sarc report for merced scholars charter · 2017. 12. 13. · principal, merced scholars charter on...

Merced Scholars Charter

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 Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate 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 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 addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2014-15 School Year

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe 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 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.

Mr. Mark Pintor, PrincipalPrincipal, Merced Scholars Charter

On behalf of the Merced Scholars Charter School (MSCS) staff, I would like to thank you for taking the t ime to look at theinformation contained in our School Accountability Report Card (SARC) for the 2014-15 school year. It is our hope thatthe information contained in this report w ill show you the except ional program that we have here at our school.

We at MSCS w ish to equip each and every student w ith the appropriate skills and knowledge to be successful. Whether itis pursuing a career or attending college, we prepare students for their futures. At MSCS, each student has theopportunity to work at their own pace using their academic strengths and personal interests to pursue their educat ion.Students work side by side w ith our experienced credent ialed teachers to ensure that the educat ion each studentreceives is standards-based and delivered in a way that is personalized to fit their needs.

We are very proud of our relat ionship w ith Merced College. If a student is in high school, he/she w ill have the opportunityto enroll in college courses at Merced College concurrent ly w ith his/her high school courses and earn dual credit . We offerthe college placement test at our school. A college counselor w ill review the scores and meet w ith families at our schoolto ensure the student is placed in the appropriate college courses.

I, along w ith my staff, look forward to providing each and every student w ith the best educat ional experience possible.We want to ensure each student 's success and that we are standing by our school motto, "achieving academicexcellence one student at a t ime."

Merced Scholars Charter1850 Wardrobe Ave., Bldg. HMerced, CA 95341-6407

Phone: 209-381-5165E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

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

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

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

mailto:[email protected]

Last updated: 1/29/2016

About This School

Contact Information (School Year 2015-16)Contact Information (School Year 2015-16)

District Contact Information (School Year 2015-16)

District Name Merced County Office of Educat ion

Phone Number (209) 381-6600

Superintendent Steven Gomes

E-mail Address [email protected]

Web Site http://www.mcoe.org

School Contact Information (School Year 2015-16)

School Name Merced Scholars Charter

Street 1850 Wardrobe Ave., Bldg. H

City, State, Zip Merced, Ca, 95341-6407

Phone Number 209-381-5165

Principal Mr. Mark Pintor, Principal

E-mail Address [email protected]

Web Site www.mercedscholars.org

County-District-School (CDS) Code

24102490106518

School Description and Mission Statement (School Year 2015-16)School Description and Mission Statement (School Year 2015-16)

Merced Scholars Charter School is located in the City of Merced and serves students from Merced and adjacent count ies. The school was formed in 2004 to meetthe need for a secondary non-classroom based program. In 2006, it was expanded to include middle school.

Merced Scholars Charter School is designed for students striving for academic excellence in a non-classroom based environment. Our personalized learning programallows students and parents the flexibility of attending school once a week to receive individualized instruct ion from a credent ialed teacher. We offer:

One-on-one personalized learning sessions w ith credent ialed teaching staff

Standards-aligned curriculum

Opportunity to enroll in college courses FREE of tuit ion PLUS earn school credit for high school graduat ion

Courses that meet the a-g UC/CSU requirements

Leadership and community service opportunit ies through the Merced Scholars Charter School Student Organizat ion

Community-based Career Technical Educat ion hands-on training through the Merced County Regional Occupat ional Program - ROP

Merced Scholars offers a variety of instruct ional strategies, including the use of technology and Internet, to support academic and elect ive courses. We arecommitted to a collaborat ive culture between parents, staff and community partners, while providing students w ith college preparatory curriculum and guidancefor a seamless transit ion to higher educat ion. Merced Scholars is authorized by the Merced County Office of Educat ion (MCOE) and is accredited by the WesternAssociat ion of Schools and Colleges (WASC). Visit us at: http://www.mercedscholars.org/.

Merced Scholars Charter SchoolMISSION STATEMENT

Merced Scholars Charter School (MSCS) w ill provide a personalized, versat ile educat ion program; thereby preparing students to become successful, responsible andcontribut ing cit izens who read, write, communicate and calculate w ith clarity and accuracy, using current technologies and resources.

2014-15 SARC - Merced Scholars Charter

of 29


http://www.mcoe.org


www.mercedscholars.org

http://www.mercedscholars.org


Merced Scholars Educational Philosophy

We believe:

Merced Scholars must strive to meet or exceed the academic standards set forth by the State of California.

Every child is capable of excelling in a personalized learning environment.

Instruct ion should be adapted to meet the needs of the individual student.

Parental involvement is a necessary component to the success of a child’s overall educat ional growth and well-being.

Dedicated staff, parents, and students should work as a cohesive unit to foster a love of learning and a commitment to responsible cit izenship.

Parents and educators must value partnerships w ith business and the community at large.

Students who take ownership of their educat ion and w ill be life-long learners.

Educat ion must include academic, personal and social development.

Students must be provided w ith the tools to understand life-long decision-making.

Schools must pract ice sound management of business operat ions.


of 29



Families interested in a personalized learning environment for their child enroll their student at MSCS. The table below displays the number of students enrolled onInformation Day, October 1, 2014, in each grade level at our school during the 2014-15 school year.

The percentages in the table below represent the number of students enrolled at the school who are ident ified as being in a part icular group. Group includes students ofa part icular ethnicity as well as those who are considered socioeconomically disadvantaged, English learners, or students w ith disabilit ies.

Student Enrollment by Grade Level (School Year 2014-15)Student Enrollment by Grade Level (School Year 2014-15)

Grade Level Number of Students

Grade 6 3

Grade 7 5

Grade 8 4

Grade 9 13

Grade 10 20

Grade 11 23

Grade 12 14

Total Enrollment 82

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 120

5

10

15

20

25

Student Enrollment by Student Group (School Year 2014-15)Student Enrollment by Student Group (School Year 2014-15)

Student Group Percent of Total Enrollment

Black or African American 3.7 %

American Indian or Alaska Nat ive 0.0 %

Asian 2.4 %

Filipino 0.0 %

Hispanic or Lat ino 63.4 %

Native Hawaiian or Pacific Islander 0.0 %

White 26.8 %

Two or More Races 3.7 %

Other 0.0 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 69.5 %

English Learners 4.9 %

Students w ith Disabilit ies 6.1 %

Foster Youth 3.7 %


of 29


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

The number of teachers teaching w ithin their subject area of competence is displayed in the table below. Detailed information about teacher qualificat ions can be foundon the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/.

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.

Teacher CredentialsTeacher Credentials

Teachers School District

2013-14

2014-15

2015-16

2015-16

With Full Credent ial 4 4 5 103

Without Full Credent ial 0 0 0 28

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

0 0 0 0

2013-14 2014-15 2015-160.0

1.0

2.0

3.0

4.0

5.0

6.0Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2013-

142014-

152015-

16

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


of 29



The Federal Elementary and Secondary Educat ion Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by HighlyQualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credent ial, and demonstrated core academic subject areacompetence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/.

Note: High-poverty schools are defined as those schools w ith student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those w ith student eligibility of approximately 39 percent or less in the free and reduced price meals program.

The follow ing tables display information about the quality, currency, and availability of the standards aligned textbooks and other instruct ional materials used at the schooland information about the school’s use of any supplemental curriculum or non-adopted textbooks or instruct ional materials.

Merced Scholars ensures every student has a standards-aligned textbook and access toaddit ional materials used at the school.

Year and month in which data were collected: October 2015

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

Highly Qualified TeachersPercent of Classes In Core Academic Subjects Not Taught by

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District

High-Poverty Schoolsin District

Low-Poverty Schoolsin District

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16)Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2015-16)

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own

Assigned Copy

Reading/Language ArtsMiddle School Textbooks and Instructional

MaterialsHolt Literature and Language Arts: Introductory Course

Holt Literature and Language Arts: First CourseHolt Literature and Language Arts: Second Course

High School Textbooks and Instructional MaterialsThe Language of Literature 9 (2002 Edit ion)The Language of Literature 10 (2002 Edit ion)

The Language of Literature 11 – American Literature(2002 Edit ion)

The Language of Literature 12 – Brit ish Literature(2002 Edit ion)

0.0 %

MathematicsMiddle School Textbooks and Instructional

MaterialsMath Connects Concepts and Skills Courses 1, 2 and 3

Algebra 1: Concepts and Skills

High School Textbooks and Instructional MaterialsAlgebra: Concepts and Applicat ions (2005 Edit ion)

Algebra 2 (2005 Edit ion)Geometry: Concepts and Applicat ions (2005 Edit ion)

0.0 %

ScienceMiddle School Textbooks and Instructional

MaterialsFocus on Physical Science

Focus on Life ScienceFocus on Earth Science

High School Textbooks and Instructional MaterialsEarth Science (2007 Edit ion)

Biology: The Dynamics of Life (2005 Edit ion)Physical Science (2008 Edit ion)

0.0 %


of 29


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

History-Social ScienceMiddle School Textbooks and Instructional

MaterialsWorld History: Ancient Civilizat ions

World History: Medieval to Early Modern T imesUnited States History: Independence to 1914

High School Textbooks and Instructional MaterialsWorld Geography: Building a Global Perspect ive

(2005 Edit ion)World History: Modern T imes (2005 Edit ion)

The American Vision (2006 Edit ion)Economics: Principles & Pract ices (2005 Edit ion)

MacGruder's American Government (2004 Edit ion)

0.0 %

Foreign LanguageHigh School Textbooks and Instructional Materials

!Buen Viaje!: Course 1, 2 and 3 (2005 Edit ion)

0.0 %

HealthHigh School Textbooks and Instructional Materials

Glencoe Health (2005 Edit ion)

0.0 %

Visual and Performing ArtsHigh School Textbooks and Instructional Materials

Art Talk (2005 Edit ion)

0.0 %

Science Lab Eqpmt (Grades9-12)

N/A N/A 0.0 %


of 29



School Facility Good Repair StatusTo determine the condit ion of the school’s facilit ies, Merced County Office of Educat ion (MCOE) sent an expert from its facilit ies department to inspect the school usingthe Facilit ies Inspect ion Tool (FIT), which is issued by the Office of Public School Construct ion. The follow ing information reflects the condit ion of the school’s facility as ofJanuary 6, 2016. The inspect ion was conducted by Raymond Birch, MCOE Utility Supervisor.

Year and month of the most recent FIT report: January 2016

Overall Facility RateYear and month of the most recent FIT report: January 2016

School Facility Conditions and Planned ImprovementsSchool Facility Conditions and Planned Improvements

Merced Scholars Charter School (MSCS) is located at the Merced County Office of Educat ion (MCOE) Educat ion Center. MSCS occupies one building consist ing ofsix offices, a lobby, break area, meeting room, and two classrooms. The lobby and adjacent classroom provide a safe and frienldy working environment wherestudents can come in to complete assignments or get help from tutors. Support classes are provided on a daily basis in one of two classrooms located w ithin thebuilding. The Educat ion Center provides MSCS w ith a safe, clean, and adequate facility. Having the MCOE Maintenance and Operat ions department on siteprovides for fast response if issues w ith the facility should arise. As the school cont inues to grow, MSCS looks to expand into an adjacent building and occupy alarger classroom. Plans are in the works for improvements to the ent ire facility and adjacent buildings w ill be occupied in the next school year. The facility providesenough space for future development and expansion.

System Inspected Rating

Repair Needed andAction Taken or

Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

GoodNone

Interior: Interior Surfaces GoodNone

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

GoodNone

Electrical: Electrical GoodNone

Restrooms/Fountains: Restrooms,Sinks/Fountains

GoodNone

Safety: Fire Safety, Hazardous Materials GoodNone

Structural: Structural Damage, Roofs GoodNone

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

GoodNone

Overall Rat ing Exemplary


of 29


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. The CAAs have replaced the California Alternate Performance Assessment [CAPA] for ELA andmathematics, which were eliminated in 2015. Only eligible students may part icipate in the administrat ion of the CAAs. CAA items are aligned w ith alternateachievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith significant cognit ive disabilit 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.

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.

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

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

2013-14 2014-15 2013-14 2014-15 2013-14 2014-15

English Language Arts / Literacy (grades 3-8 and 11) -- 59.0% -- 11.0% -- 44.0%

Mathematics (grades 3-8 and 11) -- 18.0% -- 3.0% -- 33.0%


of 29


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 stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

ELA- ELA- Grade 6Grade 6

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 4 3 75.0% -- -- -- --

Male 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Female 4 3 75.0% -- -- -- --

Black or African American 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 4 1 25.0% -- -- -- --

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 4 0 0.0% -- -- -- --

Nat ive Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 4 2 50.0% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Socioeconomically Disadvantaged 4 2 50.0% -- -- -- --

English Learners 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Students w ith Disabilit ies 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Students Receiving MigrantEducat ion Services

0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 29





ELA - Grade 7ELA - Grade 7

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 6 6 100.0% -- -- -- --

Male 6 2 33.3% -- -- -- --

Female 6 4 66.7% -- -- -- --



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 6 1 16.7% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



Students w ith Disabilit ies 6 1 16.7% -- -- -- --


0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 29






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 6 5 83.3% -- -- -- --

Male 6 2 33.3% -- -- -- --

Female 6 3 50.0% -- -- -- --



Asian 6 1 16.7% -- -- -- --

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 6 3 50.0% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 29






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 27 25 92.6% 4.0% 28.0% 40.0% 20.0%

Male 27 15 55.6% 0.0% 20.0% 40.0% 27.0%

Female 27 10 37.0% -- -- -- --

Black or African American 27 2 7.4% -- -- -- --


Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 27 17 63.0% 6.0% 24.0% 47.0% 18.0%

Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 27 6 22.2% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Socioeconomically Disadvantaged 27 11 40.7% 9.0% 27.0% 36.0% 18.0%

English Learners 27 1 3.7% -- -- -- --



0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 29





Mathematics - Grade 6Mathematics - Grade 6

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 4 3 75.0% -- -- -- --

Male 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Female 4 3 75.0% -- -- -- --



Asian 4 1 25.0% -- -- -- --

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 4 2 50.0% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 29






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 6 6 100.0% -- -- -- --

Male 6 2 33.3% -- -- -- --

Female 6 4 66.7% -- -- -- --



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 6 1 16.7% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 29






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 6 5 83.3% -- -- -- --

Male 6 2 33.3% -- -- -- --

Female 6 3 50.0% -- -- -- --



Asian 6 1 16.7% -- -- -- --

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 6 3 50.0% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 29






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 27 25 92.6% 72.0% 20.0% 8.0% 0.0%

Male 27 15 55.6% 60.0% 27.0% 13.0% 0.0%

Female 27 10 37.0% -- -- -- --

Black or African American 27 2 7.4% -- -- -- --


Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 27 17 63.0% 82.0% 12.0% 6.0% 0.0%

Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 27 6 22.2% -- -- -- --

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Socioeconomically Disadvantaged 27 11 40.7% 73.0% 18.0% 9.0% 0.0%

English Learners 27 1 3.7% -- -- -- --



0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 29


Note: Science test results include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) ingrades 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 stat ist icalaccuracy or to protect student privacy.

CAASPP Test Results in Science for All StudentsCAASPP Test Results in Science for All Students

Subject

Percentage of Students Scoring at Proficient or Advanced


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

Science (grades 5, 8, and 10) 53.0% 52.0% 31.0% 12.0% 12.0% 14.0% 59.0% 60.0% 56.0%


of 29

Career Technical Education Programs (School Year 2014-15)Career Technical Education Programs (School Year 2014-15)

MSCS offers several Career Technical Educat ion (CTE) courses, such as Computer Literacy, Computer Applicat ions, Financial Planning, and Leadership which do notmeet the UC/CSU admissions requirements. The courses offered do, however, provide students w ith a pathway and knowledge to succeed in theirpostsecondary educat ion and careers. The school also offers courses through Merced County Regional Occupat ional Program – ROP. Some of these courses meetthe UC/CSU admissions requirement. The follow ing is a list of those courses available through ROP.

Merced County ROP Course

Advanced Market ing

Agricultural Communicat ions*

Agriculture Computer Applicat ions

Agriculture Skills

Art & History of Floral Design*

Automotive Services

Business & Market ing Occupat ions

Business Occupat ions & Technology

Careers w ith Infants & Toddlers

Computer Accounting

Creat ive Design & Merchandising*

Environmental Hort iculture*

Food Science*

Foundat ions in Educat ion*

Graphic Arts*

Hospitality and Tourism

Internships in Agriculture

Introduct ion to Health Careers

Logist ics and Warehousing

Market ing Foundat ions (CC)*

Medical Occupat ions

Sports and Entertainment Market ing

The Art of Animation*

The Art of Digital Photography*

Veterinary Science*

Virtual Enterprise*

Welding Fabricat ion Technology

*Course are a-g approved.


of 29



This sect ion includes the percentage of high school pupils enrolled in courses required for University of California (UC)/California State University (CSU) admission during the2014–15 school year; and the percentage of graduates who completed all courses required for UC/CSU admission during the 2013–14 school year.

The formula for the percentage of pupils enrolled in courses required for UC/CSU admission is:

(The total number of unduplicated high school pupils enrolled in courses required for UC/CSU admission)

— divided by —

(The total number of unduplicated high school pupils enrolled in courses required for UC/CSU admission at the t ime of the Fall Census Day [first Wednesday in October])

The formula for the percentage of graduates who completed all courses required for UC/CSU admission is:

(The number of graduat ing pupils who met the UC/CSU requirements w ith CALPADS exit records indicat ing that all courses required for UC/CSU admission werecompleted)

— divided by —

(The total number of graduates from the most recent year)

Career Technical Education Participation (School Year 2014-15)Career Technical Education Participation (School Year 2014-15)

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 15

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma 100.0%

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion 0.0%

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

UC/CSU Course Measure Percent

2014-15 Pupils Enrolled in Courses Required for UC/CSU Admission 84.2%

2013-14 Graduates Who Completed All Courses Required for UC/CSU Admission 10.0%


of 29



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

The follow ing information shows the percentage of grade ten students who scored at proficient or advanced on the CAHSEE over the past three years.

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. Double dashes (--) appear in the table when the number of students tested is ten or less.

California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)California High School Exit Examination Results For Grade Ten Students – Three-Year Comparison (if applicable)

Subject

Percent of Students Scoring at Proficient or Advanced


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

English Language Arts 54.0% 63.0% 55.0% 14.0% 16.0% 17.0% 57.0% 56.0% 58.0%

Mathematics 46.0% 63.0% 45.0% 16.0% 14.0% 13.0% 60.0% 62.0% 59.0%

English Language Arts Percent of Students Scoring at Proficient orAdvanced

2012-13 2013-14 2014-150

10

20

30

40

50

60

70

Mathematics Percent of Students Scoring at Proficient or Advanced

2012-13 2013-14 2014-150

10

20

30

40

50

60

70


of 29


The follow ing table displays a comparison of the percentage of students achieving at theProficient or Advanced level based on gender, ethnicity, socioeconomic status, or students receiving addit ional services such as English learners or students w ithdisabilit ies. The table also lists the comparison of these groups w ith the all of the students in the district .

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. Double dashes (--) appear in the table when the number of students tested is ten or less.

California High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2014-15) (if

applicable)applicable)

Student Group

English Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA 83.0% 11.0% 6.0% 88.0% 11.0% 2.0%

All Students at the School 45.0% 32.0% 23.0% 55.0% 36.0% 9.0%

Male 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Female 47.0% 37.0% 16.0% 53.0% 37.0% 11.0%

Black or African American 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

American Indian or Alaska Nat ive 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Hispanic or Lat ino 44.0% 31.0% 25.0% 56.0% 31.0% 13.0%

Native Hawaiian or Pacific Islander 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

White 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Socioeconomically Disadvantaged 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

English Learners 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Students w ith Disabilit ies 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Students Receiving Migrant Educat ionServices

0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%


of 29


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 schoolsite

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

Because authorizat ion and oversight of MSCS is maintained by the Merced County Office of Educat ion, the graduat ion and dropout rates are included in the county-w iderates. This data includes over 4,000 graduates in Merced County. Each year, MSCS graduates around 20 to 30 students. The graduat ion and dropout rates listed here arebased on a formula determined by the California Department of Educat ion (CDE). The 4-year Adjusted Cohort Graduat ion Rate is calculated by dividing the number ofstudents in the 4-year adjusted cohort who graduate in four years or less w ith either a tradit ional high school diploma, an adult educat ion high school diploma, or havepassed the California High School Proficiency Exam (CHSPE) by the number of students who form the adjusted cohort for that graduat ing class. The 4-year AdjustedCohort Dropout Rate is the rate of students that leave the 9-12 instruct ional system w ithout a high school diploma, GED, or special educat ion cert ificate of complet ionand do not remain enrolled after the end of the 4th year.

Opportunities for Parental Involvement (School Year 2015-16)Opportunities for Parental Involvement (School Year 2015-16)

From deciding whether the MSCS personalized learning model is the appropriate placement for their child to working alongside of cert ificated staff in theeducat ion of their students, MSCS parents are fully integrated in the learning process. Further, parents are provided opportunit ies to interact w ith staff andstudents through school events such as Back to School Night, Open House, and Student Club Nights.

MSCS parents also play a role in recommendations made to the authorizing agency of the school, Merced County Office of Educat ion and the CountySuperintendent, Steven E. Gomes, Ed.D. Parents do this by being an act ive member on the Merced Scholars Advisory Board. The Advisory Board seeks newmembers annually, both parents of students and community members who w ish to make a difference in the school. Anyone interested in becoming an AdvisoryBoard member should contact the school principal, Mark Pintor.

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

Indicator


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Dropout Rate 10.1% 10.0% 10.5% 10.1% 10.0% 10.5% 13.1% 11.4% 11.5%

Graduat ion Rate 84.00 84.90 84.70 84.00 84.90 84.70 78.87 80.44 80.95

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

90


of 29


2011-12 2012-13 2013-140

10

20

30

40

50

60

70

80

90Dropout Rate

Graduation Rate


of 29

The percent of students in the school’s most recent cert ified graduat ing class that met all state and local graduat ion requirements for grade twelve complet ion, includinghaving passed both port ions of the CAHSEE or received a local waiver or state exemption.

The formula for the complet ion of graduat ion requirements is:

(The total number of students who met all graduat ion requirements)

— divided by —

(The total number of students enrolled in grade twelve at the t ime of the Fall Census Day [first Wednesday in October])

Completion of High School Graduation Requirements - Graduating Class of 2014 Completion of High School Graduation Requirements - Graduating Class of 2014

(One-Year Rate)(One-Year Rate)

Student Group School District State

All Students 100 57 84

Black or African American 0 62 76

American Indian or Alaska Nat ive 92 100 78

Asian 0 63 92

Filipino 60 0 96

Hispanic or Lat ino 100 51 81

Native Hawaiian or Pacific Islander 0 150 83

White 57 76 89

Two or More Races 62 75 82

Socioeconomically Disadvantaged 100 49 81

English Learners 63 39 50

Students w ith Disabilit ies 0 24 61

Foster Youth -- -- --


of 29




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

School Safety Plan (School Year 2015-16)

Suspensions and ExpulsionsSuspensions and Expulsions


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

Suspensions 0.0 0.0 0.0 23.7 21.0 17.0 5.1 4.4 3.8

Expulsions 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1

Suspensions

2012-13 2013-14 2014-150

5

10

15

20

25School Suspensions

District Suspensions

State Suspensions

Expulsions

2012-13 2013-14 2014-150.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

The Comprehensive School Safety Plan is reviewed and updated annually by March 1st of each year. The MSCS Advisory Board approves updates to the plan atthe quarterly Advisory Board meeting in February of each year. The plan includes universal precaut ions to be taken in the event of an earthquake, fire, bombthreat, unwanted intruder or catastrophic event. MSCS has annual emergency drills to ensure staff, students, and parents are fully aware of their responsibilit ies inthe event of an emergency.


of 29



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.

ESEA requires that all students perform at or above the proficient level on the state's standards-based assessment by 2014. Prior to 2014, to achieve this goal and meetannual requirements for improved performance, schools and LEAs had to improve each year according to set requirements.

On May 19, 2015, the U.S. Department of Educat ion approved California’s one-year waiver request to not use the Smarter Balanced Summative Assessments results tomake 2015 AYP determinat ions. As a result , to make AYP overall, in 2015 schools and LEAs are required to meet or exceed criteria in each of the follow ing:

The 95 percent part icipat ion rate on the state’s standards-based assessments in ELA and mathematics;Attendance rate as an addit ional indicator for secondary grades; andGraduat ion rate as an addit ional indicator for secondary schools.

The part icipat ion rate, attendance rate, and graduat ion rate criteria apply at the school and LEA levels

Note: Cells w ith NA values do not require data.

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

Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes No

Met Part icipat ion Rate - English Language Arts Yes No

Met Part icipat ion Rate - Mathematics Yes No

Met Percent Proficient - English Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate

Met Graduat ion Rate N/A Yes

Federal Intervention Program (School Year 2015-16)Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2005-2006

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 4

Percent of Schools Current ly in Program Improvement N/A 80.0%

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site -- $28.0 -- --

District N/A N/A -- --

Percent Difference – School Site andDistrict

N/A N/A -- --

State N/A N/A $5348.0 $0.0

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


of 29



of 29



Professional Development

Types of Services Funded (Fiscal Year 2014-15)Types of Services Funded (Fiscal Year 2014-15)

MSCS provides various services and courses so students have the opportunity to excel in their personal and academic growth. The services range in scope fromintervent ion to educat ional advancement. Programs and services are provided at the school either through categorical funds or other sources that support andassist students.

CAHSEE Prep

Tutoring

Leadership Class

Employability Portfolio Workshops

School Psychologist

Counselor

Special Educat ion Teacher

Technology Support

The overarching goal for MSCS remains on improving student academic performance and preparing our students for their postsecondary educat ion and career.Staff at MSCS collaborate to determine the most effect ive methods for achieving these goals. Collaborat ion t ime often involves inservice days, regular staffmeetings, and professional development days.

Professional Development is designed to provide cont inuous learning opportunit ies for administrators, teachers, and classified personnel. Teachers are providedthree days per year dedicated to professional development. Such professional days are dedicated to analyzing state and local assessments, review ing studentperformance in previous years, determining appropriate instruct ional strategies, and developing plans for improving student outcomes. Professional developmentdays also allow other departments and agencies the ability to share what services they can provide to help MSCS staff maintain or improve the well-being of ourstudents.

MSCS cont inues w ith the implementat ion of the California Common Core State Standards (CCCSS). The district helped develop an awareness, transit ion, andimplementat ion plan for administrators and teachers in order to make the transit ion to CCCSS as smooth as possible for our students. Collaborat ive t ime on theeffect ive integrat ion of the standards is st ill of major importance to the program. Teachers are provided t ime each month to collaborate w ith one another oneffect ive teaching pract ices geared toward the Common Core standards and the student outcomes based on these pract ices.


of 29

sarc report for merced scholars charter · 2017. 12. 13. · principal, merced scholars charter on...

Documents