sarc report for escondido charter high · 2020-01-23 · escondido charter high by february 1 of...

Escondido Charter High

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies toaddress state and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

Internet Access

School Accountability Report CardReported Using Data from the 2018—19 School Year

California Department of Education

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains addit ional information about thisschool and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., testdata, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

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

Shawn Roner III, Executive DirectorPrincipal, Escondido Charter High

About Our School

Over the past twenty-three years, ECHS has stayed true to its original mission and vision and cont inues to provide arigorous academic experience in a safe and structured learning environment. Over the years, we have created a vibrantacademic community w ith a state-of-the-art science program, performing arts, fire and police programs, numerouscurricular clubs, athlet ics, robot ics and new engineering courses. Escondido Charter High School provides students w ith acomprehensive high school experience.

Our world-class teaching staff and dedicated support staff serve over 800 students in grades 9-12. ECHS offers differentlearning opt ions for students based on their unique learning profile. The Tradit ional Learning opt ion offersa comprehensive, full-t ime classroom experience where students attend a full school day five days a week. TheFlex Learning opt ion offers a more personalized experience where students have a modified learning scheduled tailored tomeet their academic goals. Both learning opt ions are designed to prepare students to be competit ive in college and tomake a meaningful contribut ion to our community.

We invite you to visit our state-of-the-art campus and learn more about our academic programs, or visit us on the web atwww.amhcs.org.

Shawn Roner, Execut ive Director

Escondido Charter High1868 East Valley Pkwy.Escondido, CA 92027-2525

Phone: 760-737-3154Email: [email protected]

About Our SchoolAbout Our School

ContactContact

https://www.cde.ca.gov/ta/ac/sa/

https://www.cde.ca.gov/fg/aa/lc/

https://dq.cde.ca.gov/dataquest/

mailto:[email protected]

Last updated: 1/10/2020


About This SchoolContact Information (School Year 2019—20)

School Description and Mission Statement (School Year 2019—20)

District Contact Information (School Year 2019—20)

District Name Escondido Union High

Phone Number (760) 291-3200

Superintendent Anne Staffieri

Email Address [email protected]

Website www.euhsd.org

School Contact Information (School Year 2019—20)

School Name Escondido Charter High

Street 1868 East Valley Pkwy.

City, State, Zip Escondido, Ca, 92027-2525

Phone Number 760-737-3154

Principal Shawn Roner III, Execut ive Director

Email Address [email protected]

Website www.echs.org

County-District-School(CDS) Code

37681063731023

At Escondido Charter High School, we offer a full range of learning opt ions to suit the varied learning styles of our students. Some students prefer tradit ionalinstruct ion w ith a teacher in a classroom, while others prefer a combinat ion of classroom instruct ion and technology-based learning. St ill others prefer towork one-on-one w ith a teacher who can guide them in their independent study. Our goal is to ensure a good fit for every student, and the learning opt ions weoffer allow us to do that.

Traditional Learning

Escondido Charter High School Tradit ional Learning offers a five-day-a-week, college-prep opt ion where students are able to forge strong relat ionships w ith theirteachers in small class sett ings. Tradit ional Learning develops crit ical thinking and problem solving skills, while encouraging students to embrace the tradit ionalvalues of integrity, personal responsibility, and service to others.

Flex Learning

Flex learning encompasses a range of opt ions, all aimed at personalizing the educat ional experience.

Flex 4-Day

Escondido Charter High School Flex Learning provides a four-day, on-campus, college-prep opt ion where students combine the best of independent learning w ithtradit ional classroom instruct ion in a technology-rich environment. In this program, students are encouraged to attend college courses while st ill in high school.

Flex One-to-One

Flex Learning students also have the choice of one-to-one instruct ion in an independent learning opt ion where students meet w ith their teacher once a weekand work independently between visits. In addit ion to the opt ions out lined above, we also offer a Flex Blended Learning opt ion which allows for a mix and matchapproach. If the Flex 4-Day opt ion seems too restrict ive and the Flex One-to-One opt ion is too independent, we can create a mix of coursework that istailored to your student 's needs.

2018-19 SARC - Escondido Charter High

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www.euhsd.org


www.echs.org


Student Enrollment by Grade Level (School Year 2018—19)

Student Enrollment by Student Group (School Year 2018—19)

Grade Level Number of Students

Grade 9 210

Grade 10 229

Grade 11 207

Grade 12 210

Total Enrollment 856

Grade 9 Grade 10 Grade 11 Grade 120

50

100

150

200

250

Student Group Percent of Total Enrollment

Black or African American 2.80 %

American Indian or Alaska Nat ive 0.20 %

Asian 5.30 %

Filipino 3.30 %

Hispanic or Lat ino 42.20 %

Native Hawaiian or Pacific Islander 0.40 %

White 40.80 %

Two or More Races 3.90 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 41.90 %

English Learners 1.10 %

Students w ith Disabilit ies 4.70 %

Foster Youth %

Homeless %


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A. Conditions of Learning

State Priority: Basic

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

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

Teacher CredentialsStaff data from the sponsoring district is not available.

Teacher Misassignments and Vacant Teacher Positions

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

Teachers

School2017—18

School2018—19

School2019—20

District2019—

20

With Full Credent ial 50 57 49

Without Full Credent ial 1 0 1

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

3 2 0

0.0 1.0 2.00

10

20

30

40

50

60Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Indicator2017—

182018—

192019—

20

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 3 2 0

Vacant Teacher Posit ions 0 0 0

2017—18 2018—19 2019—200.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5Misassignments of Teachers of English Learners

Total Teacher Misassignments*

Vacant Teacher Positions


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Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2019—20)Escondido Charter High School sets a high priority to ensure that there are sufficient textbooks and supplementary materials to support the instruct ional program.Textbooks and other instruct ional materials meet State Standards and/or Common Core State Standards and are approved by the Board of Directors.

Year and month in which the data were collected: January 2020

Subject Textbooks and Other Instructional Materials/year of Adoption

From MostRecent

Adoption?Percent Students Lacking

Own Assigned Copy

Reading/LanguageArts Reading Literature - Orange Level - McDougal, Lit tell

Reading Literature - Blue Level - McDougal, Lit tellReading Literature: American Literature - Yellow Level - McDougal, Lit tell

Reading Literature - Purple Level - McDougal, Lit tellLiterature - Gold Level - Prent ice Hall

Literature Plat inum Level - Prent ice HallLiterature - The American Experience - Prent ice Hall

Literature - The Brit ish Tradit ion - Prent ice HallBrothers Karamazov- Fyodor Dostoevsky, 1990, Richard Pevear and Larissa Volokhonsky

translat ion.Poinsonwood Bible- Barbara Kingsolver, 1998

The Divine Comedy- Dante Alighieri, 2008, C.H. Sisson Translat ionThe Odyssey- Homer, 2007, Richard Latt imore Translat ion

The Iliad- Homer, 2011, Richard Latt imore Translat ion The Invisible Man- Ralph Ellison, 1995, Second Vintage Internat ional Edit ion

Hamlet- W illiam Shakespeare, 1998, Signet Classic Edit ion Othello- W illiam Shakespeare

The Adventures of Huckleberry Finn- Mark Twain, 1994, Dover Thrift Edit ion Moby-Dick- Herman Melville, 2002, A Norton Crit ical Edit ion

Frankenstein- Mary Shelley , 2000, Signet Classic Edit ionOutliers- Malcolm Gladwell, 2011, 1st Back Bay Paperback Edit ion

Oedipus Tyrannos- Sophocles The Aeneid of Virgil- Virgil, 1971, Allen Mandelbaum Translat ion

The Republic of Plato- Plato, 1968, Allan Bloom Translat ion, 2nd Edit ion Five Dialogues- Plato, 2002, G.M.A. Grube Translat ion

Four Great Tragedies- W illiam Shakespeare, 1998, Newly Revised Edit ion Paradise Lost- John Milton, 2005, Norton Crit ical Edit ions

The Great Gatsby- F. Scott Fitzgerald, 1992, Scribner Student Edit ion The Crucible- Arthur Miller, 1952, 2003 Edit ion

The Scarlet Letter- Nathaniel HawthorneRosencrantz and Guildenstern Are Dead- Tom Stoddard, 1967

Yes 0.00 %

MathematicsCalculus w ith Trigonometry and Analyt ic Geometry. Saxon Jr, Wang, 2002, 2nd Edit ion,

Student Edit ion Algebra 1 Common Core. Charles, Hall, Kennedy, Bellman, Bragg, Handlin, Murphy, W iggins,

2012, Student Edit ion California Algebra 2. Kennedy, Charles, Hall, 2008, Student Edit ion

McDougal Lit tell Geometry. Larson, Boswell, St iff, 2001, Student Edit ionAlgebra 1/2. Saxon, 2004 3rd Edit ion, Student Edit ion

Geometry (Pearson Prent ice Hall), 2001Advanced Math (Saxon), 2nd ed., 2003

Pre-Algebra - Acellus Server-based - www.science.edu/acellusAlgebra - Acellus Server-based - www.science.edu/acellus

Algebra 2 - Acellus Server-based - www.science.edu/acellusGeometry - Acellus Server-based - www.science.edu/acellus

Pre-Calculus - Acellus Server-based - www.science.edu/acellusCalculus - Acellus Server-based - www.science.edu/acellus

Yes 0.00 %

ScienceHole’s Essent ials of Human Anatomy and Physiology. Shier, But ler, Lew is, 2000, 7th Edit ion

Pearson-Biology, Miller, Levine, 2020 Student Edit ionChemistry, Chang. 2007, 9th Edit ion

Glencoe Chemistry: Matter and Change. Dingrando, Tallman, Haimen, W istrom, 2007,California Student Edit ion, 1st Edit ion

Marine Biology. Peter Castro, Michael E. Huber, 2007, 6th Edit ion Study Guide for Giancoli’s Physics: Principles W ith Applicat ion. Giancoli, 1998, 5th Edit ion

Physics: Principles W ith Applicat ion. Giancoli, 1998, 5th Edit ion Physics: Principles and Problems (Lab Manual). Glencoe, 2002, Student Edit ion

Physics: Principles and Problems. Zitzew itz, 2002, 1st Edit ionPhysical Science - Glencoe/McGraw-HillEarth Science - Glencoe/McGraw-Hill

Chemistry California Edit ion (McGraw Hill)

Yes 0.00 %

History-SocialScience Government in America, People, Polit ics, and Policy. Edwards, George C., Wattenberg, Mart in

Yes 0.00 %


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Last updated: 1/21/2020Note: Cells w ith N/A values do not require data.

ScienceP., 2016, 16th edit ion, AP edit ion, 2014 elect ions and updates edit ion

Macgruder’s American Government. McClenaghan, 2006, Student Edit ion The Western Heritage: Since 1300. Kagan, Ozment, Turner, Frank, 2014, 11th Edit ion, AP

Edit ion The American Pageant: A History of the American People. Kennedy, Cohen, 2010, 14th

Edit ion America: Pathways to the Present. Cayton, Perry, Reed, W inkler, 2007, Student Edit ion

Economics: Principles and Pract ices, Clayton, 2005, Student Edit ion Modern World History: Patterns of Interact ion. Beck, Black, Krieger, Naylor, Shabaka, 1999,

Student Edit ionEconomics - Globe Fearon, Inc.

World History: Preparing for the Advanced Placement Exam (AMSCO), 2017https://www.edgenuity.com/Syllabi/social/Modern-World-History-2014-SS3316-IC-

SYLLABUS.pdfhttps://www.edgenuity.com/Syllabi/mi/ss/USHistory-Syllabus.pdf

https://www.edgenuity.com/Syllabi/social/Syllabus-US-Government-SS3315.pdfUnited States History-American Guidance Service, King, Napp 2005

United States Government- American Guidance Service- Smith, Sullivan 2005

Foreign LanguageN/A

0.00 %

HealthN/A

0.00 %

Visual andPerforming Arts N/A

0.0 %

Science LabEqpmt (Grades 9-12)

N/A N/A 0.0 %


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School Facility Conditions and Planned Improvements

School Facility Good Repair StatusYear and month of the most recent FIT report: January 2020

Overall Facility RateYear and month of the most recent FIT report: January 2020

In 1996, Escondido Charter High School opened its doors in a couple of storefront offices in a business park w ith just 60 students. In 2003, when EscondidoCharter High School had grown to the point w here it occupied the ent ire business park, it purchased property across the street and built a new campusfeaturing classrooms, state-of-the-art science laboratories, computer labs, and a library. The construct ion was made possible through a private bond sale. In 2007,the school added a 400-seat theater, gym, and synthet ic athlet ic field. In 2016, ECHS acquired a building adjacent to the exist ing campus w here it now housesECHS Flex Learning, which includes the innovat ive Flex Lab, addit ional science lab space, classrooms, a digital design lab, and a robot ics shop.

The main campus of Escondido Charter High School is located at 1868 East Valley Parkway in Escondido, CA. The Flex Learning campus is located adjacent to themain campus at 463 N. Midway Drive in Escondido, CA.

The campus is cleaned night ly and maintained on a regular basis. Every summer, the school is deep cleaned, all painted surfaces are repainted or touched up, andall carpets are cleaned. Teachers have direct access to the maintenance director to report issues in their classrooms, and all maintenance issues are dealt w ithpromptly. The school has maintenance contracts w ith pest control and landscaping companies. Current ly, the theater is being evaluated for a technologyupgrade. Electronic security gates were added in 2018 that are closed during the day, but w ill always open to exit .

System Inspected Rating Repair Needed and Action Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

GoodTwo HVAC units were installed in the Midway building. All other items are in good repair.

Interior: Interior Surfaces GoodClassroom paint was touched up over the summer. All carpets were deep cleaned over the summer.

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

GoodExterior cement surfaces were power washed. Several tables and benches were repainted or replaced. The

school has a contract w ith a pest control company to ensure that there is no pest problem.

Electrical: Electrical GoodAll electrical systems are up to current code requirements.

Restrooms/Fountains: Restrooms,Sinks/Fountains

GoodAll restrooms, sinks, and fountains are in good repair.

Safety: Fire Safety, Hazardous MaterialsAll of the fire ext inguishers were serviced over the summer. The school passed its annual fire inspect ion.

Structural: Structural Damage, Roofs GoodThe roofs have occasional leaks, which are repaired as soon as possible after rains. There are no structural issues.

External: Playground/School Grounds,W indows/Doors/Gates/Fences

GoodAll exterior doors and gates are in good working order. Electronic security gates close off the parking lots to

outside traffic.

Overall Rat ing Exemplary


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B. Pupil Outcomes

State Priority: Pupil Achievement

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

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

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

CAASPP Test Results in ELA and Mathematics for All StudentsGrades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State Standard

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

Note: ELA and Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking thetotal 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(i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

SubjectSchool

2017—18School

2018—19District

2017—18District

2018—19State

2017—18State

2018—19

English Language Arts / Literacy (grades 3-8 and 11) 73.0% 74.0% 60.0% 59.0% 50.0% 50.0%

Mathematics (grades 3-8 and 11) 42.0% 46.0% 29.0% 27.0% 38.0% 39.0%


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CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2018—19)

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: 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 forstat ist ical accuracy or to protect student privacy.

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

Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded

All Students 207 199 96.14% 3.86% 73.87%

Male 92 90 97.83% 2.17% 70.00%

Female 115 109 94.78% 5.22% 77.06%

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

American Indian or Alaska Nat ive

Asian 11 11 100.00% 0.00% 100.00%

Filipino -- -- -- --

Hispanic or Lat ino 75 74 98.67% 1.33% 64.86%

Native Hawaiian or Pacific Islander -- -- -- --

White 99 95 95.96% 4.04% 75.79%

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

Socioeconomically Disadvantaged 78 75 96.15% 3.85% 64.00%

English Learners 11 11 100.00% 0.00% 45.45%

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

Students Receiving Migrant Educat ion Services

Foster Youth

Homeless


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CAASPP Test Results in Mathematics by Student GroupGrades Three through Eight and Grade Eleven (School Year 2018—19)

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e.,achieved Level 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: 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 forstat ist ical accuracy or to protect student privacy.

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

Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded

All Students 207 199 96.14% 3.86% 46.23%

Male 92 90 97.83% 2.17% 47.78%

Female 115 109 94.78% 5.22% 44.95%

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

American Indian or Alaska Nat ive

Asian 11 11 100.00% 0.00% 90.91%

Filipino -- -- -- --

Hispanic or Lat ino 75 73 97.33% 2.67% 28.77%

Native Hawaiian or Pacific Islander -- -- -- --

White 99 96 96.97% 3.03% 54.17%

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

Socioeconomically Disadvantaged 78 74 94.87% 5.13% 33.78%

English Learners 11 11 100.00% 0.00% 9.09%

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

Students Receiving Migrant Educat ion Services

Foster Youth

Homeless


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CAASPP Test Results in Science for All StudentsGrades Five, Eight and High SchoolPercentage of Students Meeting or Exceeding the State Standard

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

Note: This is a placeholder for the California Science Test (CAST) which was administered operat ionally during the 2018–19 school year. However, these data are notavailable for inclusion in the 2018–19 SARC post ing due February 1, 2020. These data w ill be included in the 2019–20 SARC post ing due February 1, 2021.

Career Technical Education (CTE) Programs (School Year 2018—19)

Career Technical Education (CTE) Participation (School Year 2018—19)

Courses for University of California (UC) and/or California State University (CSU) AdmissionStudents enrolled in independent study often follow a general level curriculum in order to enroll in community college after graduat ion. All students in classroom programsfollow the A-G curriculum, and approximately 95% of those students sat isfy university requirements upon graduat ion.

SubjectSchool

2017—18School

2018—19District

2017—18District

2018—19State

2017—18State

2018—19

Science (grades 5, 8, and high school) N/A N/A N/A N/A N/A N/A

Although it is a small school, ECHS offers career pathway classes in Technology, Criminal Just ice, and Fire Technology, though they are not official CTE courses.Local businesses and organizat ions act ively recruit ECHS students for entry-level jobs and community service act ivit ies. Several local organizat ions offer internshipsincluding Palomar Hospital, Northrop Grumman, ViaSat, and the Escondido Police and Fire Departments. ECHS has a long and well-developed relat ionship w ithPalomar Community College. ECHS students attend Palomar classes tuit ion-free. Many students, especially in the Individualized Learning Program, may takeconcurrent courses at Palomar to obtain career-oriented cert ificates.

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 0

Percent of Pupils that Complete a CTE Program and Earn a High School Diploma 0.00%

Percent of CTE Courses that are Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 0.00%

UC/CSU Course Measure Percent

2018—19 Pupils Enrolled in Courses Required for UC/CSU Admission 87.15%

2017—18 Graduates Who Completed All Courses Required for UC/CSU Admission 61.86%


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State Priority: Other Pupil Outcomes

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

Pupil outcomes in the subject area of physical educat ion

California Physical Fitness Test Results (School Year 2018—19)

Note: Percentages are not calculated and double dashes (--) appear in the table when the number of students tested is ten or less, either because the number ofstudents in this category is too small for stat ist ical accuracy or to protect student privacy.

GradeLevel

Percentage of Students Meeting Four of SixFitness Standards

Percentage of Students Meeting Five of SixFitness Standards

Percentage of Students Meeting Six of SixFitness Standards

9 16.80% 21.10% 54.70%


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C. Engagement

State Priority: Parental Involvement

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

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

Opportunities for Parental Involvement (School Year 2019—20)

State Priority: Pupil Engagement

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

High school dropout rates; andHigh school graduat ion rates

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

For the formula to calculate the 2016–17 and 2017–18 adjusted cohort graduat ion rate, see the 2018–19 Data Element Definit ions document located on the SARC web

Parents play an integral role in the success of ECHS. The Parent Volunteer Organizat ion meets regularly, and parents serve on the ECHS Board of Directors. It iscommon to find parents chaperoning dances and volunteering during the school day. ECHS hosts a variety of events including an annual Back to School Night andGrad Night. Parent part icipat ion is important to the success of these events. In the Flex Program, parents are considered to be educat ional partners, and parentcontact w ith the student 's Teacher of Record is vital to student success.

IndicatorSchool

2015—16District

2015—16State

2015—16

Dropout Rate 3.60% 5.30% 9.70%

Graduat ion Rate 89.50% 88.40% 83.80%

IndicatorSchool

2016—17School

2017—18District

2016—17District

2017—18State

2016—17State

2017—18

Dropout Rate 3.60% 9.70% 4.70% 5.80% 9.10% 9.60%

Graduat ion Rate 90.70% 89.30% 87.60% 84.30% 82.70% 83.00%

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

2015—16 2016—17 2017—180

20

40

60

80

100Dropout Rate

Graduation Rate


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page at https://www.cde.ca.gov/ta/ac/sa/.2018-19 SARC - Escondido Charter High

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https://www.cde.ca.gov/ta/ac/sa/



State Priority: School Climate

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

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

Suspensions and Expulsions

School Safety Plan (School Year 2019—20)

RateSchool

2016—17School

2017—18School

2018—19District

2016—17District

2017—18District

2018—19State

2016—17State

2017—18State

2018—19

Suspensions 1.20% 1.90% 2.30% 3.60% 3.40% 2.80% 3.60% 3.50% 3.50%

Expulsions 0.00% 0.10% 0.00% 0.30% 0.30% 0.20% 0.10% 0.10% 0.10%

Escondido Charter High School prides itself on providing a safe, orderly learning environment. A full-t ime, armed, security guard ensures student safety before,during, and after the school day. Fire drills are held at least tw ice each school year, and lock-down drills are held at least once each school year. ECHS hasan Emergency Procedures manual that details protocols in emergency situat ions including building evacuat ion, lock-down, and building containment. All classroomsare equipped to receive intercom instruct ions from the main office in case of an emergency, and personnel have been trained on protocols and procedures tofollow. In 2016, the school implemented an increased use of walkie-talkiess to communicate between administrators and support staff. In the summer of 2018,ECHS added electronic security gates for the parking lots. ECHS has developed a Board approved Comprehensive School Safety Plan as required by state law .


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

* Number of classes indicates how many classes fall into each size category (a range of total students per class).** "Other" category is for mult i-grade level classes.

Average Class Size and Class Size Distribution (Elementary) School Year (2016—17)

Grade Level Average Class SizeNumber of Classes *

1-20Number of Classes *


33+

K

1

2

3

4

5

6

Other**






33+

K

1

2

3

4

5

6

Other**






33+

K

1

2

3

4

5

6

Other**


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Last updated: 1/10/20202018-19 SARC - Escondido Charter High

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Average Class Size and Class Size Distribution (Secondary) (School Year 2016—17)Class sizes reported in this sect ion reflect classroom programs only. Independent study programs are not included.

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

Subject Average Class SizeNumber of Classes *



33+

English 5.00 123 8

Mathematics 11.00 75 13 2

Science 11.00 44 9 1

Social Science 4.00 119 4 1


Average Class Size and Class Size Distribution (Secondary) (School Year 2017—18)




33+

English 7.00 100 6

Mathematics 12.00 71 9

Science 12.00 46 11



Average Class Size and Class Size Distribution (Secondary) (School Year 2018—19)




33+

English 18.00 37 2 0

Mathematics 16.40 33 1 0

Science 17.40 34 0 0



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Ratio of Academic Counselors to Pupils (School Year 2018—19)

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

Student Support Services Staff (School Year 2018—19)Teachers in the Flex Learning One-to-One opt ion carry a student load of 25. These teachers also funct ion as their students' academic counselors. Teachers in the FlexFour-Day Learning opt ion, who teach the four core courses (math, science, English, and Spanish), also serve as Teachers of Record for a small number of freshmen.These teachers funct ion as academic counselors for their students. There are two designated Academic Counselors in the Tradit ional Learning opt ion. Specializedpersonnel including psychologist, speech therapist, resource specialist etc. are assigned by the sponsoring district as needed.

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

Title Ratio**

Counselors* 2.00

Title Number of FTE* Assigned to School

Counselor (Academic, Social/Behavioral or Career Development) 3.00

Library Media Teacher (Librarian) 1.00

Library Media Services Staff (Paraprofessional)

Psychologist

Social Worker

Nurse

Speech/Language/Hearing Specialist

Resource Specialist (non-teaching)

Other


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Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2017—18)


Types of Services Funded (Fiscal Year 2018—19)

Level Total Expenditures Per PupilExpenditures Per Pupil

(Restricted)Expenditures Per Pupil

(Unrestricted) Average Teacher Salary

School Site $11259.00 $817.00 $10442.00 $77991.00

District N/A N/A -- $78494.00

Percent Difference – School Site and District N/A N/A -- --

State N/A N/A $7506.64 $88538.00

Percent Difference – School Site and State N/A N/A -- --

The total cost of operat ing Escondido Charter High School for the 2017-2018 school year was $9,206,927. Fifty percent (50%) of the total budget was spentdirect ly in classrooms for teachers, teacher aides, books, supplies, and equipment. Thirty-two percent (32%) of the total budget was spent at the school site forcert ificated and classified support services such as office personnel, counselors, technology support, and school administrators.


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Teacher and Administrative Salaries (Fiscal Year 2017—18)Salary information shown below is for the sponsoring district and the state and not Escondido Charter High School.

For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $48,184 $52,466

Mid-Range Teacher Salary $73,189 $87,373

Highest Teacher Salary $103,416 $109,803

Average Principal Salary (Elementary) $ --

Average Principal Salary (Middle) $ $142,025

Average Principal Salary (High) $141,946 $153,904

Superintendent Salary $236,427 $241,221

Percent of Budget for Teacher Salaries 29.00% 33.00%

Percent of Budget for Administrat ive Salaries 6.00% 5.00%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

120000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000


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https://www.cde.ca.gov/ds/fd/cs/



Advanced Placement (AP) Courses (School Year 2018—19)Due to small numbers in the Tradit ional Classroom Program it is fiscally prohibit ive to offer a w ide variety of AP courses. However many students enrolled in Honors classestake and ult imately pass AP exams in various subject areas. Thirty-five percent of students in the Tradit ional Classroom Program are enrolled in one or more AP courses.


*Where there are student course enrollments of at least one student.

Professional DevelopmentThree days each year are full-day professional development days. The remaining days are part ial-day professional development days.

Three days each year are full-day professional development days. The remaining days are part ial-day professional development days.

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 5 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 1 N/A

Science 0 N/A

Social Science 3 N/A

All Courses 9 19.20%

Measure 2017—18 2018—19 2019—20

Number of school days dedicated to Staff Development and Continuous Improvement 34 34 33


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sarc report for escondido charter high · 2020-01-23 · escondido charter high by february 1 of...

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