S S c c h h o o o o l l A A c c c c o o u u n n t t a a b b i i l l i i t t y y R R e e p p o o r r t t C C a a r r d d R R e e p p o o r r t t P P e e r r i i o o d d : : 2 2 0 0 1 1 1 1 - - 1 1 2 2 Environmental Charter Middle School Grade Levels Served: 6-8 School Administrator: Kami Cotler Temporary School Address: 3600 W Imperial Hwy, Inglewood CA 90303 Permanent Address (April 2013) 812 W 165 th Place, Gardena CA 90247 School Telephone: 310-425-1605 School Website: www.ecsonline.org CDS Code: 19101991204
Environmental Charter Middle School Grade Levels Served: 6-8
School Administrator: Kami Cotler Temporary School Address: 3600 W Imperial Hwy,
Inglewood CA 90303 Permanent Address (April 2013) 812 W 165th Place,
Gardena CA 90247 School Telephone: 310-425-1605
School Website: www.ecsonline.org CDS Code: 19101991204
CDE School Accountability Report Card The pages that follow comprise CDE School Accountability Report Card information that is required to be published by all California public schools. Any school that has a website must post the SARC on its website by the date (typically the beginning of February) specified by CDE. If a school does not have a website, it must make the SARC available to parents by posting it at the school. Schools must additionally make a hard copy of the report to any member of the community that requests the document. The document must be made available in a parent/guardian’s primary language under specific conditions established in law.
Executive Summary School Accountability Report Card, 2011–12 For Environmental Charter Middle School 3600 W Imperial Highway, Inglewood CA 90303 Moving Spring 2013: 812 W 165th Pl, Gardena CA 90247 (310) 425-1605
Ms. Kami Ann Cotler, Principal Grades 6-8 This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2012–13 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. About This School
Environmental Charter Middle School offers students a small, caring school environment that supports their transition from elementary school and prepares them for high school success. Our educational program is designed for students to develop the skills, knowledge and attitudes to succeed in a college preparatory high school and to be effective stewards of their community. A main purpose of the school is to utilize innovative teaching methods and a unique setting to foster a genuine sense of belonging, enthusiasm and self-confidence in its students. These are based on measurable achievement and performance against high rigorous standards, as well as contributions to the community. To support students’ transition from a self-contained elementary setting, ECMS uses a team of core teachers who loop for two years with their students. Specially designed activities from our Tribes program are embedded in the curriculum to address the social-emotional learning needs of middle school students. Our curriculum approaches traditional core subjects with an integrated approach that addresses rigorous academic concepts in an authentic, interdisciplinary manner. Student specialty subject courses, College Readiness, Games and Movement (physical education), Arts and Handwork, and Green Ambassadors, an environmental education and leadership sequence, support their academic, social, and physical development. Environmental service learning projects empower students to utilize their skills and energy to help solve our community’s most pressing environmental issues. ECMS has a free after school enrichment program, which is funded through an After School Education & Safety (ASES) grant. Our enrichment program includes sports, dance, cheer, Mathematics, Engineering, Science Achievement (MESA), mathematics and literacy labs, EmpowHer Institute (a program for ECMS’ young women-- empowher.org/) and the Social Justice Learning Institute’s Urban Scholars (a program for ECMS’ young men--http://www.sjli-
cp.org/). Our students also work with community partners like the Ocean Institute, Malibu Foundation, Pacific Crest Trail Association and Environmental Protection Agency, learning, collaborating and teaching sustainability solutions in their communities.
Student Enrollment
Group Enrollment Number of students 207 Black or African American 21% American Indian or Alaska Native 0% Asian 2% Filipino 0% Hispanic or Latino 70% Native Hawaiian or Pacific Islander 0% White 6% Two or More Races 0% Socioeconomically Disadvantaged 95% English Learners 14% Students with Disabilities 8%
Teachers
Indicator Teachers Teachers with full credential 13 Teachers without full credential 0 Teachers Teaching Outside Subject Area of Competence 1 Misassignments of Teachers of English Learners 2 Total Teacher Misassignments 3
Student Performance
Subject Students Proficient and Above on STAR* Program Results
English-Language Arts 55% Mathematics 27.2% Science N/A History-Social Science N/A *Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment. Academic Progress*
Indicator Result 2012 Growth API Score (from 2012 Growth API Report) 759 Statewide Rank (from 2011 Base API Report) 2 Met All 2012 AYP Requirements no
Number of AYP Criteria Met Out of the Total Number of Criteria Possible Met
15 of 17
2012–13 Program Improvement Status (PI Year) Year 1
*The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law. ** Not yet available. School Facilities Summary of Most Recent Site Inspection ECMS leases our site from Concordia Lutheran Church. The classrooms and offices are located in buildings established in the 1980s. ECMS and the property owner have made many necessary safety upgrades and renovation to the facility, leaving the buildings in adequate condition. In the past year improvements include raising the wall between our site and the neighboring building, plumbing and electrical upgrades and a new gas line. Parents and community volunteers work each summer to improve landscaping and paint new classrooms. ECMS will be relocating to a new facility in Gardena in the spring of 2013. This new site will be seeking LEED certification, so our building will not only be new it will demonstrate sustainability.
Repairs Needed
ECMS’ new site in under construction and will not require any repairs when we occupy spring of 2013. In the fall of 2013 we plan to open a new middle school on the Inglewood site we have operated for the past 2 years. We will paint West 3600 Imperial Highway buildings’ exteriors and upgrade the electrical service in the summer of 2013 before our new middle school begins instruction.
Corrective Actions Taken or Planned On our Inglewood site, 2011-12 improvements include raising the wall between our site and the neighboring building, plumbing and electrical upgrades and a new gas line. Parents and community volunteers work each summer to improve landscaping and paint new classrooms. Though our new site in Gardena will have brand new classrooms and offices, we do plan to work with community partners and students to beautify the play-yard. We have applied for a Kaboom! Grant for a play structure and received a grant from State Farm to create raised beds, a bike repair space, rain water catchements, solar installation and a pond with a rain water run off catch basin.
Curriculum and Instructional Materials
Core Curriculum Area Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts 0 Mathematics 0 Science 0 History-Social Science 0 Foreign Language 0 Health 0 Visual and Performing Arts 0 Science Laboratory Equipment (grades 9-12) N/A
School Finances
Level Expenditures Per Pupil (Unrestricted Sources Only) School Site $6,504 District $6,504 State $5,455
School Accountability Report Card
Reported Using Data from the 2011–12 School Year
Published During 2012–13
Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. • 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 additional information about the school, parents and community members should
contact the school principal or the district office. I. Data and Access Ed-Data Partnership Web Site
Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools. 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, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), 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.
School Description and Mission Statement (School Year 2011–12)
The mission of Environmental Charter Middle School is to equip all students with the knowledge and skills to succeed in a college preparatory program, to inspire them to discover their own sense of purpose, and to empower them to become quality stewards of their community and world. ECMS’ rigorous academic program prepares students for a college-prep high school, places an emphasis on social responsibility, and incorporates field trips and interdisciplinary projects. We connect academics to real-world tasks and integrate social-emotional learning and the arts. The ECMS approach creates strong relationships between students, teachers, and families. Two core teachers—one for Math & Science and another for English & History—follow students from 6th to 7th grade, affording an opportunity for teachers to deeply understand students’ strengths and challenges as they move through the transition between elementary and high school. In 8th grade, students transition to four single-subject teachers, preparing them for success in a traditional high school. Each trimester ECMS students perform an Interdisciplinary benchmark project. These projects interconnect academic standards from all core courses. For example, for their ancient Egypt interdisciplinary project students perform water quality tests on the Nile River. Using data from their water tests and their knowledge of ancient Egyptian society, students write a persuasive essay and make a persuasive presentation to the Pharaoh, trying to convince him to implement solutions to protect the Nile’s water quality. In this project, students use their math, writing, history, and science knowledge and skills. The project also involves group work and students are assessed on both academic standards and their collaborative skills.
All students also take four specialty classes: Handwork, Games, College Readiness, and Green Ambassadors. In Handwork, students explore various art, craft, and technological genres that connect to the cultures and concepts they are studying in their core content courses. For example, students create ropes from plant fibers as they study early human development. In Games students participate in physical and socio-emotional exercises that emphasize team building and reflection. For example, in 6th grade students study the Olympics of Ancient Greece by running, jumping, and javelin throwing. In College Readiness, students learn the skills necessary to succeed in a college-prep high school setting, including: organization, time management, note-taking skills, study skills, and critical thinking. Green Ambassadors connects core content to sustainability and the community through service-learning projects. For example, when studying ancient civilization and agriculture, students build raised beds to grow food on campus, install rainwater catchment systems, and build worm stations to compost waste on campus.
Opportunities for Parental Involvement (School Year 2011–12)
At ECMS, parental input is viewed as a necessary and invaluable part of the educational program. Parents are encouraged to participate at many levels, from helping students with homework to serving on and presenting to the Board of Directors. Family involvement is a key component of student and school success. Family involvement occurs at three levels:
• Supporting a student’s schooling by attending school functions and responding to school obligations (e.g., attending parent-teacher conferences, and reading the Friday letter).
• Being involved in a student’s schoolwork: creating a time and place to do homework, encouraging and facilitating work at home on projects and reports, modeling behaviors that support achievement (reading, discussing current events), tutoring student or monitoring homework.
• Advocating for student’s school: participating in school events, helping with student presentations, field trips or fundraising, participating in parent council meetings, advocating for schools at local, state or federal level.
Student Enrollment by Grade Level (School Year 2011–12)
Grade Level Number of Students Grade Level Number of Students
Student Enrollment by Student Group (School Year 2011-12)
Group Percent of Total Enrollment Black or African American 21% American Indian or Alaska Native 0% Asian 2% Filipino 0% Hispanic or Latino 70% Native Hawaiian or Pacific Islander 0% White 6% Two or More Races 0% Socioeconomically Disadvantaged 95% English Learners 14% Students with Disabilities 8%
Average Class Size and Class Size Distribution
Grade Level
Avg. Class Size
2010–11 Number of Classes*
Avg. Class Size
2011–12 Number of Classes*
1-20 21-32 33+ 1-20 21-32 33+ 6 25.2 0 4 0 19.5 2 2 0 7 N/A N/A N/A 31.5 3 1 8 Other * Number of classes indicates how many classes fall into each size category (a range of total students per classroom). Average Class Size and Class Size Distribution (Secondary)
Subject Avg. Class Size
2010–11 Number of Classes*
Avg. Class Size
2011–12 Number of Classes*
1-22 23-32 33+ 1-22 23-32 33+ English 25.2 0 4 0 25.5 2 6 0 Mathematics 25.2 0 4 0 25.5 2 6 1 Science 25.2 0 4 0 25.5 2 6 1 Social Science 25.2 0 4 0 25.5 2 6 0 * 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. III. School Climate School Safety Plan (School Year 2011–12)
Safety is a priority at ECMS, as we believe students cannot learn when they feel unsafe. Based on survey assessments, parents and students often report that they strongly agree ECMS is a safe community and safety is one reason parents cite for choosing ECMS. Student safety is supported through our Tribes social emotional
learning program that explicitly teaches students the skills they need to be an effective community. ECMS practices and teaches the values of Mutual Respect, Attentive Listening, Mindfulness, Right to Pass/Participate, and No Put Downs. We also have a full time counselor who provides invaluable support to students and their families. As a small school, fully grown at 360 students, we are able to establish a community where students, parents, teachers work together to foster a positive school atmosphere. ECMS has an emergency plan in place, which is reviewed annually. Fire and evacuation drills are held regularly. During school hours access to the ECMS campus is limited to a buzz-in security gate. Three campus safety supervisors oversee our grounds and during recess other staff members provide additional supervision.
Suspensions and Expulsions
Rate* School 2010–11
School 2011–12
District 2010–11
District 2011–12
Suspensions 5 8 5 8 Expulsions 0 2 0 2
* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. IV. School Facilities School Facility Conditions and Planned Improvements (School Year 2012–13)
ECMS leases our site from Concordia Lutheran Church. The classrooms and offices are located in buildings established in the 1980s. ECMS and the property owner have made many necessary safety upgrades and renovation to the facility, leaving the buildings in adequate condition. In the past year improvements include raising the wall between our site and the neighboring building, plumbing and electrical upgrades and a new gas line. Parents and community volunteers work each summer to improve landscaping and paint new classrooms. ECMS will be relocating to a new facility in Gardena in the spring of 2013. That site in under construction and will not require any repairs. We plan to open a new middle school on the W 3600 Imperial Highway site in the fall of 2013 and plan to upgrade the electrical service and paint the buildings’ exteriors summer of 2013. On our Inglewood site, 2011-12 improvements include raising the wall between our site and the neighboring building, plumbing and electrical upgrades and a new gas line. Parents and community volunteers work each summer to improve landscaping and paint new classrooms. Though our new site in Gardena will have brand new classrooms and offices, we do plan to work with community partners and students to beautify the play-yard. We have applied for a Kaboom! Grant for a play structure and received a grant from State Farm to create raised beds, a bike repair space, rain water catchments, solar installation and a pond with a rain water run off catch basin.
School Facility Good Repair Status (School Year 2012–13)
System Inspected Repair Status Repair Needed and
Action Taken or Planned Good Fair Poor
Systems: Gas Leaks, Mechanical/HVAC, Sewer X
Upgraded 12” gas line to copper & installed new thermostat Dec
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 2011–12) The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/
Location of Classes Percent of Classes In Core
Academic Subjects Taught by Highly Qualified Teachers
Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers
This School 96% 4% All Schools in District 96% 4%
High-Poverty Schools in District 96% 4%
Low-Poverty Schools in District N/A N/A
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 25 percent or less in the free and reduced price meals program. VI. Support Staff
Academic Counselors and Other Support Staff (School Year 2011–12)
Title Number of FTE* Assigned to School
Average Number of Students per Academic
Counselor Academic Counselor 1 207 Counselor (Social/Behavioral or Career Development) 0
Library Media Teacher (librarian) 0
Library Media Services Staff (paraprofessional) 0
Psychologist 0 Social Worker 0 Nurse 0 Speech/Language/Hearing Specialist 0
Resource Specialist (non-teaching) 1
Other 0 Note: Cells shaded in black 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. VII. Curriculum and Instructional Materials
Textbooks used for core courses:
School year 2012-13
Core Curriculum Area Textbook Publisher Year Adopted
Reading/Language Arts Write Source Houghton Mifflin Harcourt 2010
Reading/Language Arts Foundations English Language Arts Kaplan 2010
Mathematics Connected Math Pearson 2011 Mathematics Holt Mathematics Holt 2010
Mathematics Foundation Mathematics Kaplan 2010
Science Focus on Earth Science Prentice Hall 2010
Science Focus on Life Science Prentice Hall 2010 Science Focus on Physics Prentice Hall 2010
Science Education and the
Environment Curriculum
Office of Education and the
Environment 2010
History-Social Science Education and the
Environment Curriculum
Office of Education and the
Environment 2010
History-Social Science Ancient Civilizations Prentice Hall 2010
History-Social Science Medieval and Early Modern Times Prentice Hall 2010
History-Social Science American History of Our Nation Prentice Hall 2010
VIII. School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010–11)
Level Total
Expenditures Per Pupil
Expenditures Per Pupil
(Supplemental / Restricted)
Expenditures Per Pupil (Basic /
Unrestricted)
Average Teacher Salary
School Site $10,860 $4,356 $6,504 $44,948 District $6,504 $44,948 Percent Difference – School Site and District 0 0
State $5,455 Percent Difference – School Site and State 39%
Note: Cells shaded in black do not require data. Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org. Types of Services Funded (Fiscal Year 2011–12)
ECMS receives federal, state, and grant funds to support programs and supplemental services for our students. Specifically, each year we receive Federal Title I funding. This year money funded academic support classes like math and English literacy labs for underperforming students. Federal and state funding also supports additional services students with identified needs. ECMS received a Public Charter School Start Up grant in 2010 to support start up needs of the newly founded middle school. The Walton Family Foundation also granted ECMS funding to support start up costs of the new middle school.
Teacher and Administrative Salaries (Fiscal Year 2010–11)
Amount Same Category Beginning Teacher Salary $32,438 Mid-Range Teacher Salary $40,692 Highest Teacher Salary $69,005 Average Principal Salary (Elementary) N/A
Average Principal Salary (Middle) $87,028 Average Principal Salary (High) N/A Superintendent Salary N/A Percent of Budget for Teacher Salaries 24%
Percent of Budget for Administrative Salaries 7%
Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/. IX. Student Performance Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including: • California Standards Tests (CSTs), which include English-language arts (ELA) and
mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.
• California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.
• California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.
The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov. Standardized Testing and Reporting Results for All Students – Three-Year Comparison
Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
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. Standardized Testing and Reporting Results by Student Group – Most Recent Year*
Group
Percent of Students Scoring at Proficient or Advanced
English- Language Arts Mathematics Science
History- Social
Science All Students in the LEA 33% 23% 27% 24% All Students at the School 55% 27.2% N/A N/A
Male xxx 52% 30% N/A N/A Female xxx 58% 27% N/A N/A Black or African American 55% 19% N/A N/A
American Indian or Alaska Native
Asian Filipino Hispanic or Latino 55.3% 27% N/A N/A Native Hawaiian or Pacific Islander
White 69.2 53.8 N/A N/A Two or More Races Socioeconomically Disadvantaged 55.4% 26.4% N/A N/A
English Learners 44.2% 23.1% N/A N/A Students with Disabilities 12.5% 18.8% N/A N/A
Students Receiving Migrant Education Services
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. California High School Exit Examination The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal
ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at http://cahsee.cde.ca.gov/. California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if applicable)
Subject
Percent of Students Scoring at Proficient or Advanced School District State
2009–10
2010–11
2011–12
2009–10
2010–11
2011–12
2009–10
2010–11
2011–12
English-Language Arts
N/A N/A N/A 28% 31% 29% 54% 59% 56%
Mathematics N/A N/A N/A 26% 28% 30% 54% 56% 58%
California Physical Fitness Test Results (School Year 2011–12) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at http://www.cde.ca.gov/ta/tg/pf/.
Grade Level Percent of Students Meeting Fitness Standards
Four of Six Standards
Five of Six Standards Six of Six Standards
5 N/a N/A N/A 7 23.4 21.0 19.4 9 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. X. Accountability Academic Performance Index
The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/. Academic Performance Index Ranks – Three-Year Comparison This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic
performance is better than at least 90 of the 100 similar schools.
API Rank 2009 2010 2011 Statewide 2 Similar Schools
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group Actual API Change 2009–10
Actual API Change 2010–11
Actual API Change 2011–12
All Students at the School B 16
Black or African American
American Indian or Alaska Native
Asian Filipino Hispanic or Latino B 20 Native Hawaiian or Pacific Islander
White Two or More Races Socioeconomically Disadvantaged B 1
English Learners Students with Disabilities
Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information. Academic Performance Index Growth by Student Group – 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, LEA, and state level.
Native Hawaiian or Pacific Islander 0 6 26,563 775
White 13 304 831 1,221,860 853
Two or More Races 0 24 439 88,428 849 Socioeconomically Disadvantaged 193 1,152 570 2,779,68
0 737
English Learners 52 569 547 1,530,297 716
Students with Disabilities 16 240 458 530,935 607
Adequate Yearly Progress
The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: • Participation rate on the state’s standards-based assessments in ELA and
mathematics • Percent proficient on the state’s standards-based assessments in ELA and
mathematics • API as an additional indicator • Graduation rate (for secondary schools) For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at http://www.cde.ca.gov/ta/ac/ay/. Adequate Yearly Progress Overall and by Criteria (School Year 2011–12)
AYP Criteria School District Made AYP Overall No No Met Participation Rate - English-Language Arts Yes Yes Met Participation Rate - Mathematics Yes No Met Percent Proficient - English-Language Arts Yes No Met Percent Proficient - Mathematics No No Met API Criteria Yes Yes Met Graduation Rate N/A No
Federal Intervention Program (School Year 2012–13)
Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
Indicator School District Program Improvement Status In PI In PI First Year of Program Improvement 2012-2013 2008-2009 Year in Program Improvement Year 1 Year 3 Number of Schools Currently in Program Improvement 12
Percent of Schools Currently in Program Improvement 36.4%
Note: Cells shaded in black do not require data. XII. Instructional Planning and Scheduling Professional Development
This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period.
ECMS firmly believes improving teachers’ practice through professional development is a key component of improving student achievement. The majority of our professional development time was spent on assessment: designing, refining and reflecting upon our interdisciplinary benchmark projects; exploring our new standards based grading system; and examining how to best communicate to students and parents students’ proficiency and strategies to improve academic achievement. Our new calendar enabled us to establish a rhythm of goal setting, revision, data analysis, refining, re-teaching and reflection. In addition to our time on assessment, we worked on developing other best practices, such as arts integration, integrating the environment into instruction, and developmentally appropriate curriculum. Our teachers attend an hour and forty-five minute professional development/curriculum development/data analysis meeting every Monday morning during the school year. Before the school year begins, returning teachers participate in two weeks of professional development each summer and new teachers attend an additional week of professional development. In addition to 10 days in summer, during the 2012-13 instructional year we have twelve professional development days. In the 2011-12 instructional year, we had twelve professional development days and 10 days in summer. In the 2010-11 instructional year, we had four professional development days and 10 days in summer.
Environmental Charter Middle School Accountability Report Card, 2011-2012
Los Angeles County Office of Education Provided by the Ed-Data Partnership
Environmental Charter Middle School Sirviendo Grados: 6-8
Administradora: Kami Cotler Domicilio Temporal: 3600 W Imperial Hwy, Inglewood CA
90303 Direccion Permanente: 812 W 165th Place, Gardena CA
90247 Telefono: 310-425-1605
Sitio Web: www.ecsonline.org Código del CDS: 19101991204
El Informe de Rendición de Cuentas Escolar (SARC), que se debe publicar cada año conforme a la legislación, incluye información sobre las condiciones y el rendimiento de cada escuela pública de California. Para obtener más información sobre los requisitos del SARC, visite la página web del SARC en http://www.cde.ca.gov/ta/ac/sa/. Si los padres y miembros de la comunidad desean recibir información adicional sobre la escuela, pueden comunicarse con el director o la oficina del distrito.
Resumen Ejecutivo del Informe de Rendición de Cuentas Escolar, 2011–12
De Environmental Charter Middle School 3600 W Imperial Highway, Inglewood CA 90303 Moving Spring 2013: 812 W 165th Pl, Gardena CA 90247 (310) 425-1605
Ms. Kami Ann Cotler, Directora Grados 6-8
El objetivo de este resumen ejecutivo del Informe de Rendición de Cuentas Escolar (conocido en inglés como SARC) es brindar a los padres y miembros de la comunidad un panorama general de la información relacionada con las escuelas públicas individuales. La mayoría de los datos que se presentan en este informe corresponden al año escolar 2011-2012. Los datos relacionados con las finanzas escolares y la finalización de los estudios corresponden al año escolar 2010-2011. La información de contacto, las instalaciones, el plan de estudios y material didáctico, y cierta información sobre los maestros corresponden al año escolar 2012-2013. Si los padres y miembros de la comunidad desean obtener información adicional sobre la escuela, deben revisar el SARC en su totalidad o comunicarse con el director de la escuela o la oficina del distrito.
Acerca de esta escuela
Environmental Charter Middle School (ECMS) ofrece a los estudiantes un ambiente escolar pequeño, humanitario que apoya su transición de la escuela primaria y los prepara para el éxito de la escuela secundaria. Nuestros programas educativos están diseñados para que los estudiantes desarrollen las habilidades, conocimientos y actitudes para tener éxito en una escuela preparatoria y ser conservadores de su comunidad. El objetivo principal de la escuela es utilizar métodos de enseñanza innovadores y un escenario único para fomentar una verdadera sensación de pertenencia, entusiasmo y confianza en sus alumnos. Éstos están basados en progreso medible y rendimiento contra altos estándares rigurosos, así como contribuciones a la comunidad. Para apoyar la transición de los estudiantes de un ajuste de primaria autónomo, ECMS usa un equipo de maestros principales que forman una fundación con los estudiantes durante dos años con sus estudiantes. Las actividades están especialmente diseñadas de nuestro programa TRIBES (tribus) que están integradas en el currículo para atender las necesidades de aprendizaje socio-emocionales de los estudiantes en la secundaria. Nuestro currículo se dirige en materias básicas tradicionales con un enfoque integrado que abarca conceptos académicos rigurosos de una manera auténtica, interdisciplinaria. Cursos como preparación universitaria, juegos y movimiento (educación física), Arte, Artesanía y Green Ambassadors ofrecen una educación ambiental y de liderazgo. Estos programas apoyan su desarrollo académico, social y física. Proyectos de aprendizaje servicio permiten a los estudiantes a utilizar sus habilidades y energía para ayudar a solucionar las cuestiones ambientales que más apremiantes de nuestra comunidad. ECMS utiliza el programa de después de clases gratuito de enriquecimiento que es financiado a través de fondos del programa de Educación y Seguridad Despues de Escuela (After School Education & Safety o ASES). Nuestro programa de enriquecimiento incluye laboratorios de deportes, danza, cheer, Matemáticas, Ingeniería, Ciencia, (MESA), laboratorios de matemáticas y literatura, Instituto de EmpowHer (un programa para jóvenes (niñas) de ECMS--empowher.org/) , el Instituto de Justicia Social Urbano (un programa de jóvenes (niños) de ECMS--http://www.sjli-cp.org/). Nuestros estudiantes también trabajan con patrocinadores de la comunidad como el Instituto del Océano, Fundación de Malibu, Asociación Pacífica Trails y Agencia de protección ambiental, están aprendiendo, colaborando y enseñando soluciones de sostenibilidad en sus comunidades.
Matriculación de los estudiantes
Grupo Matriculación
Cantidad de estudiantes 207
Negros o afroamericanos 21%
Indígenas americanos o nativos de Alaska 0%
Asiáticos 0% Filipinos 0%
Hispanos o latinos 70% Nativos de Hawái u otra isla del
Pacífico 0%
Blancos 6% Dos o más razas 0%
Estudiantes de escasos recursos socioeconómicos 95%
Maestros
Indicador Maestros
Maestros con credencial completa 13
Maestros sin acreditación completa NA
Maestros que enseñan fuera de su área de competencia 1
Asignaciones incorrectas de maestros de inglés como segunda
lengua 1
Total de asignaciones incorrectas de maestros 2
Estudiantes de inglés como segunda lengua 14%
Estudiantes con discapacidades 8%
Rendimiento de los estudiantes
Materia
Estudiantes con un nivel competente o
superior en los resultados del
programa STAR1
Lengua y literatura en inglés 55% Matemáticas 27.2% Ciencias NA% Historia y ciencias sociales NA%
Progreso académico2
Indicador Resultado
Puntuación del Índice de Rendimiento Académico (conocido en inglés como API)
de Aumento del 2012 (del informe del Índice API de Aumento del
2012)
759
Clasificación estatal (del informe del Índice API Base del 2011) 2
Cumplió con todos los requisitos del Progreso Anual Adecuado (conocido en
inglés como AYP) del 2012 NO
Cantidad de criterios del Progreso Anual Adecuado (AYP) cumplidos de la cantidad
total de criterios posibles
Cumplió con 15 de 17
Estado del Mejoramiento de Programa (conocido en inglés como PI) del 2012–13
(año de PI) 1
Instalaciones escolares
Resumen de la inspección más reciente del plantel
ECMS arrienda nuestro sitio de la Iglesia Concordia Las aulas y las oficinas están localizadas en edificios establecidos en el año 1980. ECMS y el dueño de la propiedad han hecho remodelaciones, modernizar la seguridad dejando los edificios en condiciones adecuadas. Las reparaciones en nuestro sitio incluyen plomería, líneas de gas y electricidad. En el verano padres y voluntarios de la comunidad trabajaron en el jardín y pintaron las aulas. En la primavera del 2013 ECMS se mudara al nuevo sitio en la cuidad de Gardena. Vamos a aplicar para la certificación LEED, por tanto nuestro edificio será nuevos y demostrarán la sostenibilidad.
1 Las evaluaciones del Programa de Exámenes y Reportes Estandarizados que se usan para fines de rendición de cuentas
incluyen las Pruebas de los Estándares Académicos de California, la Prueba Modificada de la Evaluación Educativa de California y la Prueba Alternativa de Rendimiento de California.
2 El Índice de Rendimiento Académico es un requisito de la ley estatal. El Progreso Anual Adecuado es un requisito de la ley federal.
Reparaciones necesarias El nuevo sitio en Gardena está bajo construcción y no requiere ninguna reparación cuando lo ocupamos en la primavera del 2013. En el otoño de 2013 planeamos abrir una nueva escuela secundaria en el sitio de la cuidada de Inglewood, en la cual hemos operado durante los últimos 2 años. Vamos a pintar los exteriores y mejorar el servicio eléctrico en el verano de 2013 antes que comienza las instrucciones.
Acciones correctivas tomadas o planeadas En nuestro sitio de Inglewood, 2011-12 las remodelaciones incluyen paredes nuevas entre nuestro sitio y el vecino, electricidad, plomería y nuevas líneas de gas. Los padres y voluntarios de la comunidad trabajaron durante el verano para mejorar el jardín y pintaron las aulas. Aunque el nuevo sitio de ECMS tendrá nuevas aulas y oficinas, no requiere reparaciones, planeamos trabar con miembros de la comunidad y estudiantes para modernizar el área de recreo. Hemos aplicado para el programa de Kaboom! El cual otorga becas para construir áreas juegos. También recibimos una beca de State Farm para construir un área de jardín, un taller de bicicletas, un sistema de irrigación con agua salvada de lluvia, instalación solar y un estanque que se mantiene con agua salvada de la lluvia.
Plan de estudios y material didáctico
Área de currículo requerido Estudiantes que
carecen de libros de texto y material
didáctico Lectura/Lengua y literatura 0% Matemáticas 0% Ciencias 0% Historia y ciencias sociales 0% Lengua extranjera 0% Salud 0% Artes visuales y escénicas 0% Equipo para el laboratorio de ciencias (9.º a 12.º grado) NA
Finanzas escolares
Nivel Gastos por estudiante
(sólo fuentes no restringidas)
Plantel $6504.00 Distrito $6504.00 Estado $5455.00
