Helping Homeless Children Stay Connected to School - Civic Engagement Project August 2016

ALLIANT INTERNATIONAL UNIVERSITY Hufstedler School of Education ELM 8999 - Civic Engagement in Education

Janie M. Dam Civic Engagement Project Presentation August 7, 2016

Instructor: Dr. Joseph Adwere-Boamah

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Background and Project Idea My career path in public education has led me to the implementation of a one-to-one Chromebook instructional technology program at a large, socioeconomically and ethnically diverse urban public charter high school. I am interested in investigating whether such a wireless technology program can effectively and feasibly be replicated by a community-based not-for-profit organization and/or local governmental agency to substantially expand organizational outreach and service capacity in addressing the unique needs of homeless youths. Ultimately, I am seeking to support these children to remove themselves from the cycle of poverty and homelessness by becoming college and career ready by the age of 20.

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Justification The body of research reveals that poverty in the younger years is closely associated with a range of social, emotional and behavioral problems later in life (Armstrong, 2009; Eamon, 2001). Homeless children not only suffer all the adversities that poor children face, they are exposed to the many added risks of unstable housing (Brinamen, Taranta, & Johnston, 2012; Institute for Children, Poverty, and Homelessness, 2013; Samuels, Shinn, & Buckner, 2010; Murphy & Tobin, 2011; Wadsworth, Raviv, Reinhard, & Wolff, 2008).

Fortunately, children living in poverty who are connected to school have been found to experience lower rates of emotional distress, depression and anxiety in the short–term and over the course of their young adult lives (Shochet, Dadds, Hamm, & Montague, 2006). They also report across ethnic and racial groups lower rates of smoking, alcoholism, and drug abuse (Bond et al., 2007; Vaughan, Kratz, & d’Argent, 2011). Most compelling of all, there are findings that not only are children connected to at least one school staff member more satisfied with their school (Loukas, Suzuki, & Horton, 2006), the positive effects of this connection can also manifest in their lives at home.

Apparently some of the adverse consequences of early negative family functioning (Loukas et al., 2010) and weak social skills in childhood 4

(Ross, Shochet, & Bellair, 2010) can be buffered by students’ connectedness to school and school staff.

Based on what I have seen first-hand in my professional experience as an educator, the plight of transient homeless students is that they frequently cannot, on their own, connect to a school campus and school staff and then maintain that connectedness. Nor can the school system by traditional means ensure these students’ regular school attendance in the hope of completing the K-12 program. Furthermore, while teachers and guidance counselors may deeply care for their students, school staff are simply overwhelmed by the large class sizes and counseling caseloads that they have been assigned due to continued school budget cuts. Often the demand for transitional youth services is well beyond the capacity of a typical school intervention program.

What I deduce from the literature and my own observations is that in order to take advantage of the power of “connectedness” to buffer homeless children’s early exposure to family and social dysfunctions, we would need to find the ways and means to help them (1) attend and remain in school for a sufficient length of time in order to positively connect with school staff, or at least (2) establish and sustain a consistent relationship with a caring adult outside of but alongside the school system, when and where long term or consistent school 5

enrollment is not possible. Looking at the sheer number and geographic spread of transient homeless children in need of assistance, I would hypothesize that technology applications and innovations will likely play an important role in this effort.

Potential Impact This project can potentially positively impact homeless schoolaged children, including migrant children and those living in chronic poverty, by providing the ways and means to effectively and consistently connect them to volunteers who can support and guide them to become college or career ready by the age of 20. Indirectly the project will serve the surrounding community by preventing this at-risk youth population from entering an adult life of mental health issues, substance abuse and trouble with the law.

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Description of Population Served The Mckinney-Vento Homeless Assistance Act of 2014 states: “All school-aged homeless children are entitled to the same free and appropriate public education that is provided to non-homeless students. Schools are required to remove barriers to the enrollment, attendance, and academic success of homeless students.� The federal education definition of homeless is any student between the ages of 0 and 22 who lacks a fixed, regular, and adequate nighttime residence, including: A. Has a primary nighttime residence that is a shelter designated to provide temporary living accommodations such as shelters, motels/hotels, domestic violence shelters, and transitional housing.

B. Lives in a car, park, abandoned building, public or private place not designed for, or ordinarily used as a regular sleeping accommodation for human beings.

C. Lives temporarily in a trailer park or camping area due to the lack of adequate living accommodations.

D. Lives “doubled-up" with another family, due to loss of housing, stemming from financial problems.

E. Is abandoned at a hospital.

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F. Resides in a home for school-aged, unwed mother or mother-to-be, if there are no other available living accommodations.

G. Is awaiting foster care in limited circumstances but does not include placement in a foster family, foster family agency or group home.

H. Is placed by the state in an emergency shelter due to lack of alternative housing.

I. Is an abandoned, runaway or pushed out youth or migratory child living in any of the circumstances described above.

Staggering statistics of homelessness in the United States, particularly in California and Los Angeles County, clearly show a need for programs and services such as those provided by LACOE and School on Wheels:  Half a million California children are homeless.  California accounted for 21% of the nation’s homeless in 2015.  Families with young children now account for one third of the homeless population.  One third of all homeless people are children, under the age of 18.

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 Los Angeles has the highest chronic homeless population in the nation. Over 87,952 homeless youth are enrolled in Los Angeles County Schools, of which 13,794 are enrolled in Los Angeles Unified School District alone  34,899 children have been identified as homeless in Orange County; 30,452 in Riverside County; 9,675 in Santa Barbara County; 41,755 in San Bernardino County; and 7,551 in Ventura County.  Approximately 2.5 million children are homeless annually in the United States.  The recession has led to a 50% increase in students identified as homeless in school districts throughout the country.

Studies show that homeless children are faced with a unique set of challenges that can only adequately be met with the support of appropriate educational intervention practices (Thistle-Elliott, 2014).

In Their Own Voices video: https://goo.gl/LP2XNi

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Description of Participating Community-Based Agency

http://goo.gl/0vEnsE School on Wheels, Inc., is a not-for-profit 501(c)(3) organization founded in 1993 by Agnes Stevens, a retired schoolteacher, who, after reading the book Rachel and Her Children by Jonathan Kozol, came to see a great need to provide educational support for homeless children.

Today the organization is still the only non-profit community-based organization in Southern California dedicated exclusively to helping homeless children meet their challenges as students.

The mission of School on Wheels is to “enhance educational opportunities for homeless children from kindergarten through twelfth grade.” Its approach is to reduce their academic gaps from instability in schooling and to afford them with the highest level of education possible. The agency’s various programs also serve as a consistent support system for homeless students at a highly stressful and perilous time in their lives. These programs include: 10

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One-on-one weekly tutoring where the homeless child is located

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A learning center in Skid Row

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Donations of backpacks and school supplies

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Assistance with finding lost records and enrolling in school

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Scholarships

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Guidance for parents in educational matters for their children

The organizational flowchart of School on Wheels is as follows: Executive Board

Executive Director

Regional Director

Program Director

Operations Director

Regional Team Leader

Digital Coordinator

Technology Administrator

Regional Coordinators

Digital Specialist

Special Projects Coordinator Volunteer Applications Coordinator Team Leader of Volunteer Engagement

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Marketing Director

Marketing Specialist

The Executive Board of 13 members establishes the mission and policies of the organization. This board includes an Executive Director, who oversees all operations and is responsible for day-to-day decision making.

The Regional Director, responsible for volunteer tutor recruitment and deployment, supervises the 11 Regional Coordinators who serve as points of contact for volunteer tutors. The Regional Team Leader assists the Regional Director to oversee regional activities of five counties in California. A Volunteer Applications Coordinator provides overall volunteer applications support for the team. The Special Projects Coordinator develops means to recruit retired seniors to volunteer as tutors. The Team Leader of Volunteer Engagement leads a team focused on enhancing the volunteer experience.

The Program Director, in charge of tutor training, academic and career resources, and digital learning is assisted by a Digital Coordinator, assigned to develop and expand online tutoring and adaptive learning programs, and by a Digital Specialist.

The Operations Director handles budgeting and financial reporting, human resources administration and IT systems for the organization. Under the directions of the Operations Director, the Technology Administrator provides technical support for applications, 12

websites, databases, donations tracking system and solutions to other operational challenges.

The Marketing Director is responsible for media relations, web design and fundraising events, and delegates the social media outreach program to a Marketing Specialist. Our core values represent what we believe in, what we stand for, and how we approach everything we do.

They determine how we treat each other, our students, volunteers, donors, partners, and the communities we serve. The communitybased organization measures its own success by how well it lives up to the following core values: Trust, Integrity, Innovation, Flexibility, Passion, and Teamwork.

Per its 2015 Annual Report (attached), last year School on Wheels engaged 2,223 volunteers to tutor 3,491 homeless students including 794 in digital learning, facilitated the donation and delivery of 4,162 backpacks filled with school supplies to homeless students, and awarded 19 scholarships.

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Description of Participating Local Governmental Agency

http://goo.gl/SiGckM

The Los Angeles County Office of Education (LACOE) is a public agency governed by the Los Angeles County Board of Supervisors, and operated under the leadership of an appointed Los Angeles County Superintendent of Schools. Headquartered in Downey, California, LACOE serves as an intermediate organization between local school districts and the California Department of Education. The agency was established in 1852 after California became a state and the legislature created for each county an Office of the County Superintendent of Schools.

The nation's largest regional education agency, LACOE provides specialized business and financial services to 80 school districts and support services in teacher training, school reform, school-community partnerships, leadership and distance learning. The organization also provides expert consultation in curriculum, instruction and assessment 14

and innovative programs in employment services and school-to-career training. Its service region covers the enrollment of two million preschool and school-aged children.

LACOE seeks to be “a premier provider of integrated, educational programs and services, from birth to adulthood, in a richly diverse and multicultural global environment.� Its focus areas include the California Common Core standards, innovative systems & schools, partnerships, fiscal direction & solvency.

The Office of Homeless & Foster Youth within LACOE coordinates with the federal McKinney-Vento Homeless Assistance Act, to provide services addressing the problems that homeless children and youth face in enrolling, attending and succeeding in school. It also supports the academic needs of foster youth residing in group homes (licensed children’s institutions) and in foster care, those with foster family agencies and those in court-specified homes, by providing advocacy, connection to tutoring, mentoring, appropriate instruction and other support services.

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Goals ďƒ˜ The primary goal of this project is to increase the likelihood that the targeted youth population in the Los Angeles area will become college or career ready by the age of 20, in order to break out of the cycle of poverty and homelessness. ďƒ˜ A secondary goal is to create a technology model in California that can be replicated to serve transient refugee and immigrant children in other parts of the world who are currently denied access to schooling by virtue of their displacement.

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Objectives 1. Homeless children and their parents gain "extended family" support by connecting each child in the homeless family to a caring adult who seeks to develop and sustain a consistent and stable, supportive guiding relationship with the child.

2. Homeless children, their parentsand matched volunteer tutor/college & career coach become aware of the resources available free of charge for (a) college preparation, entry and success and (b) career exploration and development.

Action Plan  Collaborate with LACOE offices and staff to develop and implement a funded technology plan to securely provide and manage online voluntary tutoring and other support services to homeless children, so as to expand the volunteer pool, outreach capacity and service capacity of School on Wheels and other similar non-profit organizations. Establish a “College and Career” bulletin board at LACOE and School on Wheels associated homeless facilities to post news, events, information and updates Post and disseminate informational flyers on Kuder.com, Naviance.com, College Board Big Future & myQuickstart, College Board PSAT/NMSQT and AP Potential, Virtual High School (VHS) online AP courses, Khan Academy free SAT practice tests at LACOE and School on Wheels associated homeless facilities.

Develop and deliver College & Career Month webinar workshops at School on Wheels and LACOE facilities. Add Q&A entries to School on Wheels “Ask a Tutor” blog regarding college and career guidance.  Develop age appropriate videos and 3. Homeless children learn to train School on Wheels and LACOE advocate for themselves, particularly volunteer tutors to use the videos in when their parents are unavailable or helping homeless children to become unable to advocate for them. self reliant self advocates.

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 Collaborate with LACOE offices and staff to develop and implement technology plan to securely provide and manage homeless access to the Internet, including additional School on Wheels digital centers and school buses converted into mobile wifi stations and Chromebox labs.

 Collaborate with LACOE offices and staff to obtain funding for homeless students’ Naviance and Kuder accounts.

3. Homeless children gain access to web-based college and career readiness resources.

 Collaborate with LACOE offices and staff to obtain funding for homeless students’ online AP courses.  Advocate for new procedures designed to process homeless children’s College Board PSAT, SAT, AP and college application fee waivers.  Advocate for new College Board testing procedures and delivery systems designed to address the transient nature of homeless children’s lives.

 Advocate for new procedures designed to process homeless children’PSAT/NMSQT National Merit scholarships

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Appendices         

McKinney-Vento Homeless Assistance Act of 2014 School on Wheels Annual Report 2015 LACOE Annual Report 2015 College Board Report to the Nation 2014 Program Evaluation Instrument Student Survey Tutor/Volunteer Survey Public Agency Survey Community-Based Organization Survey

References Armstrong, A. (2009). Myths of Poverty. Realitites for students. The Illinois School Board Journal, 77, 13-20.

Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40, 357.

Brinamen, C., & Taranta, A. Johnston, K., (2012). Expanding early childhood mental health consultation to new venues: Serving infants and young children in domestic violence and homeless shelters. Infant Mental Health Journal, 33 (3), 283-293.

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Conley, D. T. (2012). A complete definition of college and career readiness. Retrieved from http://files.eric.ed.gov/fulltext/ED537876.pdf Eamon, M. K. (2001). The effects of poverty on children's socioemotional development: An ecological systems analysis.

Social Work, 256-266.

Institute for Children, Poverty, and Homelessness. (2013). An unstable foundation: Factors that impact educational attainment among homeless children. New York City: ICPH, USA. Loukas, A., Roalson, L., & Herrera, D. (2010). School connectedness buffers the effects of negative family relations and poor effortful control on early adolescent conduct problems. Journal of Research on Adolescence, 20 (1), 13-22.

Murphy, J. T. (2011). Homelessness Comes to School. Thousand Oaks, CA, 91320: Corwin.

Samuels, J., Shinn, M., & Buckner, J. (2010). Homeless Children: Update on research, policy, programs, and opportunities. U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation. Delmar, New York City: Policy Research Associates, Inc. Shochet, I., Dadds, M., Hamm, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction practice.

Journal of Clinical Child & Adolescent Psychology, 35, 170-179.

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Thistle-Elliott, L. (2014). Research summary: Supporting homeless children and youth through proactive and positive behavior management and intervention practices.

Vaughan, E., Kratz, L., & d’Argent, J. (2011). Academics and substance use among Latino adolescents: Results from a national study.

Journal of Ethnicity in Substance Abuse, 10, 147-161.

Wadsworth, M., Raviv, T., Reinhard, C., Wolff, B., Santiago, C., & Einhorn, L. (2008). An indirect effects model of the association between poverty and child functioning: The role of children's poverty related stress. Journal of Loss and Trauma, 13, 156-185.

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Los Angeles County Office of Education Homeless Education CHILD WELFARE AND ATTENDANCE 12830 Columbia Way Downey, California 90242 Telephone: (562) 401-5397

OVERVIEW: MCKINNEY-VENTO HOMELESS ASSISTANCE ACT NO CHILD LEFT BEHIND All school-aged homeless children are entitled to the same free and appropriate public education that is provided to non-homeless students. Schools are required to remove barriers to the enrollment, attendance, and academic success of homeless students.

Federal Education Definition of Homeless A student between the ages of 0 and 22*, who lacks a fixed, regular, and adequate nighttime residence, and includes: A. has a primary nighttime residence that is a shelter designated to provide temporary living accommodations such as shelters, motels/hotels, domestic violence shelters, and transitional housing.

B. lives in a car, park, abandoned building, public or private place not designed for, or ordinarily used as a regular sleeping accommodation for human beings.

C. lives temporarily in a trailer park or camping area due to the lack of adequate living accommodations.

D. lives “doubled-up" with another family, due to loss of housing, stemming from financial problems.

E. is abandoned at a hospital.

F. resides in a home for school-aged, unwed mother or mother-to-be, if there are no other available living accommodations.

G. is awaiting foster care in limited circumstances but does not include placement in a foster family, foster family agency or group home.

H. is placed by the state in an emergency shelter due to lack of alternative housing.

I. is an abandoned, runaway or pushed out youth or migratory child living in any of the circumstances described above. *Extended beyond compulsory attendance age to address the needs of preschool, early head-start, and student with special education needs.

School Selection / Student Rights  Homeless student can attend the last school of enrollment, if feasible,

or Homeless student can attend the school in the area where the family is temporarily residing.

 Student can remain at selected school site throughout the duration of homelessness. The school site is

considered the school of origin.  If the family gains permanent housing, the student can remain at the current school for the duration of that

academic year.  Homeless students who are not attending their school of residence do not have the right to attend the next

matriculating school. The student must attend the school in the area in which he/she is temporarily residing.

Enrollment Schools must immediately enroll homeless students, regardless of the lack of:  Academic Records  Medical Records  Proof of Residence

 Immunization Records

The enrolling school shall immediately contact the last school of attendance to obtain missing records.

Enrollment Documentation May include, but is not limited to:  Standard Enrollment Forms  Night-time Residency Questionnaire: Must be included in Enrollment Packet to allow parents to self-identify.

Should be distributed to all students annually to identify students that became homeless after enrollment.  Free/Reduced Lunch Application: Homeless Student is automatically eligible. No income verification

required.  Caregiver Authorization Affidavit: Use when a caregiver other than the parent is enrolling a student.  Affidavits: Per district policies. Examples of use: temporary residence, proof of age of minor, etc.  Dispute Resolution Form and Written Notification of Enrollment Decision: Enroll student immediately,

pending resolution of the dispute. Provide these forms and information to the parent per your district policy.

McKinney-Vento School District Responsibilities Areas of Responsibility Ensure access to school and appropriate services

Activities and Responsibilities to Support Compliance  Designate a contact person as a liaison for homeless children and youth, ensuring

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Reduce school transfers and enhance educational stability and continuity

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Strengthen parental choice and involvement

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Ensure educational rights of unaccompanied youth

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Ensure access to public preschool programs for young homeless children

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that homeless children are identified, enrolled, and receive equitable access to high-quality education and support services.

Review and revise policies that may impede homeless students’ access to school.

Disseminate public notice of the educational rights of homeless children and youth, increasing awareness of homeless children’s educational rights.

Ensure identification of children and youth experiencing homelessness.

Immediately enroll homeless children and youth, eliminating delays caused by lack of records, permanent address, immunization, and/or other enrollment requirements.

Enrollment means attending and fully participating in the academic program.

Ensure that homeless children are not segregated or stigmatized because of their homelessness.

Keep children in their school of origin to the extent feasible, except when doing so is contrary to the wishes of parents/guardians.

Ensure the right to attend school of origin extends for the entire duration of homelessness and that children who become housed during the academic year may continue their education in the school of origin for the remainder of the academic year.

Ensure homeless parents are fully informed of the enrollment options and educational opportunities available to their children.

Provide written explanation to parents should disputes arise over school selection or school enrollment and refer parents to liaisons to mediate such disputes.

Provide homeless parents with meaningful opportunities to participate in the education of their children.

Immediately enroll unaccompanied youth.

Maintain unaccompanied youth in school of origin to the extent feasible, unless this is against the youth’s wishes.

Immediately enroll youth in the school to which they seek enrollment pending resolution of any disputes regarding such placement.

When applying for McKinney-Vento funding, include an assessment of the needs of unaccompanied youth in the application.

Inform preschools operated by the SEA or LEA of McKinney-Vento Act provisions related to young homeless children.

Develop policies and strategies to facilitate the enrollment of young homeless children in preschool program.

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However, some potentially notable differences can EH IRXQG EHWZHHQ FROOHJH UHDGLQHVV DQG FDUHHU UHDGLQHVV &ROOHJH UHDGLQHVV JHQHUDOO\ PHDQV WKH DELOLW\ WR FRPSOHWH D ZLGH UDQJH RI JHQHUDO education courses, while career readiness refers to UHDGLQHVV IRU FRXUVHV VSHFLÀF WR DQ RFFXSDWLRQDO DUHD RU FHUWLÀFDWH $QG ZKLOH WKH IRXQGDWLRQDO FRQWHQW NQRZOHGJH LV VLPLODU LQ DOO FDVHV WKH SUHFLVH VNLOO SURÀOH DVVRFLDWHG ZLWK VXFFHVV LQ D FDUHHU FRXUVH SDWKZD\ PD\ EH PRUH IRFXVHG WKDQ WKDW UHTXLUHG IRU D EDFKHORU¡V GHJUHH 7KLV PHDQV WKDW VHFRQGDU\ schools can prepare all students in a common core RI IRXQGDWLRQDO DFDGHPLF NQRZOHGJH DQG VNLOO ZKLOH DOVR DFNQRZOHGJLQJ WKH VWUHQJWKV RI VWXGHQWV ZKR have passions and interests in particular career pathway areas.

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May 2, 2012 | Published by the Educational Policy Improvement Center | www.epiconline.org | Š2012 CCR Consulting Group

AP Report to the Nation ®

STATE SUPPLEMENT FEBRUARY 11, 2014

California

THE 10TH ANNUAL

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N · C A L I F O R N I A S U P P L E M E N T

Table of Contents 3 State Strategies 7 Fostering AP® Participation and Success 9 A Closer Look at Equity Gaps in AP Participation and Success

About This Report This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It’s important to note that while AP® Exams are valid measures of students’ content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity.

Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students’ entire experience with AP — tracking exams taken by graduates throughout their high school careers — as opposed to reporting exam results from a particular calendar year.

Additional data are available at apreport.collegeboard.org.

Note: Throughout this report, public high school graduates represent projections supplied in Knocking at the College Door (Western Interstate Commission for Higher Education, 2012).

2

The redesigned courses, Biology, Latin, and Spanish Literature and Culture, began in fall 2012, and the first AP Exam based on those redesigned courses was administered in May 2013. As a result, the data in this report reflect a blend of the old and redesigned exam results.

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N · C A L I F O R N I A S U P P L E M E N T

S TAT E S T R AT E G I E S

California has made progress in recent years in improving student access and supporting student performance in AP®. Just as we do in the national report, we wanted to take an opportunity to applaud your efforts and offer additional strategies for your consideration.

Current Picture Congratulations. You are already using these strategies to build a robust AP Program. You: Include AP in the state accountability system.

• Establish AP participation and performance indicators.

• Set clear, measurable statewide goals toward improvement.

Celebrate the 29 districts that have earned a spot on the AP Honor Roll through their hard work and dedication toward increasing participation and success in AP, particularly for underrepresented students. See page 6 for more details.

Encourage your educators to participate in the development of the AP Program, such as by becoming AP Exam Readers or participating in course and exam development committees.

See page 5 for more details.

Provide funding for teachers in underserved areas of the state to participate in professional development.

Provide targeted assistance and resources to schools serving traditionally underserved populations. For example, funding for materials, supplies, outreach efforts, and tutoring programs.

Clearly communicate your state’s graduation requirements, and share information about funding opportunities that enable students to participate and succeed in AP. Develop policies that allow AP course work and exam scores for sophomores and juniors to substitute for statewide graduation requirements and/or end-of-course assessments.

Provide resources to schools and districts to support research-based programs that build content knowledge and skills — particularly in literacy and math — to prepare students for success in AP course work, and in college and careers.

Ensure that colleges and universities award credit or placement for AP Exam scores using evidence-based methods.

3

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N · C A L I F O R N I A S U P P L E M E N T

S TAT E S T R AT E G I E S

Opportunities The following strategies have been proven effective. To build an even stronger AP program, you could:

¨¨ Create opportunities for other schools and districts to learn from your AP Honor Roll winners. ¨¨ Encourage schools and districts to utilize AP Potential™ and other tools to expand access and performance.

4

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N · C A L I F O R N I A S U P P L E M E N T

S TAT E S T R AT E G I E S

Highlights The following information dives a little deeper into the details of your efforts.

Participation in the Development of AP 2013 Reading participants — Total: 993 California represents 8.7% of all Readers • AP High School Teachers: 724 • College and University Faculty: 269 2013 AP Professional Development Leaders — Total: 124 2013 AP Development Committee Members — Total: 36 Macroeconomics Statistics French Language and Culture Physics C Biology Chinese Language and Culture Art History Chinese Language and Culture U.S. Government and Politics German Language and Culture Art History Environmental Science Psychology Latin Microeconomics Psychology Japanese Language and Culture Environmental Science Physics C Spanish Language and Culture AP Capstone™ Seminar Biology Microeconomics French Language and Culture Statistics Chemistry Computer Science A English Literature and Composition Spanish Language United States History World History World History Psychology United States History Statistics Physics B

5

Bonita High School Cal Poly–San Luis Obispo California Polytechnic State University California State Polytechnic University–Pomona Castle Park High School Clovis West High School Corona del Mar High School Cupertino High School Hart High School Henry M. Gunn High School Humboldt State University La Canada High School Lowell High School Loyola High School Menlo School Mission Hills High School North Salinas High School San Dimas High School Shasta College Sonoma State University Stanford University The Bishop’s School The Bishop’s School The Harker School Troy High School University of California–Berkeley University of California–Berkeley University of California–Berkeley University of California–Davis University of California–Irvine University of California–Irvine University of California–Berkeley University of San Diego University of Southern California University of California William S. Hart Union High School

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N · C A L I F O R N I A S U P P L E M E N T

S TAT E S T R AT E G I E S

Highlights (continued) The AP Honor Roll The AP Honor Roll recognizes and honors those outstanding school districts that simultaneously increase access to Advanced Placement® course work while increasing the percentage of students earning scores of 3 or higher on AP Exams. Achieving both of these goals is the ideal scenario for a district’s AP program because it indicates that the district is successfully identifying motivated, academically prepared students who are likely to benefit most from rigorous AP course work.

4th Annual Honor Roll Districts in California: 29 Alameda Unified School District Carlsbad Unified School District Central Unified School District* Clovis Unified School District Chico Unified School District Diocese of Sacramento Education Office Diocese of San Jose Education Office* El Monte Union High School District Fillmore Unified School District Fremont Unified School District* Huntington Beach Union High School District Irvine Unified School District Kings Canyon Unified School District Las Virgenes Unified School District Los Alamitos Unified School District* Milpitas Unified School District* Oak Park Unified School District Pajaro Valley Unified School District Palos Verdes Peninsula Unified School District Reef-Sunset Unified School District Saddleback Valley Unified School District San Lorenzo Valley Unified School District San Luis Coastal Unified School District San Ramon Valley Unified School District* Santa Ana Unified School District* Temecula Valley Unified School District Tracy Unified School District Tustin Unified School District* Walnut Valley Unified School District

6

*District has achieved the honor for multiple years.

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N ¡ C A L I F O R N I A S U P P L E M E N T

F O S T E R I N G A P PA R T I C I PAT I O N A N D S U C C E S S

FIGURE 1

Growth in APÂŽ Participation and Success

More graduates

Number of graduates leaving high school having taken an AP Exam Number of graduates scoring 3+ on an AP Exam during high school

86,303

119,338

144,801

152,647

58,907

78,342

95,695

101,415

2012

2013

2003 FIGURE 2

2008

Participation in and Success on AP Exams in the Class of 2013

Percentage of graduates leaving high school having taken an AP Exam Percentage of graduates scoring 3+ on an AP Exam during high school Percentage of California Graduating Class

0%

Arts

30%

2.7%

Art History, Music Theory, Studio Art: Drawing, Studio Art: 2-D Design, and Studio Art: 3-D Design

21.5%

English

English Language and Composition, and English Literature and Composition

12.2%

History and Social Sciences

Mathematics and Computer Science

Sciences

Comparative Government and Politics, European History, Human Geography, Macroeconomics, Microeconomics, Psychology, United States Government and Politics, United States History, and World History

26.6% 14.6% 16.4%

Calculus AB, Calculus BC, Computer Science A, and Statistics

9.8%

Biology, Chemistry, Environmental Science, Physics B, Physics C: Electricity and Magnetism, and Physics C: Mechanics

15.4% 8.2%

World Languages

Any Discipline

History and Social Sciences had the greatest number of students achieving a score of 3 or higher

60%

1.9%

Chinese Language and Culture, French Language and Culture, German Language and Culture, Italian Language and Culture*, Japanese Language and Culture, Latin, Spanish Language, and Spanish Literature and Culture

11.0% 8.8% 40.6%

* AP Italian Language and Culture was discontinued after the 2008-09 school year, and was reinstated in 2011-12.

26.9% Total Number of Graduates: 376,369

7

are succeeding on AP Exams today than took them in 2003

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N ¡ C A L I F O R N I A S U P P L E M E N T

F O S T E R I N G A P PA R T I C I PAT I O N A N D S U C C E S S

FIGURE 3

Rank

Score Distributions of AP Exams Taken by the Class of 2013 During High School

Subject

No. of Exams

% of Exam Scores+ 100%

6

8

80%

60%

40%

20%

Chinese Language and Culture

2,403

Italian Language and Culture*

92

16.3

Calculus BC

14,682

12.4 5.0

Japanese Language and Culture

647

Studio Art: 2-D Design

2,551

Spanish Language

34,788

Studio Art: Drawing

1,865

German Language and Culture

399

Computer Science A

3,370

Physics C: Mechanics

4,297

Spanish Literature and Culture

6,265

French Language and Culture

2,367

Physics C: Electricity and Magnetism

1,510

Microeconomics

8,010

Psychology

23,990

Comparative Government and Politics

1,539

Music Theory

1,523

Art History

4,354

Studio Art: 3-D Design

360

Latin

254

Human Geography

3,259

Physics B

11,867

5

Calculus AB

39,206

9

Statistics

22,875

Chemistry

15,890

1

English Language and Composition

64,005

10

European History

21,915

1.2 1.0

20%

17.7

3.5

13.1

13.5

12.1 17.9 20.7 14.0

15.5

23.0

20.8

13.2

19.6 19.7

28.8

14.3

31.1

17.1

17.5

19.2

15.4 24.7

28.6

24.0

20.1

24.5

19.8

3

English Literature and Composition

50,627

2

United States History

59,522

19.5

26.6

World History

21,568

23.5

27.6

24.2

United States Government and Politics

39,593

25.6

25.9

25.4

Environmental Science

17,356

9.8

15.4 7.1 12.7

24.9

18.3 21.0

16.7

18.1

17.3 7.5

29.9 21.1

15.6

17.7 17.9

33.7

35.2

13.0

19.7 20.0

13,686

+ Due to rounding, percentages do not always add up to 100.0. * AP Italian Language and Culture was discontinued after the 2008-09 school year, and was reinstated in 2011-12.

17.7 10.2

17.3 24.6

19.2

12.6

12.2 7.2

22.5

27.2

12.8

23.8

22.1

34.6

28,103

28.2

19.4 23.7

22.4

Biology

10.1

21.1

43.6

31.5

12.3

20.9

25.6 24.6

27.7

19.0

16.2

29.4

23.4

17.4

29.9 10.9 23.8

14.4 31.3

21.0

20.6

15.3

21.2

25.2

22.0

22.3

27.6 24.1 7.9

34.5 13.4

28.9

15.4

30.6

38.7

18.2

17.8 8.1

11.8 24.3

28.0

20.8

24.2

11.0

20.5

23.1

15.0

15.0

18.1

26.3

42.7 26.6

23.7

6.2

47.8 13.4

31.3 31.0

19.0

10.2

48.9

22.2

21.4

19.4 7.0

33.7

35.9

Macroeconomics

Subjects with fewer than five AP Exam takers were omitted from this figure.

21.7

22.9 10.7

17.8

8.3

80%

16.0

16.6

7.4

60%

100% 74.6

28.3

12.7 6.0 2.7

40%

15.0

8.2

7

4

8

0%

21.2

11.5

16.0 8.7 13.2

9.8

23.3

9.1

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N · C A L I F O R N I A S U P P L E M E N T

A C L O S E R L O O K AT E Q U I T Y G A P S I N A P PA R T I C I PAT I O N A N D S U C C E S S

Low Income FIGURE 4

Trends in AP Exam Participation and Success

210,612

The percentage or number of ...

• K–12 students eligible for free or reduced-price lunch* • graduates leaving high school having taken an AP Exam who are from low-income backgrounds • graduates scoring 3+ on an AP Exam during high school who are from low-income backgrounds

AP Exams were taken by low-income graduates in the class of 2013

100%

2003

2008

2012

2013

**

**

**

**

18,677

33,942

58,886

64,539

12,901

20,491

34,681

38,310

90%

P E R C E N TA G E O F S P E C I F I C P O P U L AT I O N

80%

70%

60%

52.1%

54.1%

49.0%

50%

40.7%

42.3%

40%

38.5%

30%

21.9% 21.6%

27.4% 27.0%

28.4%

34.4%

36.2%

37.8%

26.2%

20%

* Estimates reflect the percentage of K–12 public school students eligible for free or reduced-price lunch.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Digest of Education Statistics: 2008 (Table 42), 2009 (Table 42), 2010 (Table 44), 2011 (Table 45), and 2012 (Table 46).

10%

** The numbers of students in the graduating classes who are eligible for free or reduced-price lunch are not available.

0% 2003

2005

2008 G R A D U AT I N G C L A S S

9

2011

2012

2013

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N · C A L I F O R N I A S U P P L E M E N T

A C L O S E R L O O K AT E Q U I T Y G A P S I N A P PA R T I C I PAT I O N A N D S U C C E S S

Black/African American FIGURE 5

Trends in AP Exam Participation and Success

5,715

The percentage or number of ...

• students in the graduating class • graduates leaving high school having taken an AP Exam • graduates scoring 3+ on an AP Exam during high school ... who are black/African American

black/African American graduates in the class of 2013 took an AP Exam during high school

100%

2003

2008

2012

2013

24,855

25,911

25,391

23,281

2,785

4,236

5,527

5,715

978

1,478

2,206

2,427

90%

P E R C E N TA G E O F S P E C I F I C P O P U L AT I O N

80%

70%

60%

50%

40%

30%

20%

10%

7.3% 3.2% 1.7%

6.9% 3.5% 1.9%

6.6% 3.8% 2.3%

6.2% 3.7% 2.4%

0% 2003

2008 G R A D U AT I N G C L A S S

10

2012

2013

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N · C A L I F O R N I A S U P P L E M E N T

A C L O S E R L O O K AT E Q U I T Y G A P S I N A P PA R T I C I PAT I O N A N D S U C C E S S

Hispanic/Latino FIGURE 6

Trends in AP Exam Participation and Success

58,492

The percentage or number of ...

• students in the graduating class • graduates leaving high school having taken an AP Exam • graduates scoring 3+ on an AP Exam during high school ... who are Hispanic/Latino

Hispanic/Latino graduates in the class of 2013 took an AP Exam during high school

100%

2003

2008

2012

2013

90%

116,724 142,491 166,503 164,882 24,720

38,090

53,249

58,492

18,624

24,121

32,470

35,730

P E R C E N TA G E O F S P E C I F I C P O P U L AT I O N

80%

70%

60%

50%

43.4% 40%

34.2% 31.6%

38.0% 31.9%

30%

28.6%

36.8% 33.9%

43.8% 38.3%

35.2%

30.8%

20%

10%

0% 2003

2008 G R A D U AT I N G C L A S S

11

2012

2013

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N · C A L I F O R N I A S U P P L E M E N T

A C L O S E R L O O K AT E Q U I T Y G A P S I N A P PA R T I C I PAT I O N A N D S U C C E S S

American Indian/ Alaska Native FIGURE 7

Trends in AP Exam Participation and Success

702

The percentage or number of ...

• students in the graduating class • graduates leaving high school having taken an AP Exam • graduates scoring 3+ on an AP Exam during high school ... who are American Indian/Alaska Native

American Indian/Alaska Native graduates in the class of 2013 took an AP Exam during high school

100%

2003

2008

2012

2013

3,120

3,071

2,896

2,878

343

550

617

702

161

315

348

429

90%

P E R C E N TA G E O F S P E C I F I C P O P U L AT I O N

80%

70%

60%

50%

40%

30%

20%

10%

0.9% 0.4% 0.3%

0.8% 0.5% 0.4%

0.8% 0.4% 0.4%

0.8% 0.5% 0.4%

0% 2003

2008 G R A D U AT I N G C L A S S

12

2012

2013

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N · C A L I F O R N I A S U P P L E M E N T

A C L O S E R L O O K AT E Q U I T Y G A P S I N A P PA R T I C I PAT I O N A N D S U C C E S S

Asian/Asian American/ Pacific Islander FIGURE 8

Trends in AP Exam Participation and Success

35,166

The percentage or number of ...

• students in the graduating class • graduates leaving high school having taken an AP Exam • graduates scoring 3+ on an AP Exam during high school ... who are Asian/Asian American/Pacific Islander

Asian/Asian American/Pacific Islander graduates in the class of 2013 took an AP Exam during high school

100%

2003

2008

2012

2013

48,728

54,019

56,773

56,496

20,019

27,274

33,644

35,166

13,042

18,733

24,454

25,586

90%

P E R C E N TA G E O F S P E C I F I C P O P U L AT I O N

80%

70%

60%

50%

40%

30%

25.6% 23.2%

25.2% 23.0%

14.4%

14.8%

15.0%

2008

2012

2013

23.2% 22.1%

23.9% 22.9%

14.3%

2003

20%

10%

0%

G R A D U AT I N G C L A S S

13

T H E 1 0 T H A N N U A L A P R E P O RT T O T H E N AT I O N · C A L I F O R N I A S U P P L E M E N T

A C L O S E R L O O K AT E Q U I T Y G A P S I N A P PA R T I C I PAT I O N A N D S U C C E S S

White FIGURE 9

Trends in AP Exam Participation and Success

43,392

The percentage or number of ...

• students in the graduating class • graduates leaving high school having taken an AP Exam • graduates scoring 3+ on an AP Exam during high school ... who are white

white graduates in the class of 2013 took an AP Exam during high school

100%

2003

2008

2012

2013

90%

144,664 141,011 126,050 121,735 31,746

39,080

41,069

43,392

21,798

27,521

29,985

31,927

P E R C E N TA G E O F S P E C I F I C P O P U L AT I O N

80%

70%

60%

50%

42.4% 40%

37.0%

37.6% 35.1%

36.8%

32.8% 31.3%

32.3% 31.5%

28.4%

28.4%

2012

2013

32.7%

30%

20%

10%

0% 2003

2008 G R A D U AT I N G C L A S S

14

A BOU T T H E C O L LEG E B O A R D The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education.

Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT , and the Advanced Placement Program . The ®

®

organization also serves the education community through research and advocacy on behalf of students, educators, and schools.

For further information, visit www.collegeboard.org.

© 2014 The College Board. College Board, Advanced Placement, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board. AP Capstone and AP Potential are trademarks owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. apreport.collegeboard.org

15

“I worry about the future a lot, and how I’ll be able to help my family survive. Sometimes it’s hard to stay motivated. But my mother supports all of us.

She has helped us grow strong, although things have been tough. Luckily I like school.

Math makes me happy!”

- Taree Mayfield , 13

Annual Report 2015

A message from President of the Board, Joshua Fein Thousands of school aged children living throughout Southern California may not have a place to call home but, because of you, they have School on Wheels.

We are helping these kids succeed in school, giving them the educational support and confidence they desperately need. In supporting their education, the true equalizer in life, we give these economically disadvantaged youth the opportunity to balance the playing field and give them much needed hope. I want to thank all our volunteers who spend tens of thousands of hours tutoring and commuting to our students. Thank you to our School on Wheels staff who are so passionate about their work, to our committed Board and to our unparalleled and tireless Executive Director. Your continued commitment to School on Wheels is making a real difference.

Joshua Fein President of the Board

Board Members Beong-Soo Kim

Partner, Jones Day

Catherine Meek

Executive Director, School on Wheels

Cecil L. “Chip” Murray

Prof. of Religion, University of Southern California

Professor Christine Chambers Goodman Pepperdine University School of Law

Clifford Neiman, Secretary The Neiman Group Architects

Jackson George

Creative Executive, Walt Disney Studios

2

Janet Ambrosi Wertman Development Consultant

Joshua A. Fein, President

CFO, Property Management Associates, Inc

Laurie Levit

Educational Consultant

Lynn M. Gardner, Esq.

Retired Electric Power Executive

Melissa Zuckerman

Managing Partner, Principle Communications Group

Mitchell Leib

President of Music and Soundtracks, The Walt Disney Studios

Steven F. Dahlberg, Treasurer

Cover Story

From left to right, Tajiri(13), Kelyese (9), Kamylah(9), Taree(13), Killiy(11), Tasir(11) are siblings and three sets of twins! Taree (cover) has been invited to represent children who are homeless as a new World Children’s Prize jury member. He will be representing the US and putting a human face to the problems faced by homeless children and youth. Agnes Stevens, received the World’s Children’s Honorary Award in 2008.

Our Mission Since 1993, our mission has never wavered: to enhance educational opportunities for homeless children from Kindergarten through Grade 12.

These children live in shelters, motels, group foster homes, cars or on the street. We work hard to shrink the gaps in their learning and remove the barriers that stand between them and the education they will need to succeed.

President, The Kissel Company, Inc.

“The Crail-Johnson Foundation is pleased to support School on Wheels and their much-needed programs and opportunities for deserving children and youth.”

- Rachel Roth, Program Officer

ANOTHER RECORD BREAKING YEAR A letter from Executive Director, Catherine Meek Dear Friends,

“If you want to go fast, go alone. If you want to go far, go together.” African proverb Reflecting on this past year, I realize that the only way School on Wheels can go anywhere (fast or far!) is by partnering with you - our wonderful network of volunteers, donors, supporters and friends. Big dreams need great teams and we certainly have one. Our amazing staff and dedicated Board work every day to achieve our mission of helping homeless kids with their education.

2015 was another record-breaking year for us: we tutored more students, welcomed more volunteers and raised more funds than ever before. But even as we celebrate our achievements, we must continually commit to reaching more kids. California has the dubious honor of ranking number one in the number of homeless children – over 526,700 children experience homelessness each year in the Golden State.

I know with your support we can continue to find ways to bring hope and stability to more homeless students. This includes students like Taree, our cover story, who lives in a shelter in Skid Row with his mother and five brothers and sisters in one room, sharing a toilet and shower with others. He dreams of being an author, “I like writing my own stories. It takes a long time to perfect them, but that doesn’t matter because I have a lot of patience. If I make it as an author, first I’ll help my family and then other homeless people.” May Taree’s dreams come true.

Kevin Bacon visited our learning center

Student performs at our talent show

Our annual report is a reflection of your generosity …. your treasure, talent, time and spirit. I know that with your partnership and commitment, we will go far. I am honored to take this journey with you. As always, thank you from the bottom of my heart.

With deep appreciation,

Catherine Meek, Executive Director Award winning student tutor

3

“We are proud to partner with School on Wheels who provide tutors for our students and run a Digital Learning Center at SHIELDS for Families, where students learn to integrate technology into their everyday learning after school.”

- Kathryn Icenhower, PhD, Chief Executive Officer

PROGRAM RESULTS Reaching More Students Than Ever Our volunteers tutored in almost 300 locations in six counties throughout Southern California. Every week, our amazing tutors give of themselves and their time going to a shelter, a library or a book store to encourage their students to learn. They provide friendship, stability and support at a time of darkness and chaos in their students’ lives. They are truly changing those lives.

3,491

2,223

794

4,162

19

Digital Students Volunteers Backpacks Learning Scholarships •

•

4

We launched three Digital Learning Centers; reached 620 students with computer-based adaptive learning programs; and tutored 174 Attitude has students through our Online Tutoring program.

Since having a tutor:

95%

of parents have seen positive changes in their child

93%

of students believe that School on Wheels has been a good experience

87%

of parents saw improvement in either Math, Reading or Writing grades

78%

of students reported that they try harder to do well in school

improved

Distributed 4,162 brand-new backpacks filled with school supplies -important tools for kids who have nowhere to keep their “stuff.”

Spends more time on educational activities

•

Partnered with LAUSD and FAME to provide 3,000 bus tokens for parents to get our students to and from school.

•

Awarded scholarships to 19 students.

•

Presented the Presidential Service Award to 124 remarkable tutors.

•

Became certified as a Service Enterprise Pointseffort of Lightinto school Child put by more Foundation, the world’s largest organization dedicated to volunteer service.

Completes more homework

work

0%

0%

20%

20%

40%

40%

60%

60%

80%

80%

“The children not only receive academic support, but they also have an opportunity to develop their computer skills. Most homeless children would not have this opportunity without the School on Wheels online tutoring program.” - Cathie Alter (pictured above), School on Wheels tutor

100% 100%

COLLEGE BOUND “Where you are right now does not mean you will be there forever.” Chynna Lloyd Fewer than 25% of homeless students graduate from high school. Our students are working hard to change that statistic.

After Tatiana, her mom, and her little brother ran from an abusive relationship, they stayed at more homeless shelters than they can remember.

School on Wheels tutor Disha Patel met a shy Tatiana when she was in ninth grade, at a shelter in Ventura County. Tatiana was gifted in math and art but not really interested in school.

“I thought our situation was too complicated, with no money or home. What was the point of school? I would never get to go to college. So why even try?”

Disha kept Tatiana motivated to study and helped her get into an art summer program.

Over the years they researched colleges and visited campuses as Disha kept reinforcing the importance and possibility of college.

In eleventh grade, the family found a studio apartment, and Tatiana Obukhova is now a freshman, studying Animation at the California College of the Arts. Tatiana received several scholarships including one from School on Wheels.

5

When School on Wheels tutor Katie Balderas met Chynna in 2009, Chynna had already attended seven different schools.

Her life was hard. Chynna was teased because her clothes were old and she couldn’t leave the Domestic Violence Shelter to play outside.

Despite good grades, Chynna had missed a lot of school and needed help, especially in math. She was determined to go to college.

Katie and Chynna bonded over music and reading. They focused on school and math instead of Chynna’s homelessness.

Seven years later, through the death of Chynna’s father, and the birth of Katie’s son, their friendship is especially deep.

“Chynna is resilient, strong, and smart and it’s been one of the biggest joys of my life to know her. I knew how important education is to help families break the cycle of poverty, but I learned how poverty can make it so much harder to focus on education.”

“Katie is the type of person we need on this earth. School on Wheels cares and will actually help you with school. This is a great program.”

Chynna graduates in June. She has numerous college acceptances and is planning a career in law.

Katie is a Policy Analyst and has a master’s degree in public health.

Diana Camarillo, a School on Wheels graduate, surprised us at a volunteer recruitment fair and shared her story: “I had been homeless for two years, living in different shelters, when I was matched with a School on Wheels tutor because I struggled with language arts and composition. School on Wheels replaced my backpack with a beautiful new one and we worked together for six months before my family moved into permanent housing.

I decided to work hard and get a college degree, so I could have a career rather than just a job.

With financial aid and two jobs, I now have my own apartment and am finishing my first year at Mount St. Mary’s College.

When I was homeless, I didn’t know that college was an option. But I am proud of my achievements and grateful to School on Wheels for helping me to understand the importance of education.”

Diana’s tutor, Carol Yee, was thrilled to hear from Diana seven years later.

“I am very proud of her and not a bit surprised with her success!”

“William C. Bannerman Foundation is a proud supporter of the great work that School on Wheels does.”

- Elliot Ponchick, President

WILLIAM C. BANNERMAN FOUNDATION

FINANCIAL RESULTS Thanks to you, we increased our support by 26% in 2015, with an increase of 20% in financial contributions and 64% in material donations. Thanks to you, we continue to add improvements to our program services.

“Every dollar donated is maximized by the use of volunteers and the volunteer program. Volunteers are well trained, there is a great support system and you are made to feel appreciated.”

- Katie Baldaros , Tutor

Revenue: Materials

Events

Interest Income Foundations

Expenses: Fundraising Supporting Services

Organizations Corporations/ Foundations Individuals Foundations Individual Donations Donated Materials Corporations/Corporate Foundations Special Events Organizations Interest Income TOTAL

6

$832,106 $447,258 $368,214 $193,269

41% 22% 18% 10%

$152,286 8% $27,476 1% $5,139 0.3% $2,025,748

Program Services

92%

of donations went directly to our programs in 2015!

Program Services Supporting Services Fundraising TOTAL

$1,655,817 $84,592 $63,346 $1,803,755

“School on Wheels is a joy to support. Through strong leadership and one-on-one mentoring, their wonderful staff and volunteers are making such a difference for the many students and families they serve.”

- Karen Presley, Program Director

92% 5% 3%

OUR FRIENDS We are honored to be supported by so many long-time donors, new friends and supporters, and all our partners who believe in our mission and invested in our homeless students. Our ability to serve homeless students relies on generous, committed supporters like you. A complete listing of our donors can be viewed on our web site.

Gifts of $100,000+ Delmer Clarence Kallberg Estate Dora F. Levit Fund for People The Eisner Foundation S. Mark Taper Foundation Gifts of $75,000+ Annenberg Foundation BCM Foundation The Mark Hughes Foundation Gifts of $50,000+ Universal Studios Hollywood’s Discover A Star Foundation

Once again, thank you to our good friends, Bob & Kerry Morris, Steve & Stephanie Dahlberg, Glen Gerson, and Sheriff Mike Woodard for hosting the Annual Holiday Party for over 200 students! The staff at Paradise Cove Beach Cafe donate their time and wonderful talents to make this the party of the year.

7

Gifts of $30,000+ The Sharon D. Lund Foundation The Rose Hills Foundation Gifts of $20,000+ Anonymous American Honda Foundation Crail-Johnson Foundation Jackson & Jasmine George Joseph Drown Foundation Josh Fein & MaryJo Lauterio The Louis & Harold Price Foundation, Inc. Sawchuk Family Foundation Steven & Stephanie Dahlberg Thomas Molloy Gifts of $10,000+ Beong-Soo Kim & Bonnie Wongtrakool Bowen H. & Janice Arthur McCoy Charitable Foundation Carlson Family Foundation Carrie Estelle Doheny Foundation Catherine Meek & Al Earle Dwight Stuart Youth Foundation ECMC Foundation Robert & Martha Austin Ellen & Ben Padnos The Looker Foundation Mary & Mel E. Herbert Nathan Fielder/Nathan for You Kenneth T. & Eileen L. Norris Foundation

BCM FOUNDATION

Richard Rizika Scott Family Foundation Shorewood Realtors The Walt Disney Company Foundation Gifts of $5,000+ Andrea Hutter Catherine and Jarrod Phillips Cheryl & James Furlan Daryl Kost Edison International Education For Humanity USA InSync & Bemis Balkind J.K. Barker Foundation Jacob Capps Legendary Pictures, LLC Lynn Gardner & Paul Multari Mark B. Eskander, Attorney At Law Melinda Lee Meyer Picture Head, LLC Principal Communications Group, LLC S. C. Miller SAGE Publications, Inc. Shallman Communications Shrontz Family Foundation Skechers Foundation Sonia Simms St. Bernardine Of Siena Church Steven Thomas Wild Card Media, LLC Gifts of $2,000+ Anonymous ABS Foundation, Inc. Allison Snyder

Bobby Colomby Carol Hannah Chip & Sharyn Moore Comerica Bank Comerica Charitable Foundation Darren & Sinead Chilton Deacon Charitable Foundation Donna & Scott Preston Dorothy Patapoff Frederick R. Weisman Philanthropic Foundation The Kleiner Cohen Foundation Instantly Jamie Bedner Jennie & Erik Linthorst Jerold & Rosemary Shinbane John & Carolyn Marshall Lark Ellen Lions Charities Mitchell Leib The Neiman Group Architects Nathanael Parkhill Rusty Ostboe Santa Monica Bay Woman’s Club, Inc. Schwab Fund for Charitable Giving Southern California Edison (Employee Contributions) The Towbes Group, Inc. Timothy & Rachel White Tracy Stickney Valley Beth Shalom Day School Yvonne & Michael Derse

School on Wheels, Inc | www.schoolonwheels.org

Annual Report of Performance Data for LACOE-Operated Programs Including Data on LACOE-Monitored Programs

2

Annual Report 2014-15

2014-15 School Year Executive Summary Juvenile Court Schools During the 2014-15 school year, juvenile court schools enrolled a total of 9,310 students.

The award-winning Road To Success Academies (RTSA) expanded to more school sites. In June 2014, RTSA at Scott-Scudder received the first certification, following a rigorous review and validation process. In September 2014, McAuliffe, Gonzales, and Miller Schools began implementation of the RTSA program.

Munz-Mendenhall School soon followed in October 2014. Also, in the Fall of 2014, Central School and Los Padrinos School both began their pilot of the program in ten classrooms and eight classrooms, respectively.

The RTSA Certification Committee began visiting camp schools (McAuliffe, Gonzales, Miller, and MunzMendenhall) on a regular basis throughout the year to monitor program implementation and provide feedback for improvement. Additionally, the RTSA office held monthly Saturday Summits and various professional development workshops to support school sites in the development of the Thematic, Interdisciplinary, and Project-Based curriculum.

In June 2015, RTSA held its first State Symposium. In attendance were more than 100 participants and representatives from twelve county offices of education, four school districts, and two state agencies. The day-long symposium featured presentations, student testimonials, an expert panel, and interactive displays of RTSA school sites. Also, as part of the symposium, 40 participants attended school site visits at Gonzales and Miller High Schools.

In addition to RTSA implementation, McAuliffe School celebrated the milestone of emerging from the four-year monitoring process under the Casey A. settlement agreement as a national model for school transformation and education in juvenile justice settings. The final report of the independent monitoring team found substantial compliance in all areas and considerable progress and commitment on the part of LACOE and Probation to making needed improvements. The U.S. District Court terminated its jurisdiction in the matter.

County Community Schools County Community Schools (CCS) and Independent Study (IS) offered community-based programs for approximately 1,132 students throughout the Renaissance and East Los Angeles Principal Administrative Units (PAUs). Program offerings increased, including the expansion of Achieving Recovery of Credits (ARC). There was a 477% increase in ARC courses attempted and a 429% increase in ARC courses completed. Approximately 35% of students who attempted an ARC course completed the course in the 2014-15 school year.

3

Annual Report 2014-15

Specialized High Schools International Polytechnic High School (IPoly) IPoly emphasizes project-based learning, interdisciplinary and thematic instruction, international and global awareness, and community service and civic understanding. The school offers a rigorous collegepreparatory instructional program to approximately 547 students in grades 9-12, primarily from school districts located in the eastern part of Los Angeles County and a significant number of students from San Bernardino and Riverside Counties.

In 2014, the California State Judicial Department awarded IPoly a Civics Merit Award for the students’ work in the committee system, the Model Assembly project, and in the mentorship component of the senior project. In 2015, IPoly High School was one of only 180 high schools in the state of California to receive the Gold Ribbon Schools Program Award for their approach in weaving together project-based learning and the California Common Core Standards to prepare students for college and careers. IPoly was also recognized by U.S. News and World Report as one of the best high schools in America, receiving a Bronze Medal for being a high-performing school based on state exam performance.

Los Angeles County High School for the Arts (LACHSA) LACHSA offers a rigorous, standards-based, college preparatory academic program and conservatory-style training to approximately 651 students in grades 9-12 from school districts located throughout Los Angeles County. In the 2014-15 school year, LACHSA had 21 national Young Arts winners, including a Presidential Scholar. Also, Cinematic Arts students created a commercial for the Apple Corporation that aired on national television during the Oscars. Moreover, LACHSA’s 2015 graduating class was awarded over $7M in scholarships and matriculated to some of the nation’s finest institutions, including Harvard, Yale, Princeton, UC Berkley, Stanford, University of Southern California, University of Michigan, New York University, Julliard, Boston Conservatory, New England Conservatory, Rhode Island School of Design, and Cooper Union.

Special Education During the 2014-2015 school year, the Division of Special Education served approximately 2,109 students with varying needs, through agreements with three of the county’s 21 Special Education Local Plan Areas (SELPAs). The graduation rate among diploma-bound students was 20% for the 2014-15 school year. The division also continued to maintain an IEP compliance rate above 98%.

In an effort to improve the quality of service of LACOE’s services to our county, the superintendent ordered an outside review of all special education services by our offices. The recommendations from that report are being reviewed and improvement plans are being defined and implemented.

4

Annual Report 2014-15

Head Start The Los Angeles County Office of Education (LACOE) oversees the state’s largest Head Start (HS) grantee program, serving more than 13,000 preschool children and their families. In the 2014-15 school year, 70% of infants and toddlers rated “developing as expected,” 40% of three-year-olds rated at the highest two developmental levels, and 80% of four-year-olds rated at the highest two developmental levels.

Additionally, classroom quality surpassed the lowest 10% of grantees reviewed by the Office of Head Start (OHS) in 2014.

Charter Schools During the 2014-15 school year, the County Board considered 10 charter school matters (petitions and revocations). Also notable in 2014-15 were three charter schools that experienced a sizeable increase in enrollment. Lastly, results from the California Assessment of Student Performance and Progress (CAASPP) were included for charter schools currently authorized by the County Board.

5

Annual Report 2014-15

The following information is a summary of several outcome data that measure student and program performance during the 2014-15 school year, as well as the previous two years whenever data are available.

A.

Juvenile Court Schools 1. Juvenile Hall Schools a. Achievement Data: Measures of Academic Progress (MAP) - math and reading b. Achieving Recovery of Credits (ARC): courses completed c. California High School Exit Exam (CAHSEE): pass rate 2. Camp Schools a. Achievement Data: Measures of Academic Progress (MAP) - math and reading b. Achieving Recovery of Credits (ARC): courses completed c. Career Technical Education: industry certification attainment d. California High School Exit Exam (CAHSEE): pass rate

B.

County Community Schools 1. California High School Exit Exam (CAHSEE): pass rate 2. Achieving Recovery of Credits (ARC): courses completed 3. Discipline Data: suspensions

C.

Specialized High Schools 1. Post-Secondary Data: 2-year versus 4-year college entrance rate 2. Discipline Data: suspensions

D.

Special Education 1. Individual Education Plan (IEP) Compliance 2. Graduation Rate: diploma-bound students 3. California High School Exit Exam (CAHSEE): pass rate 4. Achieving Recovery of Credits (ARC): courses completed

E.

Head Start 1. Overview of Assessments 2. Early Head Start (EHS) and General Child Care (CCTR) Programs 3. Head Start and State Preschool Programs 4. Classroom Quality for Preschool Center-Based Classrooms 5. Next Steps

F.

Charter Schools 1. Actions Taken by the County Board 2. Enrollment for Charter Schools Authorized by the County Board 3. California Assessment of Student Performance and Progress (CAASPP)

6

Annual Report 2014-15

LACOE Juvenile Court Schools

7

Annual Report 2014-15

PROGRAM EVALUATION A. Juvenile Court Schools Juvenile Court Schools (JCS) provide specialized instruction and educational services to approximately 1,300 students enrolled daily throughout all juvenile halls, camp schools, and Community Education Centers. During the 2014-15 school year, the Division of Student Programs (DSP) furthered efforts to improve student outcomes by systematically implementing curricular programs, interventions, data systems, and professional development that align to one or more of the divisional goals.

VENILE HALL SCHOOLS 1. Achievement Data: Measures of Academic Progress (MAP) The Northwest Evaluation Association (NWEA) MAP has two types of assessments: Map Survey and Map Comprehensive Assessments. The MAP Survey version of the assessment has only 20 questions and is administered at juvenile hall schools in the first three days of student enrollment. This is a 15-minute diagnostic assessment used to help staff determine course placement and needed interventions for individual students in reading and math upon school entry. Students who are enrolled for 14 days or more will complete the MAP Comprehensive version of the assessment and every 60 days thereafter. NWEA recommends that this assessment be administered at least four weeks apart. The MAP Comprehensive test has 43 reading questions and 53 math questions to measure growth in reading and math. Both the survey and comprehensive versions of MAP provide a Grade Level Equivalent (GLE) score to indicate the grade level at which a student is performing. The GLE data presented in this report came from MAP comprehensive assessment scores with valid scores of test durations with 20 minutes and above.

The following data highlight the growth in GLE in math and reading for students based on the pre- and post-assessments during the 2014-15 school year.

The GLE is determined by comparing the average MAP scores of pre- and post-assessments administered every 60 days throughout the reporting year against the grade level equivalency in the 2015 normative NWEA MAP data chart.

During the 2014-15 school year, the hall schools enrolled a total of 9,310 students. The majority of students at the hall schools have an average stay of 15 days. Hence, only 84 students were enrolled long enough to register pre- and post-MAP Comprehensive Math scores, and only 195 students were enrolled long enough to register pre- and post- MAP Comprehensive Reading scores.

The camp schools enrolled a total of 2,175 students. Only 607 students from this total were enrolled long enough to register pre- and post-MAP Comprehensive Math scores, and only 742 students were enrolled long enough to register pre- and post-MAP Comprehensive Reading scores.

8

Annual Report 2014-15

Figure 1

Figure 1 above shows the GLE growth as measured by the MAP Comprehensive Math scores during the 2014-15 school year. The data indicate that, on average, students in hall schools had a GLE increase of 0.2, which is a growth of 2.5 months.

Figure 2

Figure 2 above shows the GLE growth as measured by the MAP Comprehensive Reading scores during the 2014-15 school year. The data indicate that, on average, students in hall schools showed GLE increase of 0.5, which is a growth of 6 months.

9

Annual Report 2014-15

2. Achieving Recovery of Credits (ARC) The ARC program provides students the opportunity to recover course credits at an accelerated rate and supports students with meeting the high school graduation requirements. This blended instructional model allows students to work independently and at their own pace, as well as interact with the provided digital curriculum and receive guided support from a credentialed teacher. In 2013-14 the ARC program was piloted at select camp schools. In the 2014-15 school year, the pilot was expanded to all camp and juvenile hall schools. Students are eligible to participate in the ARC program if they meet qualifications of having a minimum reading proficiency level, are highly motivated, and are one or more semesters behind in credits.

Figure 3

Figure 3 above shows the annual data of the number of courses attempted and completed by students who participated in the ARC program at JCS camp schools during the 2013-14 and 2014-2015 school years.

There was a 401% increase in courses attempted and a 258% increase in courses completed. 56% of students who attempted an ARC course completed the course in the 2014-15 school year. Some factors that may impact this data include student transiency, since students may not stay enrolled long enough to complete all their courses, and open courses at the end of the semester, as courses roll over or remain open until the student completes them or he/she withdraws from school.

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Annual Report 2014-15

3. California High School Exit Exam (CAHSEE) Due to the passing of Senate Bill 172, this is the last year of reporting for the California High School Exit Examination (CAHSEE). Previously, California Education Code Section 60850(a) required that high school students pass the CAHSEE as a condition for receiving a high school diploma. The CAHSEE was divided into two parts: English-Language Arts and Mathematics. The CAHSEE was first offered to students during the second semester of their 10th grade year. The 10th grade CAHSEE was the census administration.

Students who did not pass either part of the CAHSEE during their 10th grade year had multiple opportunities to pass the test during their 11th and 12th grade years. The data charts below distinguish between results for the 10th grade CAHSEE administration only (census) and the multiple CAHSEE administrations in 10th, 11th, and 12th grades collectively for the 2012-13, 2013-14, and 2014-15 school years.

Figure 4

Figure 4 above shows the pass rates for all students who took the Math section of the CAHSEE during the past three school years. The data indicate that from 2013-14 to 2014-15 there was a 3% decrease in pass rates, and from 2012-13 to 2013-14 there was a 15% increase in pass rates.

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Annual Report 2014-15

Figure 5

Figure 5 above shows the pass rates for all students who took the English-Language Arts section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 the pass rate remained the same, and from 2013-14 to 2014-15 there was a 19% increase in pass rates.

Figure 6

Figure 6 above shows the pass rates for 10th grade students who took the Math section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 there was a 24% increase in pass rates, and from 2013-14 to 2014-15 there was a 6% decrease in pass rates.

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Annual Report 2014-15

Figure 7

Figure 7 above shows the pass rates for 10th grade students who took the English-Language Arts section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 there was a 7% increase in pass rates, and from 2013-14 to 2014-15 there was a 28% increase in pass rates.

CAMP SCHOOLS 1. Achievement Data: Measures of Academic Progress (MAP) See page 7 for a description of the MAP assessment program.

Figure 8

Figure 8 above shows the GLE growth as measured by the MAP Comprehensive Math scores during the 2014-15 school year. The data indicate that, on average, students in camp schools had a GLE growth of 0.2, which is a growth of 2.5 months.

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Annual Report 2014-15

Figure 9

Figure 9 above shows the GLE growth as measured by the MAP Comprehensive Reading scores during the 2014-15 school year. The data indicate that, on average, students in camp schools had a GLE growth of 0.3, which is a growth of 3.5 months.

2. Achieving Recovery of Credits (ARC) Please see page 9 for a description of the ARC program.

Figure 10

Figure 10 above shows the annual data of the number of courses attempted and completed during the 2012-13, 2013-14, and 2014-15 school years. The data show that there was an increase of completed courses from 2012-13 to 2013-14 by 23%, and a decrease from 2013-14 to 2014-15 school year by 21%.

One possible reason could be the decline in enrollment.

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Annual Report 2014-15

Figure 11

Figure 11 above shows the number of courses attempted and completed by students during enrollment in the ARC program. There was a 229% increase in courses attempted and a 282% increase in courses completed. 67% of students who attempted an ARC course completed the course in the 2014-15 school year. Some factors that may impact this data include student transiency, since students may not stay enrolled long enough to complete all their courses, and open courses at the end of the semester, as courses roll over or remain open until the student completes them or he/she withdraws from school.

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Annual Report 2014-15

3. Career Technical Education (CTE) Industry Certification Attainment CTE pathways ensure that students are prepared for the 21st century economy. LACOE CTE staff collaborate with community colleges, business and industry, labor organizations, employment agencies, and community organizations in planning workforce preparation training programs that meet the labor market needs in Los Angeles County. LACOE currently offers CTE pathway programs in Culinary Arts, Landscape Design, Building Construction, and Health Careers at various camp schools together with Los Angeles Mission College through a dual enrollment program. Additional CTE programs focusing on Building Construction and Culinary Arts are planned for Kilpatrick School. CTE certification data for Occupational Safety and Health Administration (OSHA) Construction Safety and Food Handlers are available from 2012-13 through 2014-15 school years.

PAU Angeles Forest McAuliffe

Juvenile Court Schools School Site Rockey School McAuliffe School

Munz/Mendenhall Santa Monica Mountains

Mendenhall School Gonzales School

Santa Monica Mountains Scott/Scudder

Miller School Scott School

Scott/Scudder

Scudder School

PAU East Los Angeles

County Community Schools School Site Destiny Girls’ Academy

East Los Angeles East Los Angeles Renaissance

Hollywood Media Arts Academy Mujeres y Hombres Nobles Willows Academy

Course Culinary Arts Building Construction Culinary Arts Landscape Design Building Construction Culinary Arts Culinary Arts (College Level) Building Construction Culinary Arts (College Level) Health Careers Culinary Arts (College Level) Health Careers

Course Fashion Merchandizing and Technology Graphic Communications Health Careers Graphic Communications

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Annual Report 2014-15

Figure 12

Figure 12 above shows the total number of industry-recognized certifications obtained during the 201213, 2013-14, and 2014-15 school years. There was a 79 percent increase in total industry certification (OSHA and Food Handlers): 211 certifications in the 2012-13 school year, 307 in the 2013-14 school year, and 378 certifications in the 2014-15 school year. As a practice, to ensure that CTE programs are current in terms of industry requirements, all certifications are reviewed to ensure relevance. In addition, due to the cost associated with certifications, all certification programs are also reviewed to account for sustainability.

4. California High School Exit Exam (CAHSEE) Please see page 10 for a description of the CAHSEE program.

Figure 13

Figure 13 above shows the pass rates for all students who took the Math section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 there was a 13% decrease in pass rates, and from 2013-14 to 2014-15 there was a 9% increase in pass rates.

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Annual Report 2014-15

Figure 14

Figure 14 above shows the pass rates for all students who took the English-Language Arts section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 there was a 9% decrease in pass rates, and from 2013-14 to 2014-15 there was a 53% increase in pass rates.

Figure 15

Figure 15 above shows the pass rates for 10th grade students who took the Math section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 there was a 27% decrease in pass rates, and from 2013-14 to 2014-15 there was a 3% decrease in pass rates.

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Annual Report 2014-15

Figure 16

Figure 16 above shows the pass rates for 10th grade students who took the English-Language Arts section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 there was a 26% decrease in pass rates, and from 2013-14 to 2014-15 there was a 27% increase in pass rates.

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Annual Report 2014-15

LACOE County Community Schools

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Annual Report 2014-15

PROGRAM EVALUATION B. County Community Schools County Community Schools (CCS) and Independent Study (IS) offer community-based programs for students referred to LACOE from districts throughout the county. During the 2014-15 school year, CCS programs served approximately 1,132 students.

County Community Schools are small, supportive learning environments that address the needs of students expelled from their home district and referred to LACOE, students referred by their home district through the School Attendance Review Board (SARB), and students referred to LACOE by Probation.

Students receive daily instruction, a low student-to-teacher ratio, individualized learning plans that set academic and behavior goals, and access to community partnerships for enrichment and employment opportunities. These programs offer a fully accredited academic curriculum that can lead to a high school diploma.

Independent Study is geared for students who need an alternative school setting due to employment needs, illness, or other circumstances. Students meet at least one hour per week with a teacher for tutoring, counseling, and one-on-one instruction. They work at home and at their own pace on a personalized learning plan tailored to meet their academic needs and career goals.

1. California High School Exit Exam (CAHSEE) Please see page 10 for a description of the CAHSEE program.

Figure 17

Figure 17 above shows the pass rates for all students who took the math section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 there was a 6% increase in pass rates, and from 2013-14 to 2014-15 there was a 38% increase in pass rates.

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Annual Report 2014-15

Figure 18

Figure 18 above shows the pass rates for all students who took the English-Language Arts section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 there was an 8% decrease in pass rates, and from to 2013-14 to 2014-15 there was a 3% increase in pass rates.

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Annual Report 2014-15

Figure 19

Figure 19 above shows the pass rates for all 10th grade students who took the Math section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 there was a 13% increase in pass rates, and from 2013-14 to 2014-15 the pass rate remained unchanged at 52%.

Figure 20

Figure 20 above shows the pass rates for all 10th grade students who took the English-Language Arts section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 the pass rate remained the same at 50%, and from 2013-14 to 2014-15 there was a 14% increase in pass rates.

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Annual Report 2014-15

2. Achieving Recovery of Credits (ARC) Please see page 9 for a description of the ARC program.

Figure 21

Figure 21 above shows the annual data of the number of courses attempted and completed by students who participated in the ARC program during the 2013-14 school year. There was a 477% increase in courses attempted and a 429% increase in courses completed. 35% of students who attempted an ARC course completed the course in the 2014-15 school year. Some factors that may impact this data include student transiency, since students may not stay enrolled long enough to complete all their courses, and open courses at the end of the semester, as courses roll over or remain open until the student completes them or he/she withdraws from school.

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Annual Report 2014-15

3. Discipline Data: Suspensions During the 2014-15 school year, County Community Schools continued to transition from traditional disciplinary measures (suspension from school) for poor behavior to new measures that explored alternative intervention instead of suspension to maximize student academic learning, as well as to help students learn new behavioral strategies. During the past three years, there has been a continued decline by 5% regarding students being suspended from these schools.

The data show the total number of suspensions at our County Community Schools. The formula used to determine the suspension rate was the total number of students suspended divided by the total cumulative enrollment multiplied by 100. In 2012-13, the total number of students suspended was 157 out of a cumulative enrollment of 1,732. Decreases continued in 2013-14, with 61 students suspended out of a cumulative enrollment of 1,234. In 2014-15, the pattern continued with 44 students suspended out of a cumulative enrollment of 1,079.

Figure 22

Figure 22 above shows the three-year suspension rate trend for County Community Schools. Suspension rates below 5% are deemed commendable.

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Annual Report 2014-15

LACOE Specialized High Schools

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Annual Report 2014-15

PROGRAM EVALUATION C. Specialized High Schools International Polytechnic High School (IPoly) at a Glance Located on the campus of California State Polytechnic University Pomona, IPoly High School emphasizes project-based learning, interdisciplinary and thematic instruction, international and global awareness, and community service and civic understanding. The school offers a rigorous college-prep instructional program to approximately 547 students in grades 9-12, primarily from school districts located in the eastern part of Los Angeles County, and a significant number of students from San Bernardino and Riverside Counties. In addition to the required integrated college prep curriculum, students complete a minimum of 200 hours of community service/service learning. The demographics of the student body include the following: Table 1

Hispanic White Asian Filipino African American Other

IPoly Demographic Data 2012-13 66% 14% 7% 7% 4% 2%

2013-14 69% 14% 6% 6% 4% 1%

2014-15 63% 14% 17% <1% 2% 3%

English Learners Socioeconomically Disadvantaged Students with Disabilities

0.9% 26% 2%

0.9% 27% 2%

1% 25% 2%

Total Enrollment

542

555

547

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Annual Report 2014-15

Los Angeles County High School for the Arts (LACHSA) at a Glance Located on the campus of California State University Los Angeles, LACHSA emphasizes the arts: music, dance, theatre, cinematic arts, visual arts, and musical theatre. The school offers a rigorous, standardsbased, college preparatory academic program and conservatory-style training to approximately 651 students in grades 9-12 from school districts located throughout Los Angeles County and a small number of students from surrounding counties. The demographics of the student body include the following: Table 2

Hispanic White Asian Filipino African American Other

LACHSA Demographic Data 2012-13 22% 50% 9% 1.7% 12% 5.3

2013-14 20% 50% 9% 1.4% 12% 7.6%

2014-15 23% 49% 10% <1% 10% 7%

English Learners Socioeconomically Disadvantaged Students with Disabilities

0.8% 7% 2.4%

1.1% 6% 3.4%

1% 4% 4%

Total Enrollment

631

633

651

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Annual Report 2014-15

1. Post-Secondary Data: two-year vs. four-year college entrance rate Students at IPoly and LACHSA receive a comprehensive and high-quality education and are expected to pursue a college career to prepare for a competitive, global job market.

The 2014-15 graduation rate for both IPoly and LACHSA was over 90%.

Figure 23

Figure 23 above shows the percentage of IPoly students who transitioned to a career or employment, a two-year college, or a four-year college or university during the 2012-13, 2013-14, and 2014-15 school years. The data show that 33% of the graduates from the class of 2015 transitioned to a two-year college and 67% transitioned to a four-year college or university.

As illustrated in Figure 23, there was a significant increase of students attending four-year colleges (39% in 2013-14 to 67% in 2014-15). Survey data indicated that many IPoly students and families were not adequately prepared for the college entrance pathway. A contributing factor was the high percentage of students who were first-generation college students, averaging 60% of graduates over the past three years.

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Annual Report 2014-15

Targeted strategies to better support students and families on the pathway to college were implemented and included: ď&#x201A;ˇ Parent Workshops o More evening and weekend offerings o Conducted in English and Spanish o Offered at every grade level to prepare parents early o Topics included the college pathway for parents, FAFSA application (including Saturday workshops in partnership with Mt. San Antonio College), scholarships, Cal Grants, information sessions, and open forums ď&#x201A;ˇ Student Support o Strategic plan to educate students on the college entrance and application process starting in the 10th grade o Field trips to both out-of-state and in-state college fairs for all 10th to 12th grade students o Implementation of college knowledge curriculum in 11th grade o Implementation of California College and Career Readiness standards at all grade levels o Strengthened relationship with Cal Poly Pomona to develop strategies to increase matriculation directly to the university o Partnership with Cal Poly Pomona federal work-study program to provide after-school tutoring

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Annual Report 2014-15

Figure 24

Figure 24 above shows the percentage of LACHSA students who transitioned to a career or employment, a two-year college, or a four-year college or university during the 2012-13, 2013-14, and 2014-15 school years. The data show that 5% of the graduates from the class of 2015 elected to immediately pursue career or work opportunities, 7% transitioned to a two-year college, and 88% transitioned to a four-year college or university.

2. Academic Performance Index (API): Subgroups The API is a numeric index or scale that ranges from a low of 200 to a high of 1000. Each school or district generates an API score based on the combined performance of its students on the annual California Standards Test (CST) in grades 2-11. For high schools, the API score includes student performance on the CST in grades 9-11 and performance on the California High School Exit Exam (CAHSEE) for students in grade 10. The API is an indicator of a school or districtâ&#x20AC;&#x2122;s performance level. The API performance target goal for all schools and districts is a score of 800. A school or district with an API score below 800 must improve its score by a minimum 5% each year. A school or district is considered highly effective if it registers an API score of 800 or higher.

As of 2013-14, the California Department of Education suspended the release of API reports. Therefore, no API data for IPoly and LACHSA are included in this annual summary.

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Annual Report 2014-15

3. Discipline Data: Suspensions Overall, suspension numbers at the two schools have been historically low. During the 2014-15 school year, IPoly and LACSHA continued to implement alternatives to suspension in order to maximize the instructional time for all students.

Figures 31 and 32 below show the three-year suspension rate trends at IPoly and LACHSA. These totals are relatively low considering the total student enrollment at both schools, approximately 1,200 students combined. The formula used to determine the suspension rate was the total number of students suspended divided by the total cumulative enrollment multiplied by 100.

For IPoly, the number of students suspended was 7 out of a cumulative enrollment of 542 for the 201213 school year. In 2013-14, there were 10 students suspended out of a cumulative enrollment of 555. In 2014-15, there were 0 students suspended out of a cumulative enrollment of 547.

For LACHSA, the number of students suspended was 13 out of a cumulative enrollment of 631 for the 2012-13 school year. In 2013-14 there were 10 students suspended out of a cumulative enrollment of 633. In 2014-15, there were 0 students suspended out of a cumulative enrollment of 651.

Figure 31

Figure 31 above shows the suspension rate at IPoly for the 2012-13, 2013-14, and 2014-15 school years.

The data show that suspension rates remained at 2% for 2012-13 and 2013-14 school years. A 50% decrease to 1% is recorded for the 2014-15 school year. Suspension rates below 5% are deemed commendable.

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Annual Report 2014-15

Figure 32

Figure 32 above shows the suspension rate at LACHSA for the 2012-13, 2013-14, and 2014-15 school years. The data show that suspension rates remained at 2% for 2012-13 and 2013-14 school years. A 50% decrease to 1% is recorded for the 2014-15 school year. Suspension rates below 5% are deemed commendable.

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Annual Report 2014-15

LACOE Special Education

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Annual Report 2014-15

PROGRAM EVALUATION D. Special Education The Division of Special Education (DSE) serves as an intermediate agency between LACOE and a number of school districts within the County of Los Angeles to serve students with disabilities from birth through age 22. During the 2014-15 school year, DSE served approximately 2,109 students with varying needs through agreements with three of the county’s 21 Special Education Local Plan Areas (SELPAs). The focus of DSE is to provide access to a curriculum based on state academic standards, positive behavior support, high quality teaching, and a healthy learning environment. DSE serves students whose disabilities fall within one or more of the following categories: Table 3 Special Education Categories Categories 2012-2013 2013-2014 1. Autism 545 437 2. Deaf 151 129 3. Deaf-Blindness 1 1 4. Emotionally Disturbed 291 196 5. Hard of Hearing 120 156 6. Intellectually Disabled 878 569 7. Multiple Disabilities 432 202 8. Orthopedically Impaired 54 41 9. Other Health Impaired 71 62 10. Specific Learning Disabled 72 40 11. Speech and Language Impaired 905 747 12. Traumatic Brain Injury 17 11 13. Visually Impaired 49 49 Total 3,586 2,640

2014-2015 183 135 1 128 198 139 233 37 42 49 924 7 33 2109

In March of 2015, the County Superintendent of Schools commissioned an administrative study review of all special education programs and services by a third party firm, Cross and Joftus, in an effort to improve in all areas of service in our special education programs. That report was completed in May of that same year. The report identified major deficiencies to our programs and made five recommendations for improvements.

Following the review, a stakeholders committee was formed made up of (35) internal and external teachers, para-professionals, as well as superintendents, special education directors and principals from throughout the county.

The work from the group resulted in the identification of action items that would be included in our strategic plans using “Smart Goals” to address the five recommendations from the report.

A copy of the full Cross and Joftus report and the action plans can be obtained online through the LACOE website.

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Annual Report 2014-15

1. IEP Compliance (all students) Under the Individuals with Disabilities Education Act (IDEA), each student is required to have an Individualized Education Plan (IEP) every year and a re-evaluation and Triennial IEP every three years. The IEP is a written document to address the specific needs of a student and is to include the following: present levels of performance; measurable annual goals; a statement of the special educational and related services and supplementary aids and services to be provided to the child; an explanation of the extent to which the child will not participate with non-disabled students in the general educational programs; the projected date for the initiation and the anticipated duration; frequency and location of services; appropriate objective criteria; evaluation procedures; and whether or not a student will participate in mandated testing and schedules for determining, at least annually, whether the child is achieving his or her goals. The California Department of Education (CDE) establishes the Indicator Target Thresholds for IEP compliance based on requirements from the Office of Special Education and Rehabilitative Services.

Figure 33

Figure 33 above shows the compliance rates for Annual IEPs for the 2012-13, 2013-14, and 2014-15 school years.

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Annual Report 2014-15

Figure 34

Figure 34 above shows the compliance rates for Triennial IEPs for the 2012-13, 2013-14, and 2014-15 school years.

2. Graduation Rate (Diploma-Bound Students) Goal: Performance Plan Indicator Graduation Target Rate: Not yet available Goal Met: ☐ Fully Met ☐ Partially Met ☐ Not Met The graduation rate as defined by provisions of the federal No Child Left Behind (NCLB) Act of 2001 is the percentage of all students (cohort) at the high school level who enter grade 9 and graduate at the end of their fourth year in high school. The State Performance Plan Indicator (SPPI) report that establishes the target graduation rate for 2014-15 school year is not yet available from the CDE. The data below show the graduation rate among diploma-bound 12th grade students as measured by the number of students reported “passed with High School Diploma” for students in a diploma-bound program for years 2012-13, 2013-14 and 2014-15. The graduation rate data are reported by SELPAs to CDE every year in the end-of-year reporting cycle for the California Special Education Management Information System (CASEMIS).

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Annual Report 2014-15

Figure 35

Figure 35 above shows the graduation rates among diploma-bound students at 25% for the 2012-13 school year, 16% for the 2013-14 school year, and 20% for the 2014-15 school year. CDE has not released the target rate for the 2014-15 school year.

** DSE graduation rates have been compiled from data reported to the CDE as part of CASEMIS submission.

Students receiving a diploma from the district of residence, students leaving LACOE programs mid-year, or students receiving diplomas between 19-22 years of age have not been captured above.

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Annual Report 2014-15

3. Achieving Recovery of Credits (ARC) (Diploma-Bound Students) Figure 36

Figure 36 above shows the annual data of the number of courses attempted and completed by students who participated in the ARC program during the 2013-14 and 2014-15 school years. There was a 17% decrease in courses attempted and a 3% decrease in courses completed. One factor that may impact this data includes program transfer.

4. CAHSEE Pass Rates (Diploma-Bound Students) Please see page 10 for a description of the CAHSEE program.

Note: The CAHSEE requirement is not applicable for students with an IEP. Students with an IEP are eligible for a CAHSEE waiver. However, a condition of the waiver is that students must participate in the CAHSEE (but are not required to pass in order to receive a high school diploma).

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Annual Report 2014-15

Figure 37

Figure 37 above shows the pass rates for all students who took the Math section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 there was a 3% decrease in pass rates, and from 2013-14 to 2014-15 there was a 4% increase in pass rates. The decrease in the number of students tested is a reflection of program transfer.

Figure 38

Figure 38 above shows the pass rates for all students who took the English-Language Arts section of the CAHSEE during the past three school years. The data indicate that from 2012-13 to 2013-14 there was a 1% decrease in pass rates, and from 2013-14 to 2014-15 there was a 4% increase in pass rates. The decrease in the number of students tested is a reflection of program transfer.

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Annual Report 2014-15

LACOE Head Start-State Preschool

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Annual Report 2014-15

PROGRAM EVALUATION E. Head Start Introduction The Los Angeles County Office of Education (LACOE) oversees the state’s largest Head Start (HS) grantee program, serving more than 13,000 preschool children and their families. The Head Start-State Preschool Division provides grants to local public and private non-profit and for-profit agencies to provide comprehensive early developmental services to economically disadvantaged children and families. The focus is on helping children develop the skills, knowledge, and attitudes to become lifelong learners.

This multiyear report provides a three-year review (2012-13 to 2014-15) of children’s development and early learning outcomes and preschool classroom quality. Collectively, these results along with program information and monitoring data, are used to identify trends and patterns, assess progress in meeting school readiness goals, and to identify areas to strengthen in program planning.

Specifically, this report includes five key sections:

1) An overview of assessments used to assess children’s development and early learning outcomes 2) 3) 4) 5)

and preschool classroom quality.

Results for children in Early Head Start (EHS) and General Child Care (CCTR) programs.

Results for children in Head Start and State Preschool (HS) programs.

Results of classroom quality for preschool center-based classrooms.

Next steps implemented in the 2015-16 program year based on these results.

Overview of Assessments To meet federal requirements and ensure children are ready for school, LACOE requires delegates to assess children using the Ounce Scale and Desired Results Developmental Profile-Preschool [DRDP-PS (2010)]. Both assessments provide a relatively good foundation of children’s early learning and development. The trends identified in the data are used to inform program decisions. Both assessments are criterion-referenced and therefore, are meant for individualization of instruction, not comparison purposes.

The Ounce Scale is a criterion-referenced observational assessment used to measure growth and development of infants and toddlers in LACOE EHS programs. It is structured around four developmental domains: social and emotional development,1 communication and language, cognitive development, and physical development. Observations of an individual infant or toddler’s behavior are recorded and education staff use the data to determine growth and development across each developmental domain in comparison to age-level expectations. Based on observed behavior, education staff rate whether an infant or toddler is Developing as Expected or Needs Development for each developmental domain. The results are used to individualize instruction and in program planning.

1

The social and emotional development domain is comprised of three areas of development: personal connections, feelings about self, and relationships with other children. To assess children’s progress for this domain, results were disaggregated for each developmental area.

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Annual Report 2014-15

The Desired Results Developmental Profile Preschool (DRDP-PS 2010) is an assessment tool used to measure the developmental progress of children in LACOE’s Head Start programs; mandated for statefunded preschool programs. It is comprised of seven developmental domains: self and social development, language and literacy development, English language development, cognitive development, mathematical development, physical development, and health.

The Classroom Assessment Scoring System (CLASS) tool is a research-based observation instrument that measures the quality of interactions between teachers and children in preschool classrooms. It is comprised of three domains that support children’s learning and development: emotional support, classroom organization, and instructional support. Each domain includes multiple dimensions and indicators that focus on the intentional behaviors used by teachers to provide quality interactions with children. This classroom observation instrument provides valid and reliable data LACOE uses to develop and/or modify professional development and training of education staff, ongoing monitoring procedures, and program planning.

Multiyear Results: Early Head Start Children’s Developmental Progress – All Early Head Start Children Most children rated Developing as Expected across all developmental areas2. Multiyear results showed3:   

The highest percentages of children rated Developing as Expected were in Personal Connections and Relationships with Children.

The lowest percentage of children rated Developing as Expected was in Communication and Language.

Similar patterns emerged when data were aggregated by age (i.e., children less than a year old, one-year-olds, and two-year-olds).

2 3

The Ounce Scale has two rating levels: Developing as Expected or Needs Development.

Sample of EHS Children: PY 2012-13 = 1,026; PY 2013-14 = 406; PY 2014-15 = 1,066.

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Annual Report 2014-15

Figure 1. All Children: Developing as Expected

Percentage of All Children 100%

92%

95% 96%

95% 87% 80% 81%

80%

91%

86% 89%

84%

79%

87% 87%

91%

78%

67% 69%

60% 40% 20% 0% Personal Connections

Feelings About Self

Relationships Communication Cognitive with Children and Language Development

Physical Development

Developmental Area 2012-2013

2013-2014

2014-2015

Children with Special Needs Most two-year-olds with special needs4 rated Developing as Expected across all domains by the end of each program year5. Results showed a higher percentage of children rated Developing as Expected across all developmental areas in the 2014-15 program year in comparison to previous years.

4

The highest concentration of EHS children with special needs were two-year-olds, therefore only these children were selected for the analysis.

5 Sample of EHS special needs sample: PY 2012-13 = 113; PY 2013-14 = 32; PY 2014-15 = 52.

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Annual Report 2014-15

Figure 2. Two-Year-Olds with Special Needs: Developing as Expected

Percentage of Two-Years-Olds with Special Needs 96%

100%

92%

82%

80%

92%

79%

77%

75% 69% 64%

58%

60%

92%

70%

63%

60%

57%

50% 39% 40%

40% 20% 0% Personal Connections

Feelings About Self

Relationships Communication Cognitive with Children and Language Development Developmental Area

2012-2013

2013-2014

2014-2015

Physical Development

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Annual Report 2014-15

Development by Participation Year Most two-year-olds6, regardless of years in the program, rated Developing as Expected across all developmental domains by year end7.

Figure 3. Two-Year-Olds in Their First Year of EHS: Developing as Expected

Percentage of Two-Year-Olds in Their First Year 100%

92%

94% 88% 80%

78%

80%

68%

84%

89%

87%

79%

76%

81%

86% 86%

91%

76% 75%

64%

60% 40% 20% 0% Personal Connections

Feelings About Self

Relationships Communication Cognitive with Children and Language Development

Physical Development

Developmental Area 2012-2013

6

2013-2014

2014-2015

The highest concentration of children in EHS programs were two-year-olds, therefore only these children were selected for the analysis.

7 Sample of EHS two-year-olds in their first year of the program sample: PY 2012-13 = 665; PY 2013-14 = 97; PY 2014-15 = 233.

Sample of EHS two-year-olds in their second year or more in the program sample: PY 2012-13 = 294; PY 2013-14 = 33; PY 201415 = 80.

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Annual Report 2014-15

Figure 4. Two-Year-Olds with Two or More Years in EHS: Developing as Expected

Percentage of Two-Year-Olds with Two or More Years 100%

100%98% 93%

98%

94% 82%

88%

94%

91% 85%

84%

80%

88%

97% 99% 90%

81%

73% 73%

60% 40% 20% 0% Personal Connections

Feelings About Self

Relationships Communication Cognitive with Children and Language Development Developmental Area

2012-2013

2013-2014

2014-2015

Physical Development

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Annual Report 2014-15

Multiyear Results: Head Start Development of Three-Year-Olds across School Readiness Domains Year-end results for three-year-olds8 showed: ď&#x201A;§ ď&#x201A;§

A yearly upward trend in the percentage of children at Building and Integrating levels9 across all domains except for Physical Well-Being and Motor Development.

Physical Well-Being and Motor Development was the domain with the highest percentage of children at Building and Integrating levels, whereas Language and Literacy had the lowest in comparison to all domains.

Figure 5. Three-Year-Olds at Building and Integrating Levels by Program Year

Percentage of Three-Year-Olds 100% 76% 75%

80% 68%

60%

51%

54%

53% 46%

45%

40%

57%

54% 55% 48%

45%

40% 41%

51%

41%

34%

20% 0% Social and Language and Emotional Dev. Literacy

English Language Development

Approaches Toward Learning

Cognition and Physical WellGeneral Being and Motor Knowledge Dev.

Developmental Domain 2012-2013

8 9

2013-2014

2014-2015

Sample of HS three-year-old children: PY 2012-13 = 7,323; PY 2013-14 = 4,920; PY 2014-15 = 4,391.

The DRDP-PS (2010) has five developmental levels: Not Yet, Exploring, Developing, Building, and Integrating.

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Annual Report 2014-15

Development of Four-Year-Olds across School Readiness Domains Year-end results for four-year-olds showed10: ď&#x201A;§ ď&#x201A;§

The majority of children achieved the highest developmental levels (i.e., Building and Integrating) across all domains in each program year.

Similar to three-year-olds, most children rated highest in Physical Well-Being and Motor Development and lowest in Language and Literacy.

Figure 6. Four-Year-Olds at Building and Integrating Levels by Program Year

Percentage of Four-Year-Olds 93% 95% 95%

100% 84%

80%

86% 87% 79% 81% 81%

83%

85% 87%

84%

87% 88% 82%

86% 86%

60% 40% 20% 0% Social and Language and Emotional Dev. Literacy

English Language Development

Approaches Toward Learning

Cognition and Physical WellGeneral Being and Motor Knowledge Dev.

Developmental Domain 2012-2013

10

2013-2014

2014-2015

Sample of HS four-year-old children: PY 2012-13 = 12,283; PY 2013-14 = 6,349; PY 2014-15 = 4,907.

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Annual Report 2014-15

Development of Children with Special Needs across School Readiness Domains Year-end results for children with special needs11 showed: ď&#x201A;§

Regardless of age, most children rated highest at the Building and Integrating levels in Physical Well-Being and Motor Development.

Most four-year-olds with special needs achieved the highest developmental levels (i.e., Building and Integrating) across all domains12.

Figure 7. Three-Year-Olds with Special Needs by Program Year at Building and Integrating Levels

Percentage of Three-Year-Olds with Special Needs 100%

80% 63% 63%

60%

51%

40%

36%

34% 34%

39%

27%

24%

38%

35%

25%

21% 22%

32% 33% 22%

16%

20%

0% Social and Language and Emotional Dev. Literacy

English Language Development

Approaches Toward Learning

Cognition and Physical WellGeneral Being and Motor Knowledge Dev.

Developmental Domain 2012-2013

11 12

2013-2014

2014-2015

Sample of HS three-year-old children with special needs: PY 2012-13 = 1,007; PY 2013-14 = 614; PY 2014-15 = 613.

Sample of HS four-year-old children with special needs: PY 2012-13 = 1,486; PY 2013-14 =758; PY 2014-15 = 582.

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Annual Report 2014-15

Figure 8. Four-Year-Olds with Special Needs by Program Year

Percentage of Four-Year-Olds with Special Needs at Building and Integrating Levels 100% 84% 78%

80% 66%

60%

70% 71%

69% 71% 56%

67%

72% 74%

88% 88%

71% 73% 65%

60% 58%

40% 20% 0% Social and Language and Emotional Dev. Literacy

English Language Development

Approaches Toward Learning

Cognitive and Physical WellGeneral Being and Motor Knowledge Dev.

Developmental Domain 2012-2013

2013-2014

2014-2015

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Annual Report 2014-15

Development of Four-Year-Olds by Year of Participation across School Readiness Domains Multiyear results13 showed: ď&#x201A;§

Most four-year-olds rated at the Building and Integrating levels across all domains, regardless of years in the program.

Figure 9. Four-Year-Olds in Their First Year of the Program at Building and Integrating Levels

Percentage of Four-Year-Olds in Their First Year 100%

92% 94% 94% 82% 84% 84%

80%

76% 77% 76%

79% 82%

83%

82%

85% 86%

80%

83% 83%

60% 40% 20% 0% Social and Language and Emotional Dev. Literacy

English Language Development

Approaches Toward Learning

Cognitive and Physical WellGeneral Being and Motor Knowledge Dev.

Developmental Domain 2012-2013

13

2013-2014

2014-2015

Sample of HS four-year-olds in their first year of the program: PY 2012-13 = 6,567; PY 2013-14 = 3,188; PY 2014-15 = 2,383.

Sample of HS four-year-olds in their second or more years in the program: PY 2012-13 = 5,427; PY 2013-14 = 2,978; PY 2014-15 = 2,506.

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Annual Report 2014-15

Figure 10. Four-Year-Olds with Two or More Years in the Program at Building and Integrating Levels

Percentage of Four-Year-Olds with Two or More Years 100%

90% 86% 88%

83% 85% 85%

88% 88%

91%

87%

90% 91%

85%

89% 90%

94% 96% 96%

80% 60% 40% 20% 0% Social and Language and Emotional Dev. Literacy

English Language Development

Approaches Toward Learning

Cognitive and Physical WellGeneral Being and Motor Knowledge Dev.

Developmental Domain 2012-2013

2013-2014

2014-2015

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Annual Report 2014-15

School Readiness Goals: Progress made at the Building and Integrating Levels Thresholds are calculated for all developmental domains using the average number of children at the Building and Integrating levels by the end of the year. These thresholds are annually reviewed and updated based on patterns and scores observed across DRDP-PS (2010) domains and age groups. The charts below show the most recent end-of-year results for the 2014-15 program year.

ď&#x201A;§

Three and four-year-old children exceeded all school readiness goal thresholds at the Building and Integrating levels by the end of the program year.

Figure 11. School Readiness Goals: Progress Made by Three-Year-Olds in Program Year 2014-15 Three-Year-Old Children n= 4,391 100%

80%

60%

75%

57%

54%

51% 41%

40%

71% 55%

47%

49%

48% 43%

36% 20%

0% Social and Emotional Dev.

Language and English Language Approaches Literacy Development Toward Learning

2014-2015

Cognition and General Knowledge

Threshold

Physical WellBeing and Motor Dev.

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Annual Report 2014-15

Figure 12. School Readiness Goals: Progress Made by Four-Year-Olds in Program Year 2014-15 Four-Year-Old Children n= 4,907 100%

95% 87%

87%

88%

86%

84%

86%

84%

81% 80%

85% 81%

95%

60%

40%

20%

0% Social and Emotional Dev.

Language and English Language Approaches Literacy Development Toward Learning

2014-2015

Cognition and General Knowledge

Physical WellBeing and Motor Dev.

Threshold

Multiyear Results: Class Observations in Head Start As of program year 2012-13, LACOE required the use of the CLASS tool to assess the quality of teacherchild interactions in HS center-based classrooms. The Office of Head Start (OHS) has used CLASS as part of their reviews, since the 2010-11 program year.

To assess how well LACOE14 fared in comparison to other grantees, multiyear results also include 2014 OHS national averages and averages for the lowest 10% of grantees reviewed (as grantees with averages that fall within the lowest 10% of grantees reviewed are subject to re-competition). Results showed:

   

All multiyear averages were above the lowest 10% of grantees reviewed in 2014.

Emotional Support and Instructional Support averages were above the national average.

Classroom Organization average across all program years was below the national average.

Emotional Support and Classroom Organization averages were relatively stable for the past three years, whereas there was a noticeable drop in Instructional Support.

14

Sample of Spring CLASS observations: PY 2012-13 = 554 observations; PY 2013-14 = 372; PY 2014-15= 266.

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Annual Report 2014-15

Figure 13. CLASS Domain Averages

Multiyear CLASS Domain Averages 7 6.18 6

6.28 6.18 6.10 5.7167

5.75

5.83 5.76 5.67 5.3646

5 4.25

4.19

4

3.46

3

2.90

2

2.2027

1 0 Emotional Support

Classroom Organization

Instructional Support

LACOE Spring 2013

LACOE Spring 2014

LACOE Spring 2015

OHS National Average 2014

2014 OHS Threshold for Lowest 10%

Next steps for the 2015-16 program year 



A change in the 2015-16 program year involves the transition from two separate assessment tools [i.e., Ounce Scale and DRDP-PS (2010)] for children in EHS and HS programs to the updated DRDP (2015) for all children. It is a full-continuum assessment tool for all children, including those with special needs. The DRDP (2015) is required by the California Department of Education to assess all state-funded children. It also meets the OHS requirements, as it aligns with the Head Start Early Learning Outcomes Framework: Ages Birth to Five.

LACOE will continue to provide agency training that supports children’s school readiness, early development, curriculum implementation, and classroom quality throughout the program year.

Specifically, based on the results identified in this report, the following table identifies next steps LACOE developed and is currently implementing in program year 2015-16.

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Annual Report 2014-15

Table 1. Steps for Program Year 2015-16

Areas to Strengthen

Strategy/Activity

Lead Team or Unit

Status

Children’s language and literacy development

To build on learning strategies in the classroom, LACOE gave agencies a tool kit of Creative Curriculum activities on language and literacy development at the May 2015 coordinators’ meeting.

Interdisciplinary Services

Complete

Cognitive development

To build staff capacity, three LACOE education and family and community engagement (FCE) staff participated in the California Head Start Association’s Early Math Family Engagement Project training series. This program supports children’s early math development skills in the classroom and at home. The program will be reviewed with FCE and education coordinators in February 2016.

To strengthen Tier 1 monitoring, LACOE employed a standardized school readiness monitoring tool for delegates to assess implementation of Creative Curriculum, health and safety, CLASS, and school readiness plans.

All agencies have implemented this Tier 1 monitoring tool.

To ensure the reliability of CLASS results, LACOE revised the CLASS Implementation Grantee Instructional Memo. The changes addressed discrepancies identified in double-coding, such as the focus (teacher or teaching team) during observations. It went into effect for the 2015-16 program year.

Education Team and the Family and Community Engagement Team

In process

Program Development and Effectiveness Unit

Complete

Interdisciplinary Services

Complete

Monitoring school readiness

Reliable CLASS certified staff

All CLASS-certified LACOE and agency staff will receive calibration training from Teachstone in the spring of this year.

Training and Technical Assistance In progress to be completed

by June 2016

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Annual Report 2014-15

Areas to Strengthen Classroom organization

Strategy/Activity To strengthen staff capacity specific to classroom organization, LACOE provided additional training at the fall Mental Health and Disabilities Coordinators’ meeting on how to effectively manage children’s challenging behaviors. The training also provided external resources to support behavior management in the classroom.

LACOE established a positive behavior support School Readiness Committee, comprised of mental health, disabilities, and education staff to coordinate monitoring and technical assistance that better supports teaching staff effectiveness in addressing challenging behaviors. In support of these efforts, the subcommittee drafted a positive behavior support LACOE Informational Memo.

LACOE also provided teacher training in the fall linking brain development and children’s challenging behaviors. LACOE continues to identify opportunities to further support staff capacity with regard to behavior management.

Lead Team or Unit Interdisciplinary Services Training and Technical Assistance

Status In Progress

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Annual Report 2014-15

School Readiness Goals The Head Start Act, section 641A (g)(2)(A), requires that each agency establish age-appropriate program goals to improve childrenâ&#x20AC;&#x2122;s school readiness. These goals should also align with the Head Start Early Learning Outcomes Framework: Ages Birth to Five, state early learning standards, and the requirements and expectations of the schools the children will be attending.

Head Start and Early Head Start School Readiness Goals for the 2015-16 Program Year: 1. Language and Literacy: Children will increase their understanding and expression of written and spoken language in English and their home language.

2. Cognition and General Knowledge: Children will increase their ability to reason, analyze, and understand learning concepts.

3. Approaches Toward Learning: Children will increase their effort, persistence, and motivation in learning experiences.

4. Physical Well-Being: Children will demonstrate healthy behaviors and safety practices.

5. Motor Development: Children will develop improved physical coordination and control.

6. Social and Emotional Development: Children will learn to regulate their behavior and emotions and increase their abilities to develop positive relationships with children and adults.

Head Start-State Preschool Abbreviations Abbreviation ACF ACYF

Stands forâ&#x20AC;Ś Administration for Children and Families Administration on Children, Youth and Families

AD ADMIN

Assistant Director Administration

AIC ASQ-SE

Administrator in Charge Ages & Stages Questionnaires Social-Emotional

BOE

Board of Education

BAR

Budget Adjustment Request

BAR/RAA

Budget Adjustment Request/Request for Advanced Approval Community Assessment

CA

CAEYC

California Association for the Education of Young Children Child and Adult Care Food Program

CACFP

CalWORKs CAP

California Work Opportunity and Responsibility to Kids Corrective Action Plan

CB

Center Base

CCLD

Community Care Licensing Division

d.b.-11/16/15 rev. 4.7.16

Definition Branch of U.S. Department of Health and Human Services that administers HS and other programs Oversees major federal programs that support social services to promote the positive growth and development of children, youth and their families One of 3 Assistant Directors to the LACOE Head Start Director Unit responsible for administering HS-SP grant. Sets program direction with the involvement and approval of the Superintendent, County Board, and Policy Council; facilitates and supports program governance; and handles human resources functions for all division staff Person in charge in the absence of an administrator Screening tool meant to be used in conjunction with a general development tool (ASQ-3) that assesses cognitive, communicative, and motor development, helps identifies the need for further assessment LACOE is governed by the Los Angeles County Board of Education, whose seven members are appointed by the County Board of Supervisors to two- and four-year terms. The Board of Education establishes LACOE policies and governs the Los Angeles County High School for the Arts and International Polytechnic High School Anytime a delegate agency/child care partner proposes changes to the approved budget or program operations, the agency must submit a Request for Advance Approval or Budget Adjustment Request Delegate agency/child care partner propose changes to the approved budget or program operations. The agency must submit a Request for Advance Approval or Budget Adjustment Request.

Profile of the community in which the Head Start and Early Head Start program operates. The profile includes data on the characteristics of the communitiesâ&#x20AC;&#x2122; population, resources, assets and needs A non-profit corporation dedicated to advancing excellence throughout early care and education profession State administered program funded by the U.S. Department of Agriculture. It provides financial reimbursement and/or commodities for providing meals and snacks which meet federal nutritional requirements to income eligible children and adults State Program to replace Aid or Dependent Children; i.e. AFDC, under Welfare Reform Required if program review notes non-compliance with the regulations Program option used by delegate agencies. Traditional center base options operate 3.5 hours daily A division within CDSS (CA Dept. of Social Services) that offers care for persons whose needs require the management of severe behavior adjustment problems, serious mental disorders, and significant medical needs

1

Abbreviation CCP

Stands for…

Child Care Partners

CCS

California Children’s Services

CCTR CDE

General Child Care California Department of Education Child Health & Disability Prevention California Head Start Association

CHDP CHSA

COF

Child Outcomes Framework

COLA

Cost of Living Adjustment

CPS

Child Protective Services

CSPP CTA

California State Preschool Programs California Teachers Association

DA

Delegate Agency

DAP

Developmentally Appropriate Practice

DCFS

DLL

Department of Children and Family Services Department of Health and Human Services Dual Language Learners

DLTL

Delegate Liaison Team Leader

DRDP

Desired Results Developmental Profile

DRS

Designation Renewal System

ECE

Early Childhood Education

DHHS

d.b.-11/16/15 rev. 4.7.16

Definition Public or private child care organizations in the community that partner with LACOE Head Start to provide comprehensive full year services to children and families State program for children up to age 21 with certain medical conditions or health needs. CCS provides medical services free of charge if their families meet income requirements Funding from CDE for infants & toddlers An agency within the Government of California that oversees public education. Its headquarters are located in Sacramento Preventative program that delivers periodic health assessments and service to low income children and youth in California A non-profit, member supported association providing quality professional development, convening and advocacy to advance early learning and child development The 1998 reauthorization of Head Start by Congress required programs to demonstrate that children make progress on specific learning outcomes An escalator clause, especially in union contracts, that grants automatic wage increases to cover the rising cost of living due to inflation Investigates child abuse and neglect. Involved in foster care placement An early educational program that provides personalized learning experiences to prepare children before entering kindergarten A powerful and passionate advocate for students and public education Agency to which responsibility is delegated by the Head Start grantee for the operation of a total or a significant portion of a Head Start/Early Head Start program Concept of classroom practices which reflect knowledge of typical development for the ages being served and an understanding of the unique personality, learning style, and family background of each child Agency in the Los Angeles County that provides child welfare services Federal Funding Source for Head Start Dual Language Learners (DLLs) are “children learning two (or more) languages at the same time, as well as those learning a second language while continuing to develop their first (or home) language” (Office of Head Start, 2008) The DLTL’s serve as the primary liaison between the Grantee Office (LACOE), partner agencies, and various governing boards Assessment system to gather information on child progress for the purpose of program improvement and to provide teachers with information that will be useful for teaching individual children A system established to determine whether Head Start and Early Head Start agencies deliver high-quality and comprehensive services to the families they serve Refers to educational programs and strategies geared toward children from birth to eight

2

Abbreviation ECEP

Stands for…

Early Childhood Education Provider

ECERS-R

Early Childhood Environment Rating Scale-Revised Early Childhood Learning and Knowledge Center Early Head Start

ECLKC EHS EHS-CCP

Early Head Start – Child Care Partnership

ELL

English Language Learner

ERSEA

Eligibility, Recruitment, Selection, Enrollment and Attendance English as a Second Language Family Assessment

ESL FA

FCA

Fiscal Controls and Accountability

FCC

Family Child Care

FCCERS-R

Family Child Care Environment Rating Scale-Revised Family Community Partnerships (currently Family Community Services) Family and Community Services (formerly Family Community Partnerships) Family Development Credential Program

FCP

FCS

FDC

FPA

Family Partnership Agreement

FPW FSW

Family Partnership Worker Family Service Worker

FY

Fiscal Year

GABI

Grant Application Budget Instrument

d.b.-11/16/15 rev. 4.7.16

Definition Public or private child care organizations in the community that partner with LACOE Head Start to provide comprehensive full year services to children and families A tool designed to assess group programs for preschool-kindergarten aged children from 2 to 5 years of age Web site that provides information and resources to meet the needs of Head Start and Early Head Start community Program serves families with children from birth to three years of age, and pregnant women A partnership grant that is designed to enhance existing child care services and support the development of infants and toddlers through strong relationship-based experiences that promote school readiness Students whose first language is not English. Students who are just beginning to learn English and those who already developed considerable proficiency A system that includes certifying eligibility, adding the child to a selecting list of ranking purposes, selecting from the list of children that have been ranked, and then accepting and enrolling the child Students whose first language is not English Assessment that the delegate agency uses as soon after enrollment as possible to discuss and record pertinent information about the family regarding their strengths, challenges, and interests Unit responsible for conducting ongoing monitoring of all fiscal requirements. It also monitors administrative and operational support for delegate facility services; maintains inventory controls, and works closely with the LACOE Controller’s Office to integrate Head Start-State Preschool fiscal processes into those of the overall organization Program option whereby program services are provided in a provider’s home Tool designed to assess family child care programs conducted in a provider’s home Section within the Integrated Service Reviewer I pool

Section within the Integrated Service Reviewer I pool

Initiative to provide frontline workers with the knowledge, skills, and competencies they need to support families toward attaining a healthy self-reliance and interdependence with their communities Offers parents the opportunity to develop and implement individualized family goals with strategies for achieving these goals Defined in the same manner as FSW Line worker at a delegate agency who works closely with families to assist them in a variety of ways including understanding the Head Start program and finding resources to meet their interests and needs The accounting period for LACOE which begins on July 1st and ends on June 30th Federal Form for Refunding Application

3

Abbreviation GIMs

Stands for…

Grantee Informational Memos

GRS

Grantee Reporting Systems

HARS

HB HHS

Head Start Agency Referral System Health Services Advisory Committee Home Base Health and Human Services

HS

Head Start

HSPM

Head Start Program Manager

HSSP

Head Start-State Preschool

HUD

Housing and Urban Development Individualized Agency Plan

HSAC

IAP

IDEA IDP IEP

Individuals with Disabilities Education Act.3 Individual Development Plan Individualized Education Program

IFSP

Individual Family Service Plan

IM

Information Memorandum

IFSP

Individualized Family Service Plan

d.b.-11/16/15 rev. 4.7.16

Definition Clarifications of policies, guidelines and identification of best practices produce by the grantee in collaboration with delegate agency input Tool used to capture the information from the Program Approach Form and Schedule I An online facility locator that provides contact information of the delegate agency that corresponds to specific service areas Required by Head Start Program Performance Standards to advise in planning, operation, and evaluation of health services Program option that focuses on parents as educators U.S. government’s principal agency for protecting the health of all Americans and providing essential human services Provides comprehensive early childhood education, health, nutrition, and parent involvement services to low-income children and their families Plans, organizes, coordinates and directs the activities and staff of an assigned program. Implements the overall oversight in the program design and management systems of the program State preschool programs are part-day comprehensive developmental programs for three- to five-year-old children from low-income families Federal agency that funds housing programs for income eligible families An IAP is a major part of the ongoing monitoring process. IAP meetings are used to individualize LACOE’s monitoring and resource allocation for Delegate Agencies/Early Childhood Education Providers (DA/ECEPs) based on the results of each successive IAP during the program year. The IAP meeting provides an opportunity for grantee staff to come together as interdisciplinary team to review each DA/ECEP holistically in alignment with the grantee’s Ongoing Monitoring GIM & Manual, and to plan monitoring and technical assistance activities individualized for each DA/ECEP based on individual circumstances, needs, and compliance status. Determinations of the monitoring track (A, B, or C) are made at IAP meetings to ensure the DA/ECEP receives the necessary support to meet minimum requirements and ensure quality services to children and families.

Amends extends and redefines the rights, definition and requirements of P.L. 94-142 and its subsequent amendments Establishes an education plan designed to meet the needs of a child Establishes an education program designed to meet the needs of a child with disabilities, developed by the public agency responsible for providing free appropriate public education to a child Written documents that ensure that special services are delivered to infants or toddlers (birth through age two) who have disabilities or who are at great risk for disabilities Document by which the federal government provides grantees with general information other than a proposed regulation or policy Written plan for providing early intervention services to a child eligible under Part H of the Individuals with Disabilities Education Act

4

Abbreviation ITERS-R LACOE

Stands for…

Infant/Toddler Environment Rating Scale – Revised Los Angeles County Office of Education

LCSW

Licensed Clinical Social Worker

LEA

Local Education Agency

MOA

Memorandum of Agreement

MOU

Memorandum of Understanding

NAEYC

National Association for the Education of Young Children

NCLB

No Child Left Behind Act

NHSA

National Head Start Association

OHS

PC

Office of Head Start (formerly Head Start Bureau) Office of Head Start Monitoring System Parent Committee

PC

Policy Committee

PC

Policy Council

PDE

Program Design & Effectiveness

PDM PIP

Program Design and Management Program Improvement Plan

PIR

Program Information Report

PRISM

Program Review Instrument for Systems Monitoring Planning & Resources Development

OHS MS

PRD

d.b.-11/16/15 rev. 4.7.16

Definition Tool designed to assess group programs for children from birth to 2 ½ years of age The nation's largest regional education agency. Under the leadership of Los Angeles County Superintendent of Schools and the County Board of Education, LACOE supports 80 public school districts and numerous other agencies in ensuring educational excellence for the region's two million preschool and school-age children Clinician who provides services using psycho-social principles to assist people to live a productive life Public education (school) entity or its designee for the city, town, or county Draft agreement that may establish the scope of association and mutual responsibilities Legal document outlining the terms and details of an agreement between parties NAEYC is the world’s largest organization working on behalf of young children. NAEYC promotes high-quality early learning for all children, birth through age 8, by connecting practice, policy, and research Federal law passed in 2001. Represents legislation that attempts to accomplish standard based education reform The National Head Start Association is a non-partisan, not-for-profit organization committed to the belief that every child, regardless of circumstances at birth, has the ability to succeed in life Organization within the ACYF within the ACF Used to review Head Start programs Committee at the site level composed of the parents of children enrolled in the Head Start program Committee at the DA level composed of parents (at least 51%) and community representatives Committee at the grantee level composed of parents (at least 51%) and community representatives Unit responsible for monitoring delegate administrative services and program content. PDE also enforces the minimum expectations for meeting federal requirements and provides training and technical assistance to individual and groups of delegates Service area in HS reviews Document that describes the corrective actions and timelines for resolving findings resulting from monitoring visits Information on each grantee from which a grantee profile is generated The software used to perform HS program monitoring Unit responsible for internal operations, including program planning (community and self-assessments), record keeping and reporting, communications, information systems and services, and establishing procedures for eligibility and enrollment. PRD also oversees the California State Preschool Program, research and evaluation,

5

Abbreviation

Stands for…

PTA

Parent Teacher Association

QIP

Quality Improvement Plan

QRIS

Quality Rating & Improvement System

R&D

Resources and Development

REGION IX

Region IX

R&R Agencies

Resource and Referral Agencies

RT RTI

Resource Team Response to Intervention

SE SIS SLT

Safe Environments Student Information System Strategic Leadership Team

SPA

Service Planning Area

TANF

Temporary Assistance for Needy Families (formerly called AFDC) Training & Technical Assistance

T&TA

d.b.-11/16/15 rev. 4.7.16

Definition resources and development, and grants management, allowing us to maximize funds to support program initiatives PTA is a registered 501(c)(3) nonprofit association that prides itself on being a powerful voice for all children, a relevant resource for families and communities, and a strong advocate for public education. Membership in PTA is open to anyone who wants to be involved and make a difference for the education, health, and welfare of children and youth Delegates and child care partners are required to submit this plan, after a determination by LACOE that the delegate or child care partner will take to correct the deficiency and the timeframe within which it will be corrected Research shows that high quality early childhood education helps close the achievement gap and prepares children to succeed in school and in life. Quality Start Los Angeles is our county’s QRIS, Quality Rating and Improvement System, for California State Preschool Programs (CSPP). The Los Angeles County Office of Education (LACOE) is the lead contractor to the California Department of Education (CDE). The consortium responsible for supporting this effort includes: LACOE, the Los Angeles County Office of Child Care (OCC), LAUP, the Child Care Alliance of Los Angeles (CCALA) and First 5 LA. The purpose of Quality Start Los Angeles is to create a system that assesses, enhances, and communicates the quality of CSSP-funded child care providers Reviews grant proposal for overall division fit and prepares the LACOE Restricted Funding Summary which provides a summary of the purpose, conditions, and other requirements for the grant Region IX Head Start Association is a professional organization that serves as an advocate for Head Start children, parents, and staff in the states of Arizona, California, Nevada, and Hawaii & the Outer Pacific Non-profit organization dedicated to providing child care information LACOE’s team area of specialists Method of academic intervention used in the U.S. designed to provide early, effective assistance to children who are having difficulty learning Section within the Integrated Service Reviewer II pool Used for reporting & tracking attendance & enrollment Division Director, Assistant Directors and Program Managers of the Head Start Division Los Angeles County is divided into eight service planning areas.

Each SPA has an Area Health Office that is responsible for planning public health and clinical services according to the health needs of local communities Program that provides temporary financial assistance while aiming to get people off of that assistance, primarily through employment An event or activity designed to improve or enhance the skills and development of program staff

6

Abbreviation TOW WIC

Stands forâ&#x20AC;Ś Temporary Office Worker Women Infants and Children

d.b.-11/16/15 rev. 4.7.16

Definition Staff that is hired to work for LACOE temporarily Safeguards the health of low income women and children up to age 5 who are at nutritional risk by providing nutritious food to supplement diet, information on healthy eating, and referrals to healthcare

7

59

Annual Report 2014-15

LACOE Charter Schools

60

Annual Report 2014-15

PROGRAM EVALUATION F. Charter Schools 

Actions Taken by the County Board 1997-2015



Enrollment for Charter Schools Authorized by the County Board



California Assessment of Student Performance and Progress (CAASPP) - 2014-15

Actions Taken by the County Board 1997-2015 Education Code section 47600 provides the County Board with the authority to directly grant a charter for the operation of three types of charter schools: Direct county charter – A charter school that serves pupils for whom LACOE would otherwise be responsible for providing direct education and related services. Students must have been expelled and/or currently be on probation. (Education Code 47605.5) Countywide charter – A charter school that operates at one or more sites within the geographic boundaries of the county and provides instructional services not generally provided by LACOE. There must be reasonable justification for why the charter could not be established by petition to a local school district. (Education Code 47605.6) County conversion charter – A charter school that changes an existing public school operated by LACOE to charter status. (Education Code 47605) The County Board also has the authority to hear appeals to establish or renew a charter not authorized by a local school district board. If the County Board grants the charter, it becomes the authorizing entity. (Education Code 47605(j)(1) and 47607.5) Once the County Board becomes the authorizing entity of a charter school, it has the authority to renew or not renew the charter.

The County Board hears appeals on charter revocation taken by local school district boards. If the County Board does not uphold the district’s action, the district remains the authorizing entity unless there is further appeal to the State Board and the decision is reversed. (Education Code 47607(f)) The County Board also has the authority to revoke the charter of a school it has authorized.

(Education Code 47607(c))

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Annual Report 2014-15

Summary of County Board Actions: 2014-15 The County Board considered 10 charter school matters (petitions and revocations) during the 2014-15 school year.

Seven matters were considered as appeals of school district decisions: 

Three were petitions to establish a charter school; one was approved (Valiente Preparatory Academy).



Two were petitions to renew a charter; one was not granted or denied15 (New City) and one was not acted on as the school and district settled a legal dispute negating the need for County Board action (Magnolia Science Academy #8).



Two were appeals of charter revocations; both revocations were upheld (Urban Village and Rowland Heights Charter Academy).

The County Board also received a renewal petition for a charter school previously authorized by the State Board of Education (Today’s Fresh Start) after nonrenewal by the County Board in 2010.

The matter came before the County Board in December 2014 and May 2015: 

In December 2014, the school requested the County Board take no action so renewal could be decided by the State Board; the County Board voted to take no action.



In May 2015, the school requested the County Board consider the renewal petition subsequent to the State Board’s determination that it had no statutory jurisdiction in the matter. The County Board affirmed its 2010 determination that the school does not qualify as a countywide charter; therefore, the County Board lacks statutory authority to hear the petition.

The County Board also considered one charter renewal for a school it had previously authorized in 2010 (Academia Avance); it did not grant or deny renewal. The school was subsequently approved to operate under the authority of the State Board of Education.

Additionally, the County Board revoked the charter of Wisdom Academy for Young Scientists based on fiscal mismanagement and material violations of its charter. The State Board of Education upheld the revocation, and the school ceased operation in May 2015 at the conclusion of its school year.

Rate of Charter Approval: 1997-2015 Petitions Submitted Directly to the County Board. Since 1997, the County Board has taken action on four (4) petitions to establish a charter school it received directly. Three (3) were countywide charters and one (1) was a conversion charter. All were granted for an approval rate of 100%.

Petitions Submitted on Appeal to the County Board. Since 1997, the County Board has taken action on 45 appeals; 19 were granted for an approval rate of 42%. 

Petitions to establish a charter school had an approval rate of 34% (12 of 35).

15

A charter is considered not granted or denied when a four-vote majority is not obtained.

62 

Annual Report 2014-15 Petitions to renew a charter school had an approval rate of 64% (7 of 11). One appeal was not heard because the school did not meet the academic criteria to be considered for renewal (Rosie the Riveter). Two (2) appeals were not granted or denied1 (Anahuacalmecac and New City).

Renewal of Charters Authorized by the County Board. Since 1997, the County Board has considered renewal for the schools it authorized 12 times; nine (9) charters were renewed and one (1) charter (Academia Avance) was not granted or denied1 for an approval rate of 75%.

Rate of Revocation The County Board has heard four revocation appeals since 1997. It took no action on two (2) appeals (Cornerstone Prep and MATTIE) and upheld the district’s decision on the two (2) appeals (Urban Village and Rowland Heights Charter Academy) heard in 2014-15.

Since 1997, the County Board revoked the charter of three schools it had authorized (Progressive Education Entrepreneurial, Today’s Fresh Start and Wisdom Academy for Young Scientists).

The table below provides a chronology of County Board action on charter schools since 1997.

Chronology of County Board Action1 on Charter Schools 1997-2015

Received on Appeal (District)

Received Directly (Type)

Type of Charter Action Considered

Soledad Enrichment Charter School 9-12

--

Conversion

Establish

Approved

4-08-97

Odyssey Charter School K-8

S. Pasadena

Establish

Approved

5-25-99

Countywide

Establish

Approved

8-05-03

Countywide

Establish

Approved

9-02-03

Compton

Establish

Denied

2-17-09

LAUSD

Establish

Denied

3-17-09

Creare Charter High School 9-12

LAUSD

Establish

Denied

4-07-09

ICEF Middle #8 6-8

Inglewood

Establish

Denied

5-19-09

Charter School

Progressive Education Entrepreneurial 6-12

Today's Fresh Start Charter School K-8

Centers for Learning Charter School 9-12 Ingenium Charter School K-6

--

Board Action Taken

Board Date

Subsequent Authorization Actions (Authorized Charters Only) Renewed 6-1703, 6-03-08, 6-11-13 Renewed 4-0604, 3-03-09, 2-04-14 Revoked 10-1504 Renewed 5-1705, Revoked 12-11-07, Not Renewed 4-0610, No Action 12-09-14, Countywide status denied on 5-05-2015.

63

Annual Report 2014-15 Chronology of County Board Action1 on Charter Schools 1997-2015

Charter School ICEF Middle #9 6-8 ICEF High School #7 9-12 Los Angeles International High School 9-12 Opportunities Unlimited Charter High School 9-12 Barack Obama Middle School 68 Environmental Charter Middle School-Gardena 6-8 Rhythm of Learning Charter School K-5

Type of Charter Action Considered Establish

Board Action Taken Denied

Board Date 5-19-09

Inglewood

Establish

Denied

5-19-09

LAUSD

Renew

Approved

6-09-09

LAUSD

Renew

Approved

7-07-09

Compton

Establish

Denied

4-13-10

LAUSD

Establish

Approved

4-13-10

LAUSD

Establish

Denied

5-18-10

Received on Appeal (District) Inglewood

Received Directly (Type)

Via Nueva Academy 6-12

LAUSD

Establish

Approved

8-10-10

Academia Avance Charter School 6-12

LAUSD

Renew

Approved

8-17-10

Bellflower

Establish

Denied

9-21-10

SM-Malibu

Establish

Denied

2-08-11

Norwalk/La Mirada

Establish

Denied

2-15-11

LAUSD

Establish

Denied

4-12-11

LAUSD

Establish

Denied

5-17-11

Compton

Establish

Approved

5-17-11

Building Bridges International K-8

Culver City

Establish

6-07-11

Cornerstone Prep Charter K-6

LAUSD

Revocation

Denied Not Heard2

Renew

Approved

6-07-11

Establish

Denied

6-28-11

Establish

Approved

8-16-11

Catalyst Charter School K-5 Point Dume Marine Science Charter K-6 International Charter of La Mirada K-5 (Submission 1) Marell's Preparatory Academy 7-12 Barack H. Obama Leadership Academy 9-12 Celerity Sirius Charter School K-5

Wisdom Academy for Young LAUSD Scientist K-5 International Charter of La Mirada Norwalk/La K-5 Mirada (Submission 2) HOPE Leadership Charter School WIA/Adults

--

Countywide

Subsequent Authorization Actions (Authorized Charters Only)

Renewed 3-1114 Not Renewed 5-06-14

Renewed 4-0114

Authorization Terminated 6-28-11 (Lack of Facilities) Did Not Grant or Deny Renewal 5-12153

7-05-11 Revoked 11-1814

Authorization Terminated 9-27-11

64

Annual Report 2014-15 Chronology of County Board Action1 on Charter Schools 1997-2015

Charter School

M.A.T.T.I.E. Academy of Change 612 Blair Johnson Arts Academy K-5 (Submission 1) Jardin de la Infancia K-1 Westchester Secondary Charter School 6-12 Rosie the Riveter Charter High School 9-12 Blair Johnson Arts Academy K-5 (Submission 2) Environmental Charter Middle School-Inglewood 6-8 Optimist Charter School 7-12

Received on Appeal (District)

Received Directly (Type)

Type of Charter Action Considered

Board Action Taken

Board Date

LAUSD

Revocation

Not Heard2

12-0611

Pomona

Establish

Denied

3-20-12

LAUSD

Renew

Approved

4-10-12

LAUSD

Establish

Approved

6-12-12

Long Beach

Renew

Not Heard (Did not meet renewal criteria)

8-07-12

Pomona

Establish

Denied

Inglewood

Establish

Approved

LAUSD

Establish

Approved

Establish

Denied

3-19-13

Establish

Denied

8-06-13

Renew

Did Not Grant or Deny

10-0813

Renew

Approved

4-15-14

Renew

Approved

4-15-14

Establish

Denied

4-15-14

Establish

Denied

5-20-14

Blair Johnson Arts Academy K-5 Pomona (Submission 3) Albert Einstein Academy of Letters, Saugus Arts & Science K-6 Anahuacalmecac International Univ. Prep. H.S. of North America LAUSD K-12 Aspire Antonio Maria Lugo LAUSD Academy K-6 Aspire Ollin University Preparatory Academy LAUSD 6-12 California Academy of Leadership Inglewood and Innovation K-8 ICEF Vista Business and Finance LAUSD Academy 9-12 Urban Village Middle School 6-8

LAUSD

Revocation

Valiente College Preparatory 4-8

LAUSD

Establish

Magnolia Science Academy #8 6-8

LAUSD

Renew

Alma Fuerte Public School K-8

Pasadena

Establish

Revocation Upheld Approved No Action4 Denied

10-0912 10-1612 11-1312

9-09-14 2-03-15 2-10-15 3-03-15

Subsequent Authorization Actions (Authorized Charters Only) (Lack of Funding)

65

Annual Report 2014-15 Chronology of County Board Action1 on Charter Schools 1997-2015

Received on Appeal (District)

Received Directly (Type)

Type of Charter Action Considered

Subsequent Authorization Actions (Authorized Charters Only)

Board Action Board Charter School Taken Date Did Not 3-10-15 The New City School K-8 Long Beach Renew Grant or Deny3 Prepa Tec Los Angeles High School LAUSD Establish Denied 5-19-15 Rowland Heights Charter Academy Revocation Rowland Revocation 9-15-15 K-8 Upheld County Board Actions on material revisions are not included in this chronology.

2 A county board's decision is appealable by both sides; by taking action not to hear the appeal, the school was able to appeal directly to the State Board for a final decision.

3 A charter is considered not granted or denied when a four-vote majority is not obtained.

4 The school settled a legal dispute with the authorizing district and was authorized by that district negating the need for County Board action.

Enrollment for Charter Schools Authorized by the County Board In 2014-15, three (3) schools experienced a sizeable increase in enrollment: 

Environmental – Inglewood (41% increase due to expansion of grade levels served)



Optimist (67% increase over its first year of operation)



Westchester (32% increase due to expansion of grade levels served)

One school’s enrollment decreased by less than 1%; the remainder had increases of 4% or less.

For 2014-15, four (4) schools experienced a decrease in enrollment of 8 to 12% (Jardín de la Infancia, Environmental – Inglewood, Los Angeles International and Westchester Secondary).

Enrollment for Valiente College Preparatory, in its first year of operation, is below the plan stated in the charter by more than 40%. It is being carefully monitored to ensure fiscal viability.

Two (2) schools experienced notable increases in enrollment: 

Aspire Antonio Maria Lugo’s enrollment more than doubled due to a scheduled facilities expansion stated in the charter and a reorganization of other Aspire operated schools.



Optimist’s enrollment increased by about 60% in alignment with the charter and reflects increased outreach to serve its target population of high risk youth in foster care.

All other schools have stable or slightly increased enrollment in alignment with the charter.

The table below presents enrollment data for 2011-12 through October 2015 for schools currently authorized by the County Board.

66

Annual Report 2014-15

Charter School Enrollment 2011-12 to October 2015 School (Grades)

2011-12

2012-13

2013-14

2014-15

Oct. 2015

Aspire Antonio Maria Lugo (K-6)

234^

235^

185^

190

431

Aspire Ollin (6-12)

540^

540^

545^

568

581

Celerity Sirius (K-8)

432

410

451

471

476

Environmental - Gardena (6-8)

212

323

342

342

354

Environmental - Inglewood (6-8)

~~

~~

133

189

182

Jardín de la Infancia (K-1)

50^

52

38

39

36

Los Angeles International (9-12)

202

241

271

256

226

Odyssey (K-8)

397

423

440

458

459

Optimist (7-12)

~~

~~

52

81

129

Soledad Enrichment Action (9-12)

1258

1285

1352

1049

1120

Westchester Secondary (6-12)

~~

~~

212

280

256

Valiente College Preparatory (4-8)

~~

~~

~~

~~

80

“^” = School was authorized by LAUSD during this school year “~~“ = School not in operation Source: CDE DataQuest for 2011-12 through 2014-15. Data for October 2015 are based on Month 1 (October) enrollment reports submitted to LACOE.

California Assessment of Student Performance and Progress (CAASPP) - 2014-15 The California Assessment of Student Performance and Progress (CAASPP) System was established on January 1, 2014, replacing the Standardized Testing and Reporting (STAR) Program, which became inoperative on July 1, 2013.

For 2014–15, the CAASPP System encompassed the Smarter Balanced Summative Assessments for English language arts/literacy (ELA) and mathematics in grades three through eight and eleven.

Additionally, the California Standards Test (CST) for science is required for all students in grades five, eight and ten. Students with disabilities may take modified or alternate assessments.

Spanish-speaking English learners who receive their primary instruction in Spanish or who are in their first 12 months of attending a school in the United States, take an alternate assessment in ELA. However, the Standards-Based Tests in Spanish (STS) for reading/language arts are administered at the discretion of the local education agency and are, therefore, considered optional.

(Source: CDE Retrieved 2/5/2015 from http://www.cde.ca.gov/ta/tg/ai/cefcaaspp.asp)

67

Annual Report 2014-15

The CAASPP performance for charter schools currently authorized by the County Board are reported in the following tables. Table 1A (below) provides schoolwide CAASPP performance for ELA and mathematics. Table 1B (page 59) reports CAASPP scores schoolwide and for numerically significant student subgroups.

The average performance of all schools in Los Angeles County and the state are provided as a basis for comparison. Charter school scores in red indicate performance below that of Los Angeles County. Scores in green indicate performance above that of Los Angeles County. Scores in blue match those of Los Angeles County.

Table 1A

2014-2015 CAASPP Schoolwide (% meeting or exceeding standards) School (Grades)

ELA

Math

Aspire Antonio Maria Lugo (K-6) 36 50 Aspire Ollin (6-12) 26 16 Celerity Sirius (K-8) 35 31 Environmental - Gardena (6-8) 25 14 Environmental - Inglewood (6-8) 38 21 Jardín de la Infancia (K-1) * * Los Angeles International (9-12) 78 34 Odyssey (K-8) 60 35 Optimist (7-12) 6 0 Soledad Enrichment Action (9-12) 6 0 Valiente College Preparatory (4-8) ~~ ~~ Westchester Secondary (6-12) 44 25 Los Angeles County 41 31 State 44 33 “*” = Jardin de la Infancia serves grades K-1 only. Exams calculated in CAASPP are not administered in these grades. “~~“ = School not in operation.

Source: CDE DataQuest as of 10/9/15. Retrieved 12/16/15.

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Annual Report 2014-15

2014-15 CAASPP Schoolwide and by Numerically Significant Student Subgroups (% meeting or exceeding standards)

Table 1B

Schoolwide Charter School (Grades) ELA Math Aspire Antonio Maria Lugo (K-6) Aspire Ollin (6-12) Celerity Sirius (K-8) Environmental Gardena (6-8) Environmental Inglewood (6-8) Jardin de la Infancia (K-1) Los Angeles International (912) Odyssey (K-8) Optimist (7-12) Soledad Enrichment Action (9-12) Valiente College Preparatory (4-8) Westchester Secondary (6-12) Los Angeles County State

Socioeconomicall English Students w/ African y American Hispanic White Disadvantaged Learner Disabilities EL ELA Math A Math ELA Math ELA Math ELA Math ELA Math

36

50

--

--

37

51

--

--

35

50

7

21

--

--

26

16

--

--

26

16

--

--

27

17

0

3

10

0

35

31

29

26

41

37

--

--

34

30

19

15

0

0

25

14

17

12

24

13

--

--

24

14

0

0

0

3

38

21

23

6

40

23

--

--

39

21

3

0

6

6

*

*

*

*

*

*

*

*

*

*

*

*

*

*

78

34

--

--

79

36

--

--

77

34

--

--

--

--

60

35

38

7

41

22

80

54

34

17

18

0

18

5

6

0

--

--

11

0

--

--

6

0

--

0

--

0

6

0

3

0

6

1

--

--

6

0

1

--

0

--

~~

~~

~~

~~

~~

~~

~~

~~

~~

~~

~~

~~

~~

~~

44

25

32

16

38

16

39

33

36

20

--

--

21

10

41

31

27

16

33

21

64

52

32

21

9

10

11

8

44

33

27

16

32

21

60

49

30

21

11

11

12

10

“--” = Not a numerically significant student group. “~~” = School not in operation. “*” = Jardin de la Infancia serves grades K-1 only. Exams calculated in CAASPP are not administered in these grades.

Source: CDE DataQuest as of 10/9/15. Retrieved 12/16/15.