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2015-16 School Accountability Report Card for Learning Community Charter (Hearthstone/STEP UP Academy (formerly Four Winds) Page 1 of 15

Learning Community Charter (Hearthstone/STEP UP Academy (formerly Four Winds)

School Accountability Report Card

Reported Using Data from the 2015-16 School Year

Published During 2016-17

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at

http://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school principal or

the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners). Internet Access 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 may 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.

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

School Contact Information

School Name------- Learning Community Charter (Hearthstone/STEP UP Academy (formerly Four Winds)

Street------- 1859 Bird St.

City, State, Zip------- Oroville, CA, 95965

Phone Number------- (530) 532-5644

Principal------- Nick Catomerisios (Hearthstone);Spencer Ansorge (STEP UP Academy)

E-mail Address------- [email protected]; [email protected]

Web Site------- www.hearthstoneschool.net; stepup.bcoe.org

CDS Code 04 10041 0430090


District Contact Information

District Name------- Butte County Office of Education School

Phone Number------- (530) 532-5761

Superintendent-------

Tim Taylor

E-mail Address------- [email protected]

Web Site------- www.bcoe.org

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

Learning Community Charter School (LCCS) is a locally-funded, dependent, public charter school authorized by the Butte County Board of Education and administered by the Butte County Superintendent of Schools through Butte County Office of Education's Student Programs and Services Division. LCCS offers appropriate educational services through alternative instructional programs for those students who are not well-served by the existing comprehensive public school environment. Learning Community Charter School (LCCS) operates two educational programs, Hearthstone School and STEP UP Academy, which serve TK-12 students throughout Butte County and contiguous counties. Like all California Schools, LCCS is implementing the California Common Core State Standards (CCSS). LCCS believes that learning best occurs in an interconnection of home, classroom and/or community, where parents, students, teachers and community members, as educational partners, are mutually invested in student success. LCCS (Hearthstone and STEP UP Academy) is designed to prepare students for life in the 21st century through development of strong academic skills and applied life skills, use of technology and the arts in learning and communicating, authentic and performance-based assessment, integration of a wide range of community resources, development of interpersonal and cognitive skills and growth of personal qualities. These programs are designed to prepare students to become active agents in the lifelong learning process; to become responsible, effective and productive citizens; to exert influence responsibly and to affect positive, successful change in their lives. Hearthstone and STEP UP Academy have adopted separate mission and vision statements addressing the needs and interests of the populations served by each school. LCCS has adopted the mission and vision of BCOE Student Programs and Services Division: Mission: Ensure learners are prepared to experience success in a changing society Vision: Transform lives through exemplary education. Hearthstone School's specific Mission and Vision are as follows Mission: To bring inspiration and personalization to every student’s educational experience. Vision: Establish collaborative partnerships that provide a safe, personalized learning experience where students develop special talents and individual responsibility that enable them to achieve their potential and become knowledgeable, productive citizens. STEP UP Academy's specific Mission and Vision are as follows Mission: Empower learns to recognize their unlimited potential to become contributing members in a multicultural, 21st century society through Career Technical Education Pathways. Vision: Provide an interactive learning environment that promotes inquiry and connects students to future life expectations and aspirations.


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

Grade Number of

Level Students

Kindergarten 20

Grade 1 14

Grade 2 14

Grade 3 11

Grade 4 26

Grade 5 18

Grade 6 15

Grade 7 20

Grade 8 22

Grade 9 19

Grade 10 27

Grade 11 39

Grade 12 34

Total Enrollment 279

Student Enrollment by Group (School Year 2015-16)

Student Percent of

Group Total Enrollment

Black or African American 2.5

American Indian or Alaska Native 5.7

Asian 1.1

Filipino 0.4

Hispanic or Latino 34.1

Native Hawaiian or Pacific Islander 0

White 50.2

Two or More Races 6.1

Socioeconomically Disadvantaged 79.9

English Learners 6.8

Students with Disabilities 11.5

Foster Youth 2.2


A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are

teaching; • Pupils have access to standards-aligned instructional materials; and • School facilities are maintained in good repair. Teacher Credentials

Teachers School District

2014-15 2015-16 2016-17 2016-17

With Full Credential 17 18 22 48

Without Full Credential 0 0 0 2

Teaching Outside Subject Area of Competence (with full credential) 2 1 0 0

Teacher Misassignments and Vacant Teacher Positions

Indicator 2014-15 2015-16 2016-17

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments * 0 0 0

Vacant Teacher Positions 0 0 0 Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2015-16)

Location of Classes Percent of Classes In Core Academic Subjects

Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers

This School 99.0 1.0

All Schools in District 97.4 2.6

High-Poverty Schools in District 97.4 2.6

Low-Poverty Schools in District 0.0 0.0 Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program. Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2016-17) Year and month in which data were collected: October 2016 All curriculum is from the most recent adoption. Percent of students lacking their own assigned curriculum is 0%.

Subject Textbooks and Instructional Materials/

Year of Adoption

From Most Recent

Adoption?

Percent of Students Lacking Own

Assigned Copy

Reading/Language Arts Houghton Mifflin Legacy of Literature June 2004

McDougal-Littell Language of Literature June 2005

Prentice Hall Timeless Voices, Timeless Themes June

2005

Wright Group Fast Track Intervention Reading May 2007

Yes 0



Year of Adoption

From Most Recent

Adoption?


Assigned Copy

Mathematics Glencoe Geometry: Concepts and Applications June

2005

Prentice Hall Algebra 2 w/ Trigonometry June 2005

Carnegie, National Math Series, Course 1, 2, 3

Carnegie, National Math Series, Integrated Math 1 September 2014

Carnegie, National Math Series, Integrated Math 2 April 2015

Carnegie, National Math Series, Integrated Math 3 May 2015

Houghton-Mifflin CA Math Expressions Common Core September 2015

Yes 0

Science Delta Education FOSS May 2007

Glencoe/McGraw-Hill California Science June 2005

McGraw-Hill Science June 2005

Macmillan/McGraw-Hill California Science May 2007

Holt, Rinehart & Winston Earth Science, CA Edition May 2003

Prentice Hall Focus on Earth Science, CA Edition June 2006

Holt, Rinehart & Winston Life Science, CA Edition May 2003

Prentice Hall Focus on Life Science, CA Edition June 2006

Holt, Rinehart & Winston Physical Science, CA Edition May 2003

Prentice Hall Focus on Physical Science, CA Edition June 2005

Holt, Rinehart & Winston Holt California Physical Science June 2006

Glencoe/McGraw-Hill Focus On Series May 2007

Prentice Hall Science Explorer June 2006

Glencoe/McGraw-Hill Glencoe Biology May 2007

Prentice Hall Life Science June 2006

Holt Science & Technology: CA Edition June 2006

McDougal-Littel Earth Science June 2006

Globe Fearon Concepts & Challenges June 2005

Holt Science Spectrum-Physical Science with Earth and Space Science August 2015

Pearson Biology May 2016

Yes 0



Year of Adoption

From Most Recent

Adoption?


Assigned Copy

History-Social Science Harcourt Publishers Reflections: California Series June 2006

Macmillan/McGraw-Hill California Vistas June 2006

Glencoe/McGraw-Hill Discovering Our Past June 2006

Oxford University Press Oxford CA History-Social Science Program May 2007

Glencoe/McGraw-Hill American Government, Democracy in Action June 2006

Glencoe World HistoryModern Times June 2006

Holt, Rinehart & Winston: Modern World History, The Human Journey 2006

Glenco Economics: Principles & practices June 2006

Glencoe/McGraw-Hill Economics: Today and Tomorrow June 2006

Globe Fearon World History June 2005

Yes 0

Foreign Language Glencoe Buen Viaje! Spanish 1 June 2005

Glencoe Buen Viaje! Spanish 2 June 2005

Yes 0

Health Macmillan/McGraw-Hill Health and Wellness June

2006

Glencoe/McGraw-Hill Teen Health June 2005

Globe Fearon Health June 2004

Glencoe Health and Wellness June 2005

Yes 0

Visual and Performing Arts Glencoe Art In Focus May 2007

Glencoe/McGraw-Hill Music! It’s Role & Importance

in Our lives Feb 2010

Glencoe Creating and Understanding Drawings May 2007

Glencoe Art Talk May 2007

Perfection Learning Basic Drama Projects May 2008

Yes 0

School Facility Conditions and Planned Improvements (Most Recent Year)

See copies of State reports below; all noted deficiencies have been repaired. School Facility Good Repair Status (Most Recent Year)

School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 11/15/2016

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

Interior: Interior Surfaces X SUA-window sills need more attention;

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

Electrical: Electrical X


School Facility Good Repair Status (Most Recent Year) Year and month of the most recent FIT report: 11/15/2016

System Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Safety: Fire Safety, Hazardous Materials X

Structural: Structural Damage, Roofs X

External: Playground/School Grounds, Windows/ Doors/Gates/Fences

X

Overall Facility Rating (Most Recent Year)

Year and month of the most recent FIT report: 11/15/2016

Overall Rating Exemplary Good Fair Poor

X

B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4): • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the

Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA and mathematics, which were eliminated in 2015. Only eligible students may participate in the administration of the CAAs. CAA items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with significant cognitive disabilities); and

• The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study

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

Subject

Percent of Students Meeting or Exceeding the State Standards (grades 3-8 and 11)

School District State

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

English Language Arts/Literacy 24 29 38 42 44 48

Mathematics 9 9 23 23 34 36 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.


CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2015-16)

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Met or

Exceeded

All Students 3 13 13 100.0 15.4

4 32 29 90.6 7.1

5 18 17 94.4 35.3

6 18 14 77.8 21.4

7 27 25 92.6 20

8 22 19 86.4 31.6

11 47 40 85.1 50

Male 4 15 14 93.3 7.1

7 13 11 84.6 9.1

11 21 18 85.7 50.0

Female 4 17 15 88.2 7.1

7 14 14 100.0 28.6

8 12 10 83.3 30.0

11 26 22 84.6 50.0

Hispanic or Latino 4 14 13 92.9

White 7 14 12 85.7 33.3

8 14 11 78.6 36.4

11 24 20 83.3 50.0

Two or More Races 11 11 10 90.9 50.0

Socioeconomically Disadvantaged 4 25 23 92.0

5 14 14 100.0 28.6

6 15 11 73.3 18.2

7 24 22 91.7 18.2

8 18 16 88.9 25.0

11 37 30 81.1 46.7

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.


CAASPP Test Results in Mathematics by Student Group Grades Three through Eight and Grade Eleven (School Year 2015-16)

Student Group Grade

Number of Students Percent of Students

Enrolled Tested Tested Standard Met or

Exceeded

All Students 3 13 13 100.0 7.7

4 32 28 87.5 7.1

5 18 17 94.4 11.8

6 18 14 77.8

7 27 25 92.6 16.0

8 27 25 92.6 16.0

11 47 40 85.1 7.7

Male 4 15 14 93.3

7 13 11 84.6 9.1

8 13 11 84.6 9.1

11 21 18 85.7 16.7

Female 4 17 14 82.3 14.3

7 14 14 100.0 21.4

8 14 14 100.0 21.4

11 26 22 84.6

Hispanic or Latino 4 14 12 85.7

White 7 14 12 85.7 33.3

8 14 12 85.7 33.3

11 24 20 83.3 10.5

Two or More Races 11 11 10 90.9 10.0

Socioeconomically Disadvantaged 4 25 23 92.0 4.3

5 14 14 100.0 7.1

6 15 11 73.3

7 24 22 91.7 18.2

8 24 22 91.7 18.2

11 37 30 81.1 6.9

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard on the CAAs divided by the total number of students who participated in both assessments. Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested is not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.


CAASPP Test Results in Science for All Students

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)


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

Science (grades 5, 8, and 10) 44 30 46 34 39 54 60 56 54 Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) in grades five, eight, and ten. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

CAASPP Test Results in Science by Student Group Grades Five, Eight, and Ten (School Year 2015-16)

Student Group

Total Enrollment

# of Students with Valid Scores

% of Students with Valid Scores

% of Students Proficient or

Advanced

All Students 73 68 93.2 45.6

Male 35 32 91.4 46.9

Female 38 36 94.7 44.4

Hispanic or Latino 20 19 95.0 26.3

White 45 41 91.1 56.1

Socioeconomically Disadvantaged 59 56 94.9 39.3 Note: Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of students who scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Career Technical Education Programs (School Year 2015-16)

Hearthstone offers a Health pathway that prepares for a career or work in the medical field. The pathway is integrated throughout the students 4 year course of study, blending the requirements of academics and career based content. The Health pathway has an introductory course, Career Pathways, designed to introduce students to the world of career exploration and increase student knowledge and ability in skills necessary for everyday living. The pathway is open to all students on campus, and Hearthstone will make accommodations when necessary. Students are measured by portfolio, performance, completion of sequence and grades. Career Technical Education Participation (School Year 2015-16)

Measure CTE Program Participation

Number of pupils participating in CTE 2

% of pupils completing a CTE program and earning a high school diploma 0

% of CTE courses sequenced or articulated between the school and institutions of postsecondary education 0

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

UC/CSU Course Measure Percent

2015-16 Pupils Enrolled in Courses Required for UC/CSU Admission 63.8

2014-15 Graduates Who Completed All Courses Required for UC/CSU Admission 0


State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): • Pupil outcomes in the subject areas of physical education. California Physical Fitness Test Results (School Year 2015-16)

Grade Level

Percent of Students Meeting Fitness Standards

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

---5--- 29.4 29.4 17.6

---7--- 31 31 12

---9--- 25 25 4.2 Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3): • Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite. Opportunities for Parental Involvement (School Year 2016-17)

Hearthstone and STEP UP Academy provide options for parents who are looking within the existing public school system for alternative educational approaches that will afford students opportunities to participate in an innovative, high quality, performance-based education that meet measurable student learning outcomes. Both schools acknowledge and value parental involvement as a powerful influence on student achievement and a key predictor of a student's academic and personal success. LCCS (Hearthstone and STEP UP Academy) addressed parent involvement in its Local Control Accountability Plan (LCAP) and Single Plan for Student Achievement (SPSA) by establishing action steps to continue to improve family engagement. Both schools encourage and support the meaningful engagement of parents and stakeholders. Each school has charter advisory councils consisting of parents, students, teachers, administrators and other school staff that provide input and make recommendations on program direction in all areas including but not limited to curriculum, staff development, resource allocation and recruitment and selection of staff. In addition, representatives of both schools participate in the Learning Community Charter School Site Council, which oversees the Single Plan for Student Achievement. Through the LCCS Site Council, Hearthstone and STEP UP Academy create a culture of collaborative leadership to improve each school's program and promote the academic achievement and personal well-being of students. Each school employs a Parent Liaison who provides numerous opportunities for parents/guardians/caregivers to become involved in their child's school and acquire heightened confidence in their parenting skills. Parents/guardians/caregivers receive consistent communication from the school regarding student progress, parent training's and school events. Parents and teachers of students in grades K-12 at Hearthstone and STEP UP Academy form an educational team that supports parents to develop a positive perspective on education, strengthen relationships with the school and learn to advocate for their children. For more information on Parent Involvement at STEP UP Academy, please contact Spencer Ansorge, Principal at 2345 Fair Street, Chico, CA 95928 or telephone (530) 879-7411. For more information on Parent Involvement at Hearthstone School, please contact Nick Catomerisios, Principal at 2280 6th Street, Oroville, CA 95965 or telephone (530) 532-5848.

State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): • High school dropout rates; and • High school graduation rates.


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

Indicator School District State

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

Dropout Rate 9.20 9.70 9.00 9.20 9.70 9.00 11.40 11.50 10.70

Graduation Rate 85.20 85.74 86.34 85.20 85.74 86.34 80.44 80.95 82.27

Completion of High School Graduation Requirements - Graduating Class of 2015 (One-Year Rate)

Group Graduating Class of 2015


All Students 83 94 86

Black or African American 0 100 78

American Indian or Alaska Native 0 67 78

Asian 100 100 93

Filipino 0 0 93

Hispanic or Latino 78 96 83

Native Hawaiian/Pacific Islander 0 0 85

White 90 95 91

Two or More Races 60 71 89

Socioeconomically Disadvantaged 83 100 66

English Learners 100 100 54

Students with Disabilities 36 70 78

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): • Pupil suspension rates; • Pupil expulsion rates; and • Other local measures on the sense of safety. Suspensions and Expulsions

Rate School District State

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

Suspensions------- 4.7 2.3 4.2 4.5 3.4 3.7 4.4 3.8 3.7

Expulsions------- 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1 0.1

School Safety Plan (School Year 2016-17)

Butte County Office of Education (BCOE) is committed to providing a safe and secure environment for students and employees. BCOE last revised its “Comprehension Safe School Plan” for all BCOE Schools in Spring 2012. It is currently under revision for publication in Spring 2017. The plan includes the status of its school safety plan, including a description of its elements, in the annual school accountability report card prepared pursuant to Education Code Sections 33126 and 35256. Hearthstone and STEP UP Academy identified two key elements/goals in their School Safety Plans: 1) Physical Environment Goal: Create a safe and clean physical environment that communicates respect for learning and individuals. 2) School Climate Goal: Create a caring, connected and safe school community utilizing the support of Positive Behavioral Interventions and Supports. Both Hearthstone and STEP UP Academy reviewed their respective School Safety Plans with school staff and parent advisory councils and gained approval from Learning Community Charter School Site Council: STEP UP Academy and Hearthstone approved on January 23, 2017.


D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF. Federal Intervention Program (School Year 2016-17)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2010-2011 2010-2011

Year in Program Improvement* Year 3 Year 3

Number of Schools Currently in Program Improvement N/A 1

Percent of Schools Currently in Program Improvement N/A 25.0 Note: Cells with N/A values do not require data.

Average Class Size and Class Size Distribution (Elementary)

Grade Level

2013-14 2014-15 2015-16

Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes Avg. Class Size

Number of Classes

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

K

24 1 16 2 9 2

1

7 2

2

7 2

3

26 1 24 1 6 2

4

13 2

5

19 1 20 1 1 9 2

6

8 2

Other

3 1 2 1 Number of classes indicates how many classes fall into each size category (a range of total students per class).

Average Class Size and Class Size Distribution (Secondary)

Subject

2013-14 2014-15 2015-16

Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms Avg. Class Size

Number of Classrooms

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

English------- ----------

5 49 5 35 5 30

Mathematics ----------

5 29 7 15 7 19

Science------- ----------

5 24 1 6 16 7 15

Social Science ----------

4 51 5 31 8 21 Note: Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.


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

Title Number of FTE

Assigned to School Average Number of Students per

Academic Counselor

Academic Counselor------- 0 N/A

Counselor (Social/Behavioral or Career Development) 0 N/A

Library Media Teacher (Librarian) .8 N/A

Library Media Services Staff (Paraprofessional) 0 N/A

Psychologist------- .25 N/A

Social Worker------- 1 N/A

Nurse------- .19 N/A

Speech/Language/Hearing Specialist .20 N/A

Resource Specialist------- 2.0 N/A

Other------- 0 N/A Note: Cells with N/A values do not require data. *One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

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

Level

Expenditures Per Pupil Average Teacher Salary Total

Supplemental/ Restricted

Basic/ Unrestricted

School Site------- 11,208 2,603 8,605 50,533

District------- N/A N/A 3,373 57,743

Percent Difference: School Site and District N/A N/A 155.1 -12.5

State------- N/A N/A $5,677

Percent Difference: School Site and State N/A N/A 51.6 Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2015-16)

• Intervention services in English and Math through Title 1 funds • Standards-aligned textbooks and materials are purchased through Charter School Site funds and Proposition 20 Lottery Funding • Educational support services through Title 1, Part A • Staff development for Teacher Quality and professional growth through Title II and Title 1, Part A • Technology support and professional development through Title I, Part A • Services for English Learner students through Title 1, Part A • Support for homeless students through Title 1, Part A • Career and vocational services through Title 1 and Butte County Regional Occupational Program (ROP)


Teacher and Administrative Salaries (Fiscal Year 2014-15)

Category District Amount State Average for Districts In Same Category

Beginning Teacher Salary 38,507

Mid-Range Teacher Salary 51,119

Highest Teacher Salary 73,015

Average Principal Salary (Elementary) 86,753

Average Principal Salary (Middle) 86,753

Average Principal Salary (High) 86,753

Superintendent Salary 165,617

Percent of Budget for Teacher Salaries 9.22

Percent of Budget for Administrative Salaries 5.97 For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. Professional Development (Most Recent Three Years)

The last three years Hearthstone and STEP UP Academy developed and implemented Professional Development Plans to ensure high-quality instruction for students. The primary focus of professional development has been to ensure implementation of CCSS aligned instruction with a focus on English-Language Arts and Math. Butte County Office of Education (BCOE) offers teachers up to three (3) days and instructional paraprofessionals one (1) day of staff development in compliance with the Staff Development Buy-Back Program. One of the (3) days for teachers requires mandatory attendance as per teacher association MOU agreement with BCOE. BCOE Student Programs and Services (SPS) administration and Title 1 teachers continue to provide instructional services and supports to fulfill the SPS Common Core State Standards (CCSS) Implementation Plan. The CCSS Implementation Plan includes the instructional shifts to be made and how all staff including administrators, teachers and paraprofessionals will be supported to make these shifts as well as a detailed outline of specific tasks for progress through CCSS implementation. Title 1 plays a pivotal role in supporting the rollout of CCSS as it relates to increasing student achievement for all students. BCOE has established a systematic process that identifies Title 1 teacher as leaders and coaches and provides trainings to increase their knowledge of CCSS and coaching strategies. SPS has participated in the implementation of PBIS and the ongoing professional development over the past three years. Regularly scheduled time is set for Title 1 teachers and general/special education teachers to meet and focus on CCSS implementation, selecting/modeling appropriate instructional materials to teach CCSS, embedding technology into instruction, developing lessons and Pacing Guides and meeting collaboratively to review instructional delivery and identify effective instructional strategies. BCOE provides support for all staff including administrators, classroom and non-classroom based teachers and paraprofessionals to increase their understanding and effective use of technology including getting technology into the hands to student to support their learning. Hearthstone and STEP UP Academy staff participate in ongoing opportunities for professional growth, including conferences, workshops and regularly scheduled staff meetings. Both schools are strongly committed to building and sustaining a culture of continuous improvement as Professional Learning Communities (PLC) that promote a high level of instructional leadership and professional learning to ensure great teaching for every student every day. PLCs develop the capacity of staff to work collegially and effectively as collaborative teams, acquire knowledge and skills and improve professional practices ensure learning and achievement for all students. Both schools team up with Table Mountain School to facilitate elementary and high school Curriculum Committees for English-Language Arts and Math as another opportunity for collaboration to support curriculum development. One Resource Specialist teacher completed BTSA Induction Program, a two year quality educational experience that provides beginning teachers with a standards-based program that eases them into the teaching profession. BTSA links the theory and learning acquired in the California Preliminary Credential Program to the realities of daily classroom teaching. Upon completion of BTSA, beginning teachers earn a California Professional Clear Credential.

Documents

Learning Community Charter (Hearthstone/STEP UP …bcoefourwinds.ss3.sharpschool.com/UserFiles/Servers/Server_759175/... · talents and individual responsibility that enable them