring 2010
Health / Life Science Foreign Language English/ESL Adv. Applied Technical Art 0%
5%
10%
15%
20%
25%
30%
35%
40%
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Completion Rates The most recent data available from the California Department of Education is from 2008‐ 2009. Our 2009 graduation rate based on the NCES definition was 91.4%. The average graduation rate from 2006‐2009 was 90.3%. Each year we have met the AYP graduate rate criteria. In the last two years, we have had the funding to hire an intervention coordinator who works closely with students who are falling behind in their credits. He works especially closely with seniors and their parents to develop a plan for success. Although the counseling loads for each of our counselors has increased dramatically over the past few years, they continue to be an invaluable resource for students requiring extra guidance. All students have Individualized Graduation Plans and meet with their counselor several times per year to track their progress towards graduation. Students who have fallen behind have access to Adult School classes on our campus, our online learning program, and students that need a different learning environment can enroll in our continuation school, Miguel Leonis Continuation High School.
Graduation Rates El Camino District
State
2008‐2009
91.4
69.6
78.6
2007‐2008
92.4
72.4
80.2
2006‐2007
87.0
67.1
80.6 SOURCE: CDE
Graduation Rates 100 90 80 70 60 50 40 30 20 10 0 2006‐2007 Graduation Rates El Camino
2007‐2008 Graduation Rates District
2008‐2009 Graduation Rates State
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In 2010, 88% of El Camino’s graduates planned to attend college. Of this total, 11.4% of our graduates will attend the Universities of California, 14.3% will attend the California State Universities, 53.6% planned to attend community colleges, and the remainder will attend private or out of state universities. 2.0% of the graduates stated they will attend a vocational school, 1.7% plan to enlist in the military services, and 1.6 % plan to enter the workforce directly from high school.
El Camino Class of 2010 Exit Survey Options Student Response Community College 53.6% California State University 14.3% University of California 11.4% Out of State Four‐Year University 5.7% California Private 3.3% Vocational School 2.0% Military 1.7% Employment 1.6% Other 1.6% Out of State Community College 0.3% Did Not Respond 4.6% SOURCE: College Office Records
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El Camino Class of 2010 Exit Survey Student Response
53%
14%
5% 2% 2% 2%
2%
3%
6%
11%
0%
Community College
California State University
University of California
Out of State Four‐Year University
California Private
Vocational School
Military
Employment
Other
Out of State Community College
Did Not Respond
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Physical Fitness Report From 2006‐2009, an average of 75.3% of ninth graders who took the FitnessGram test met the Healthy Fitness Zone criteria in at least five out of six categories. Our students generally had the most success with abdominal and trunk strength. In 2009, students were most challenged by aerobic capacity as measured by a one mile run, but still scored in the Healthy Fitness Zone 73% of the time.
California Physical Fitness Report Category 2009‐2010 2008‐2009 Percent Meeting HFZ in 6 out of 6 58% 48.2 criteria Percent Meeting HFZ in 5 out of 6 26% 29.7 criteria Percent Meeting HFZ in Aerobic 84% 72.9 Capacity Percent Meeting HFZ in Body 74% 77.6 Composition Percent Meeting HFZ in Abdominal 92% 95.7 Strength Percent Meeting HFZ in Trunk 93% 96.8 Extensor Strength Percent Meeting HFZ in Upper Body 86% 81.6 Strength Percent Meeting HFZ in Flexibility 94.0 88.0
2007‐2008 2006‐2007 51.5
41.3
25.8
29.3
77.1
69.7
78.1
80.3
92.0
91.2
93.1
91.9
83.1
82.9
90.5
79.1 SORCE: Mydata
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Perception Data Ninety percent of El Camino students are proud to be students here. They feel that people of all backgrounds are treated fairly at school (79%) and that the school does not allow teasing or name‐calling (69%). Our students feel supported academically. They feel that they can go to an adult at school if they need help with homework (91%). 85% believe that the courses they are taking are helping to prepare them for college and 89% feel that their teachers in the core subject areas believe they can do well. Eighty percent of our students planned to complete a four‐year or graduate degree. Most students feel that adults on campus know their name (72%) and care if they are absent (62%). Our students feel safe in their classrooms (96%) and on school grounds (93%). Most feel that gangs (90%) and bullying (78%) are not problems on campus. The majority of students feel that cafeteria and lunch areas are clean (68%) and that the other areas of campus are clean (78%). Most of our parents feel welcome at the school (84%) and feel that their child is safe on school grounds (86%). They feel that the office staff treats them with respect (81%) and that their culture is respected (81%). A smaller majority (60%) feels that any problem they have will be solved quickly. Seventy four percent feel that there are opportunities to participate in councils/parent organizations, but overall only 61% feel that there are opportunities for involvement at the school.
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