Address:
16514 Nordhoff St. , North Hills CA 91343-3725
Phone:
818-920-5285
Principal:
Chris Ferris
Grade Span:
K - 6
This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2008-09 school year, except the School Finances and School Completion data that are reported for the 2007-08 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.
Honored by the California Charter School Association as the 2009 Charter School of the Year, Our Community School (OCS) is designed by educators to offer an academically strong and humanistic learning environment. OCS is a small, diverse learning community of 273 students in kindergarten through sixth grade. Students receive individual attention in small classes and an innovative standards-aligned curriculum by excellent state-credentialed teachers. As a Los Angeles Unified School District independent charter school, we determine our own curriculum, recruit and hire our own staff, and manage our entire budget in exchange for increased accountability to produce positive academic results.
Our school program is based on three main themes:
· Constructivism - People learn through connecting new ideas to prior learning. Each experience is an opportunity to construct new meaning. We support this learning process by offering students the chance to explain, discuss, and integrate new concepts and ideas.
· Intrinsic Motivation - We trust that children have an innate curiosity and desire to learn. Therefore, we provide them with the opportunity to take responsibility for their own education.
· Integrated Humanities Core Curriculum - Our goal is to prepare our students for active, rewarding membership in our community and our democratic way of life. Students learn about people and culture; are immersed in democratic practices; participate in conflict-resolution, service learning; and have opportunities to self-reflect.
Group
Percent
African American
7.73 %
American Indian or Alaska Native
1.72 %
Asian
4.72 %
Filipino
3.43 %
Hispanic or Latino
47.21 %
Pacific Islander
%
White (not Hispanic)
34.33 %
Multiple or No Response
0.86 %
Socioeconomically Disadvantaged
45.00 %
English Learners
17.00 %
Students with Disabilities
6.00 %
Total Number of Students
233
Indicator
Teachers
Teachers with full credential
11
Teachers without full credential
0
Teachers Teaching Outside Subject Area of Competence
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Subject
Students Proficient and Above on California Standards Tests
English-Language Arts
66.2 %
Mathematics
70.5 %
Science
66.6 %
History-Social Science
NA%
Result
2009 Growth API Score (from 2009 Growth API Report)
842
Statewide Rank (from 2008 Base API Report)
8
2009-10 Program Improvement Status (PI Year)
Not in PI
Narrative to be provided by LEA The current site is adequate for our 12 classrooms. The campus is safe, functional, and well maintained. We enjoy a full-sized grass field for recesses and lunch, as well as a small playground for our youngest students and a lunch-table area. We have use of the “Ranch House” for aftercare, “Frank Bush Hall” for parent meetings, and the sanctuary for music classes and assemblies. However, the current site is does not have enough space to accommodate our goal of 14 classrooms. OCS has submitted a request for a closed LAUSD elementary school site under the provisions of Prop 39 and has received full LAUSD school Board approval to relocate at an elementary school campus in Chatsworth.
Minor repairs are taken care of on an ongoing basis.
None at this time
Core Curriculum Areas
Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts
0% LEA Provided
NA% not textbook based LEA Provided
Foreign Language
NA% LEA Provided
Health
Visual and Performing Arts
NA% Not textbook based LEA Provided
Science Laboratory Equipment (grades 9-12)
Level
Expenditures Per Pupil (Unrestricted Sources Only)
School Site
$6,542.72 LEA Provided
District
State
$5,512
Graduation Rate
N/A %
Measures
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma
N/A
Graduates Who Completed All Courses Required for University of California or California State University Admission
Average Scale Score - State
209
Average Scale Score - National
220
Achievement Level - Basic
30%
Achievement Level - Proficient
18%
Achievement Level - Advanced
5%
251
261
41%
20%
2%
232
239
25%
270
282
36%
The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available on the California Department of Education (CDE) SARC Web page. For additional information about the school, parents and community members should contact the school principal or the district office.
DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners).
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.
This section provides the schools contact information.
School
School Name
Our Community Charter
District Name
Los Angeles Unified
Street
16514 Nordhoff St.
Phone Number
213-241-1000
City, State, Zip
North Hills , CA 91343-3725
Web Site
www.lausd.net
Superintendent
Ramon Cortines
Principal
E-mail Address
superintendent@lausd.net
chrisfrrs@yahoo.com
CDS Code
19- 64733- 0109934
School Description and Mission Statement (School Year 2008-09)
Our Community School is a tuition-free, public charter school where staff members, students and families collaborate in the ongoing process of education. Our diverse and caring community balances academics with creativity, thereby fostering independent thinkers, problem solvers and leaders. We nurture multiple aspects of a child's development: physical, emotional, intellectual, artistic, and social. We empower students to become informed and ethical members of our democratic society.
Opportunities for Parental Involvement (School Year 2008-09)
A parent’s role in his/her child’s education cannot be overstated. Parents are their child’s first teachers and that relationship spans a lifetime. Our Community School (OCS) offers an important educational choice for parents who want to be true parners in their child’s education. From the Board of Directors to the PTSA to community committees, all members of the OCS community are stakeholders in support of overall students personal and academic growth. Our Community School recognizes that parents and other family members are the most valuable people in each child’s life and that they often know best their child’s strengths and needs. Therefore, we feel that it is imperative that we work closely with them to develop the most successful and enriched educational experiences possible for each child. Parent involvement is an important and integral part of our program.
There are many ways in which parents can be involved in supporting students personal and academic growth, e.g. as a room parent, in the classroom supporting small group instruction, providing extra hands for activities, helping on field trips, and tutoring individual students. Some past parental activities have included: building 15 plant beds for the K-1 garden unit, making “stone soup” with second graders, being inverviewed for the second grade ancestor unit, and supporting the third graders recycling program by adding a program that involved the whole school community with a monthly recycling drop off of cans and bottles. Each parent is encouraged to volunteer 20 hours a year to support the school. This is done through hands-on activites with the children, serving on the Board of Directors, being an active member of the PTSA, and serving on community committees.
This table displays the number of students enrolled in each grade level at the school.
Grade Level
Number of Students
Kindergarten
39
Grade 1
41
Grade 2
Grade 3
38
Grade 4
25
Grade 5
26
Grade 6
23
Grade 7
Grade 8
Ungraded Elementary
Grade 9
Grade 10
Grade 11
Grade 12
Ungraded Secondary
Total Enrollment
This table displays the percent of students enrolled at the school who are identified as being in a particular group.
Percent of Total Enrollment
This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).
2006-07
2007-08
2008-09
Avg. Class Size
Number of Classrooms
1-20
21-32
33+
K
19.5
2
20.0
1
21.0
20.5
3
18.0
19.0
4
24.0
25.0
5
26.0
6
23.0
K-3
3-4
4-8
Other
This section provides information about the school's comprehensive safety plan.
Our Community School maintains a safe and secure environment for its students, staff, administration, school volunteers, and visitors. OCS has developed a school safety plan and acquired emergency supplies for the school. Additionally, OCS has developed and implemented the following policies and procedures:
§ Periodic fire and earthquake drills
§ Policies and procedures for responding to natural disasters and emergencies
§ Policies relating to the administration of prescription drugs and other medications
§ Equipped with disaster emergency supplies including water, food, blankets and supplies necessary to sustain the campus population for three days.
§ Ensure that a minimum of 75% of the staff is CPR/first aid certified.
§ Procedures for preventing contact with blood-borne pathogens.
§ Policy that establishes the school functions as a drug, alcohol and tobacco-free workplace and that adheres to Title IV of the Safe and Drug-Free Schools and Communities Act.
§ Policy that require that all school employees (paid or volunteer), furnish the school with a criminal background check and submit a criminal record summary as described in Education Code 44237.
§ Ensure that administrators receive sexual harassment training
These written polices are updated and revised as needed and distributed as appropriate to all students and staff annually. Emergency and school safety procedures are routinely covered during staff development.
This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.
Rate
Suspensions
1%
4%
0.0
7.2
7.1
Expulsions
-7.7
This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.
Our Community School will be moving to a new campus which is a restored 1961 elementary school campus with 20 classrooms, an auditorium, office, library and a playground.
This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.
System Inspected
Repair Status
Repair Needed and Action Taken or Planned
Exemplary
Good
Fair
Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer
X
LEA Provided
Interior: Interior Surfaces
x
Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation
Electrical: Electrical
Restrooms/Fountains: Restrooms, Sinks/ Fountains
Safety: Fire Safety, Hazardous Materials
Structural: Structural Damage, Roofs
External: Playground/School Grounds, Windows/ Doors/Gates/Fences
Overall Rating
good
This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the CDE DataQuest Web page.
With Full Credential
9
34116
Without Full Credential
1348
Teaching Outside Subject Area of Competence
This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
2009-10
Vacant Teacher Positions
This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers in the school, in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. High poverty schools are defined as those schools with student participation of approximately 75 percent or more in the free and reduced price meals program. Low poverty schools are those with student participation of approximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Improving Teacher and Principal Quality Web page.
Location of Classes
Percent of Classes In Core Academic Subjects
Taught by NCLB Compliant Teachers
Taught by Non-NCLB Compliant Teachers
This School
100.0
All Schools in District
84.6
15.4
High-Poverty Schools in District
85.5
14.5
Low-Poverty Schools in District
90.6
9.4
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Title
Number of FTE Assigned to School
Average Number of Students per Academic Counselor
Academic Counselor
NA
Library Media Teacher (Librarian)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Core Curriculum Area
Quality, Currency, and Availability of Textbooks and Instructional Materials
Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
We use a combination of materials that use classic children’s literature for reading.
We use Singapore Math all student have textbooks and workbooks
We use FOSS kits which is a hands-on science program without textbooks
Teachers develop integrated social studies units with fiction, original sources and research books based on the state standards.
Not offered at this time
Standards based lessons offered
Standards based lessons offered, there is a music program for all students
This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size based on the salary schedule. Detailed information regarding salaries may be found on the CDE Certificated Salaries & Benefits Web page.
Category
District Amount
State Average For Districts In Same Category
Beginning Teacher Salary
$39,788
$42,065
Mid-Range Teacher Salary
$63,553
$67,109
Highest Teacher Salary
$78,906
$86,293
Average Principal Salary (Elementary)
$108,621
$107,115
Average Principal Salary (Middle)
$117,632
$112,279
Average Principal Salary (High)
$120,447
$122,532
Superintendent Salary
$300,000
$216,356
Percent of Budget for Teacher Salaries
36.90 %
39.40 %
Percent of Budget for Administrative Salaries
5.60 %
5.50 %
The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and ten through eleven. The CAPA includes ELA, mathematics, and science in grades two through eleven, and for science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA includes ELA and mathematics for grades three through eight and science in grade five and is an alternate assessment that is based on modifiedachievement standards. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. Student scores are reported as performance levels. Detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site. Program information regarding the STAR Program can be found in the Explaining 2008 STAR Program Summary Results to the Public guide. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).
47
64
67
31
35
43
46
50
53
71
37
40
57
76
27
36
20
24
29
33
Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.
Percent of Students Scoring at Proficient or Advanced
*
62
79
83
Male
60
73
Female
74
68
56
Economically Disadvantaged
49
Students Receiving Migrant Education Services
The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing (PFT) Web page. Note: Scores are not shown when the number of students tested is ten or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.
Percent of Students Meeting Healthy Fitness Zones
Four of Six Standards
Five of Six Standards
Six of Six Standards
48.1
11.1
3.7
7
The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found on the CDE Academic Performance Index (API) Web page.
This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from one to ten. A statewide rank of one means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of ten means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of one means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of ten means that the school’s academic performance is better than at least 90 of the 100 similar schools.
API Rank
2006
2007
2008
Statewide
4 *
Similar Schools
10
"N/A"
means a number is not applicable or not available due to missing data.
"B"
means this is either an LEA or an Alternative Schools Accountability Model (ASAM) school. Schools participating in the ASAM do not currently receive growth, target information, or statewide or similar schools rankings on this report in recognition of their markedly different educational missions and populations served. ASAM schools are covered under the Alternative Accountability system as required by Education Code Section 52052 and not the API accountability system. However, API information is needed to comply with the federal No Child Left Behind (NCLB) law. Growth, target and rank information are not applicable to LEAs.
"C"
means this is a special education school. Statewide and similar schools ranks are not applicable to special education schools.
" * "
means this API is calculated for a small school or a small LEA, defined as having between 11 and 99 valid STAR Program test scores included in the API. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted. Similar schools ranks are not calculated for small schools.
This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.
Actual API Change
Growth API Score
2009
All Students at the School
55
-33
789
-48
762
"*"
means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2008 or 2009. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.
The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
· Participation rate on the state’s standards-based assessments in ELA and mathematics
· Percent proficient on the state’s standards-based assessments in ELA and mathematics
· API as an additional indicator
· Graduation rate (for secondary schools)
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found on the CDE Adequate Yearly Progress (AYP) Web page.
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.
AYP Criteria
Overall
Yes
No
Participation Rate - English-Language Arts
Participation Rate - Mathematics
Percent Proficient - English-Language Arts
Percent Proficient - Mathematics
API
"Yes"
Met 2009 AYP Criteria
"No"
Did not Meet 2009 AYP Criteria
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found on the CDE Adequate Yearly Progress (AYP) Web page.
Program Improvement Status
In PI
First Year of Program Improvement
2004-2005
Year in Program Improvement
Year 3
Number of Schools Currently in Program Improvement
390
Percent of Schools Currently in Program Improvement
45.5
This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.
We offer ten days of professional development per year based on the school’s needs. Teachers can take 3 additional days for professional development for their own goals without loosing pay.
The National Assessment of Educational Progress (NAEP) is a nationally representative assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the participation of students with disabilities and English language learners is reported based on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress Web page (Outside Source).
Note: Only a sample group of California's schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either the LEA or the individual school. Comparisons of student performance on the NAEP and student performance on the Standardized Testing and Reporting (STAR) Program assessments cannot be made without an understanding of the key differences between the two assessment programs. For example, the NAEP only assesses grades four, eight and twelve and for long-term trends assesses grades nine, thirteen, and seventeen. Additionally, the NAEP only provides state test results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of standards than the NAEP assessments. For example, the NAEP is not aligned with California academic content and achievement standards and, therefore, does not necessarily reflect the curriculum and instruction to which students are exposed in the classroom. The NAEP assesses reading and writing separately, while the CSTs assess English-language arts (ELA), encompassing reading as well as writing conventions, spelling, and grammar. Scores on the CSTs and other assessments are not directly comparable to those on NAEP. The averages and percentages presented are estimates based on samples of students rather than on entire populations. Finally, the questions students respond to are only a sample of the knowledge and skills covered by the NAEP frameworks. Information on the differences between NAEP and CST can be found on the CDE National Assessment of Educational Progress (NAEP) Web page.
This table displays the scale scores and achievement levels on the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for grades four and eight
Subject and Grade Level
Average Scale Score
State Percent at Achievement Level
National
Basic
Proficient
Advanced
Reading 2007, Grade 4
30
18
Reading 2007, Grade 8
Mathematics 2009, Grade 4
Mathematics 2009, Grade 8
This table displays the state and national participation rates on the National Assessment of Educational Progress for reading (2007) and mathematics (2009) for students with disabilities and/or English language learners for grades four and eight.
State Participation Rate
National Participation Rate
Students With Disabilities
English Language Learners
93
65
80
78
92
66
77
96
84
94
85