SCHOOL ACCOUNTABILITY REPORT CARD School Year 2013-14 (Published January 2015) This document is available on the Internet at http://www.icefps.org/about_us/school_accountability_report_cards_. 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. Under the Local Control Funding Formula (LCFF), all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For information about SARC requirements, see the California Department of Education (CDE) SARC website at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF website at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents and community members should contact the school director or the ICEF office. (See school and organization contact information below.) ABOUT THIS SCHOOL Contact Information (School Year 2014-15) School Information Charter Organization Information School Name Frederick Douglass Academy Charter High School Charter Organization Name ICEF Public Schools Year Opened 2006-2007 Street 3200 W. Adams Blvd. Street 5120 W. Goldleaf Circle, Suite 350 City, State, Zip Los Angeles, CA 90018 City, State, Zip Los Angeles, CA 90056 Phone Number 323-290-6992 Phone Number 323-290-6900 FAX Number 888-317-2841 FAX Number 323-293-9092 Director LaKeyshua Washington Chief Executive Officer Parker Hudnut Email Address [email protected]Email Address [email protected]Website http://iceffdahs.sharpschool.net/ Website http://www.icefps.org/ CDS Code 19-64733-0112557 SARC Contact [email protected]ICEF Public Schools Administration Chief Executive Officer Parker Hudnut Chief Academic Officer Marie Morelock, Ed.D. Chief Operating Officer / Chief Financial Officer Greg Brendel Director of Human Capital Duane Cobb Director of Operations and Administration Linda Christiansen FREDERICK DOUGLASS ACADEMY CHARTER HIGH SCHOOL
This document is available on the Internet at http://www.icefps.org/about_us/school_accountability_report_cards_.
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. Under the Local Control Funding Formula (LCFF), all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. For information about SARC requirements, see the California Department of Education (CDE) SARC website at http://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFF website at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents and community members should contact the school director or the ICEF office. (See school and organization contact information below.)
ABOUT THIS SCHOOL
Contact Information (School Year 2014-15)
School Information Charter Organization Information
School Name Frederick Douglass Academy Charter High School
Charter Organization Name ICEF Public Schools
Year Opened 2006-2007
Street 3200 W. Adams Blvd. Street 5120 W. Goldleaf Circle, Suite 350
City, State, Zip Los Angeles, CA 90018 City, State, Zip Los Angeles, CA 90056
Phone Number 323-290-6992 Phone Number 323-290-6900
FAX Number 888-317-2841 FAX Number 323-293-9092
Director LaKeyshua Washington Chief Executive Officer Parker Hudnut
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School Description and Mission Statement (School Year 2014-15)
ICEF Public Schools
The Inner City Education Foundation (ICEF) is a Charter Management Organization, operating in South Los Angeles, which provides students from under-performing public schools with excellent academic options in their own community. Founded in 1994, ICEF currently operates twelve schools serving nearly 4,100 students. ICEF Public Schools’ mission is to prepare all students to attend and compete academically at the top colleges and universities in the nation.
ICEF is conscious of the relationship between education and the economic prospects of the neighborhood. ICEF serves an 78 percent African-American and 20 percent Hispanic student population with over 78 percent of students eligible for the federal free and reduced price lunch program, a nationally recognized measure of economic poverty. ICEF provides high-quality college preparatory educational opportunities for children in their own communities, increasing the high school graduation rate, reducing the number of high school dropouts, and improving college entrance rates of students in South Los Angeles. Our hope is to return well-educated college graduates as highly productive adults to the local community. To best achieve this vision, ICEF is focused on three main objectives:
Academic Excellence. Our goal is to have 100% of all ICEF graduates accepted into college. Under the guidance of the Chief Academic Officer, the academic team was restructured with the addition of experts in math, literacy and common core instruction, as well as in teacher development. ICEF is focused on supporting teachers with frequent observation, professional development, consistent analysis of student performance data and constructive feedback from principals.
Promote and Support our Culture. In addition to academic rigor, ICEF stands out from the crowd by providing students with rich extracurricular offerings. ICEF provides students the opportunity to participate in athletics and in an outstanding performing and visual arts program that enriches and supports their academic experience. At ICEF, music, dance, sports, and drama are not optional “extras.” We truly believe that by encouraging our students to participate in these activities—along with their academic studies—we are developing not just stellar students, but interesting and talented members of society.
Financial Stewardship. In an effort to decentralize financial operations and give schools more control over their own budgets, ICEF utilizes a school-based budgeting model. ICEF is transparent with faculty, staff, and the board about the financial state of the organization through regular updates and open dialogue. We are focused on long-term financial stability while investing heavily in students’ current needs.
Academic Leadership
ICEF principals function as the instructional leaders on campus. The principals’ responsibilities include teacher support and training, student academic counseling and programming, master schedule creation, and culture building. The ICEF Academic Team supports and provides training to principals to develop their instructional leadership and overall leadership effectiveness. The Academic team consists of the Chief Academic Officer, Senior Director of Leadership and School Support, as well as the Senior Director of Secondary Programs and College Readiness.
In addition to providing professional development to principals, the Academic Team leads principals and teachers in understanding the essential elements of the ICEF Educational Program, and the transition to the Common Core Standards, as well as the day-to-day operations of the school.
Success will be defined as reaching agreed-to goals of training and performance. Measures of individual school success will include API scores, stakeholder (teacher, parent and student) satisfaction surveys, student retention, and 360 reviews. Overall success will be monitored through charter renewal and WASC Accreditation processes. The Academic Team is assigned oversight responsibility for these processes.
Key responsibilities of the Academic Team include:
• Develop and implement educational model for ICEF
• Guide education team’s key initiatives, specifically Teacher Development, Principal Training and the transition to the Common Core Standards
• Work with principals to codify and continually enhance ICEF’s Academic Model based on internal and external best practices related to Curriculum, Special Education, ICEF Code of Conduct and teacher Professional Development
• Work with principals to set, measure and attain student achievement targets
• Work with principals to manage teacher intervention process
• Assist new principals in applying ICEF’s Instructional Elements to new schools
• Provide coaching / mentoring to principals; provide guidance / solutions for principals’ most pressing issues and concerns
• Facilitate collaboration for internal network of teachers and principals
• Ensure access to external best practices for teachers and principals (e.g. conferences, outside mentors)
• Develop efficient processes for educational operations including testing, reporting, compliance, and use of data
• Participate in recruiting and selection of educational staff.
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STUDENT ENROLLMENT
CONDITIONS OF LEARNING
State Priority: Basic
The SARC provides the following information relevant to the Basic State Priority (Priority 1):
• Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
• Pupils have access to standards-aligned instructional materials; and
• School facilities are maintained in good repair. •
Teacher Credentials
Teachers Frederick Douglass High ICEF Public Schools
2012-13 2013-14 2014-15 2014-15
With Full Credential 11 16 15 154
Without Full Credential 5 2 1 13
Teaching Outside Subject Area of Competence (with full credential) 0 0 0 0
Teacher Misassignments and Vacant Teacher Positions
Indicator 2012-13 2013-14 2014-15
Misassignments of Teachers of English Learners 0 1 0
Total Teacher Misassignments 0 2 0
Vacant Teacher Positions 0 0 2
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 2013-14)
Location of Classes
Percent of Classes In Core Academic Subjects
Taught by Highly Qualified Teachers Not Taught by Highly Qualified Teachers
Frederick Douglass High 100% 0%
All Schools in LAUSD 88% 11%
High-Poverty Schools in LAUSD 40% + qualify for free and reduced price meal program
92% 7%
Low-Poverty Schools in LAUSD 39% or less qualify for free and reduced price meal program
52% 47%
Student Enrollment by Grade Level (School Year 2013-14) Student Enrollment by Group (School Year 2013-14)
Grade Level Enrollment Group % of Total Enrollment
Grade 9 86 Black or African American 90.8%
Grade 10 89 American Indian or Alaska Native 0.6%
Grade 11 82 Asian 0.0%
Grade 12 79 Filipino 0.0%
Total 336 Hispanic or Latino 6.9%
Native Hawaiian / Pacific Islander 0.0%
White 0.0%
Two or More Races 1.5%
Socioeconomically Disadvantaged 69.6%
English Learners 2.4%
Students with Disabilities 6.3%
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Quality, Currency, and Availability of Textbooks and Instructional Materials (School Year 2014-15) The tables that follow contain information regarding ICEF’s core instructional resources and supplemental materials. ICEF ensures that every student has access to the core instructional materials in each class. During novel units in literature, each student is issued an individual copy of the novel or students may elect to purchase the novel, if desired. Each school site is solely responsible for the ordering, issuing, and maintenance of all textbooks and instructional materials. Supplemental materials are used at the discretion of the school director, teacher, and academic departments. Supplemental materials are selected from Common Core Standards Appendix B.
Textbooks and Instructional Materials (Data Collected: January 15) Grade Level/ Course
Textbook Title Publisher Implementation Date
English-Language Arts
Grade K
Imagine It! SRA / McGraw-Hill, 2008 2008-09
IStation Computer Adaptive Program IStation 2013-2014
Units of Study in Opinion, Information and Narrative Writing, Lucy Calkins Readers and Writers’ Project
Heinemann 2013-2014
The Comprehension Toolkit, Harvey, Stephanie & Goudvis, Anne
Heinemann 2013-2014
Core Literature: Cosby, Bill. The Meanest Thing to Say Jennings, Sharon. Franklin and the Scooter
Lobel, Arnold. Frog and Toad All Year Marshall, James. Fox on the Job Various exemplar texts from Appendix B of the CCSS
Grade 1
Imagine It! SRA / McGraw-Hill, 2008 2008-09
IStation Computer Adaptive Program IStation 2013-2014
Units of Study in Opinion, Information and Narrative Writing, Lucy Calkins Readers and Writers’ Project
Heinemann 2013-2014
The Comprehension Toolkit, Harvey, Stephanie & Goudvis, Anne
Heinemann 2013-2014
Core Literature: Park, Barbara. Junie B. Jones, Shipwrecked
Pilke, Dave. A Friend for Dragon Various exemplar texts from Appendix B of the CCSS
Grade 2
Imagine It! SRA / McGraw-Hill, 2008 2008-09
IStation Computer Adaptive Program IStation 2013-2014
Units of Study in Opinion, Information and Narrative Writing, Lucy Calkins Readers and Writers’ Project
Heinemann 2013-2014
The Comprehension Toolkit, Harvey, Stephanie & Goudvis, Anne
Heinemann 2013-2014
Core Literature: Brown, Jeff. Flat Stanley
Cleary, Beverly. The Mouse and the Motorcycle Various exemplar texts from Appendix B of the CCSS
Grade 3
Imagine It! SRA / McGraw-Hill, 2008 2008-09
IStation Computer Adaptive Program IStation 2013-2014
Units of Study in Opinion, Information and Narrative Writing, Lucy Calkins Readers and Writers’ Project
Heinemann 2013-2014
The Comprehension Toolkit, Harvey, Stephanie & Goudvis, Anne
Sachar, Louis. Holes Various exemplar texts from Appendix B of the CCSS
Grade 4
Imagine It! SRA / McGraw-Hill, 2008 2008-09
IStation Computer Adaptive Program IStation 2013-2014
Units of Study in Opinion, Information and Narrative Writing, Lucy Calkins Readers and Writers’ Project
Heinemann 2013-2014
The Comprehension Toolkit, Harvey, Stephanie & Goudvis, Anne
Heinemann 2013-2014
Core Literature: Bauer, Marion Dane. On My Honor Curtis, Christopher. Bud, Not Buddy Hamilton, Virginia. Zeely
Reynolds Naylor, Phyllis. The Great Chicken Debacle Yates, Elizabeth. Amos Fortune, Free Man Various exemplar texts from Appendix B of the CCSS
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Grade Level/ Course
Textbook Title Publisher Implementation Date
English-Language Arts
Grade 5
Imagine It! SRA / McGraw-Hill, 2008 2008-09
IStation Computer Adaptive Program IStation 2013-2014
Units of Study in Opinion, Information and Narrative Writing, Lucy Calkins Readers and Writers’ Project
Heinemann 2013-2014
The Comprehension Toolkit, Harvey, Stephanie & Goudvis, Anne
Heinemann 2013-2014
Core Literature: Justor, Norton. The Phantom Tollbooth Lowry, Lois. Number the Stars
Ryan, Pam Munoz. Esperanza Rising Spinelli, Jerry. Maniac Magee Various exemplar texts from Appendix B of the CCSS
Grade 6
IStation and Acellus Computer Adaptive Programs IStation; Acellus Academy 2014-2015
Prentice Hall Literature, CA edition with additional resources Prentice Hall, 2005 2011-12
iReady Computer Adaptive Program Curriculum and Associates 2013-2014
Language Network (supplemental) McDougall Littell, 2008 CA Edition, with additional resources 2008-09
Core Literature: Equiano, Olaudah. The Kidnapped Prince Flake, Sharon G. The Skin I’m In Lowry, Lois. The Giver
Shakespeare, William. A Midsummer Night’s Dream Woodson, Jacqueline. Locomotion The Children’s Homer Various exemplar texts from Appendix B of the CCSS
Grade 7
IStation and Acellus Computer Adaptive Programs IStation; Acellus Academy 2014-2015
Prentice Hall Literature (supplemental) Prentice Hall, 2005 2011-12
iReady Computer Adaptive Program Curriculum and Associates 2013-2014
The Language of Literature (supplemental) McDougall Littell, 2008 CA Edition, with additional resources 2008-09
Core Literature: Carroll, Lewis. Alice’s Adventures in Wonderland Cisneros, Sandra. The House on Mango Street Curtis, Christopher Paul. The Watson’s Go to Birmingham Gibson, William. The Miracle Worker
Poetry Unit Shakespeare, William. Julius Caesar Taylor, Mildred. Roll of Thunder, Hear My Cry Various exemplar texts from Appendix B of the CCSS
Grade 8
IStation and Acellus Computer Adaptive Programs IStation; Acellus Academy 2014-2015
Prentice Hall Literature (supplemental) Prentice Hall, 2005 2011-12
iReady Computer Adaptive Program Curriculum and Associates 2013-2014
Core Literature: Alvarez, Julia. How the Garcia Girls Lost Their Accents Beals, Melba. Warriors Don’t Cry Irving, Washington. The Legend of Sleepy Hollow Lee, Harper. To Kill a Mockingbird Miller, Arthur. The Crucible
Narrative of the Life of Frederick Douglass Poetry Unit Shakespeare. Othello Steinbeck, John. The Pearl Various exemplar texts from Appendix B of the CCSS
Grade 9
The Journey to Adulthood
Core Literature: Classical Myths (selections) Hansberry, Lorraine. Raisin in the Sun Homer. Odyssey Meyers, Walter Dean. 145
th Street (selected stories)
Poetry Unit Shakespeare, William. Romeo and Juliet Steinbeck, John. Of Mice and Men Various exemplar texts from Appendix B of the CCSS
Grade 10 Our Ethical Identity
Core Literature: Faulkner, William. “Barn Burning” and “A Rose for Emily” Marquez, Gabriel Garcia. Chronicle of a Death Foretold Poe, Edgar, Allan. The Raven and Other Writings
Salinger, J.D. Catcher in the Rye Shakespeare, William. Macbeth Wilson, August. Fences Various exemplar texts from Appendix B of the CCSS
Grade 11
Reality vs. Our Perception
Core Literature: American Fiction (poetry and short story unit) The Declaration of Independence Fitzgerald, F. Scott. The Great Gatsby
Miller, Arthur. Death of a Salesman Morrison, Toni. The Bluest Eye Non-fiction and Rhetoric Readings Various exemplar texts from Appendix B of the CCSS
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Grade Level/ Course
Textbook Title Publisher Implementation Date
English-Language Arts
Grade 12 College Writing
Readings:
Unit 1: The Writing Portion of the SAT Sophocles. The Burial at Thebes Mosely, Walter. The Thief King, Martin Luther. Letter From a Birmingham Jail
Unit 2a: Critiquing an Argument Using the TIPP Letters to the Editor
Unit 2b: Rhetoric of the OpEd Page Edlund, John. “Three Ways to Persuade” Rifkin, Jeremy. “A Change of Heart About Animals”
Unit 3: Fast Food Barboza, David. “If You Pitch It, They Will Eat Brownlee, Shannon. “It’s Portion Distortion That Makes America Fat”
Unit 4: Appearance and Discrimination Greenhouse, Steven. “Going for the Look, but Risking Discrimination”
Unit 5: Our Digital Future Mezrich, Ben. The Accidental Billionaires Selected Readings from Everything is an Argument
Unit 6: Censorship and Free Speech Bradbury, Ray. Fahrenheit 451 Selections from Read, Reason, Write
Unit 7: Responsibility of Others Eggers, Dave. Zeitoun Hardin, Garrett. Life Boat Ethics West, Cornell. Moral Obligations of a Democratic Society
Unit 8: Casual Arguments/Presenting a Solution: Violence in Society Beah, Ishamel, A Long Way Gone: Memoirs of A Boy Soldier Selected reading from Read, Reason, Write
Other: Ellison, Ralph. Invisible Man Boyle, TC. Tortilla Curtain Various exemplar texts from Appendix B of the CCSS
Mathematics
Grades K-5 McGraw Hill – MyMath McGraw Hill 2013-2014
Dreambox Computer Adapative Program Dreambox Learning 2013-2014
Grade 6
Glencoe - Math Connects, Course 1, CCSS McGraw Hill, 2012 2012-13
iReady Computer Adaptive Program Curriculum & Associates 2013-2014
IXL and Acellus Computer Adaptive Programs IXL; Acellus Academy 2014-2015
Grade 7
Glencoe - Pre Algebra, CCSS; Course 2 McGraw Hill, 2012 2012-13
iReady Computer Adaptive Program Curriculum & Associates 2013-2014
IXL and Acellus Computer Adaptive Programs IXL; Acellus Academy 2014-2015
Grade 8
Glencoe - Algebra, CCSS; Course 3 McGraw Hill, 2012 2012-13
iReady Computer Adaptive Program Curriculum and Associates 2013-2014
IXL Computer Adaptive Program IXL 2014-2015
Algebra I Glencoe - Algebra, CCSS McGraw Hill, 2012 2012-13
Geometry Glencoe - Geometry, CCSS McGraw Hill, 2012 2012-13
Algebra II Glencoe - Algebra 2, CCSS McGraw Hill, 2012 2012-13
Precalculus PreCalculus with Limits: A Graphing Approach (5th Edition, with additional resources)
Physics Conceptual Physics Prentice Hall (Hewitt), 2006 2006-07
Science Laboratory Equipment Lab equipment is available for all high school science students in ICEF Public Schools enrolled in: Biology, Chemistry, Physics, AP Biology, AP Physics, and Anatomy and Physiology. ICEF Science Departments place orders for lab materials, supplies, and equipment needed by teachers to carry out Common Core Standards-aligned science laboratory activities, in addition to pre-existing supplementary equipment and supplies. Teachers collaborate interdepartmentally with other ICEF Public Schools to design labs, align labs to Common Core Standards, share lab supplies, and design common forms of lab assessment for ICEF Public Schools.
History-Social Science
Grades K-5
Imagine It - Social Science Curriculum Connections SRA/McGraw-Hill, 2008 2008-09
Houghton Mifflin Social Science Series (supplemental) Houghton Mifflin 1999-00
Teacher-created units based on standards (supplemental) 1999-00
Studies Weekly – History-Social Science American Legacy Publishing 2011-12
Grade 6
Ancient Civilizations Pearson Prentice Hall, 2008 2008-09
History Alive! The Ancient World (with additional resources) Teachers’ Curriculum Institute, 2008 2008-09
World History: Ancient Civilizations McDougal Littell, 2006 2007-08
Grade 7
History Alive! The Medieval World and Beyond (with additional resources)
Teachers’ Curriculum Institute, 2008 2008-09
Medieval and Early Modern Times (CA Edition) Pearson Prentice Hall, 2008 2008-09
World History: Medieval and Early Modern Times (CA Edition)
McDougall Littell, 2008 2008-09
Grade 8
America: History of Our Nation (CA Edition) Pearson Prentice Hall, 2008 2008-09
History Alive! US History Through Industrialism (with additional resources)
Teachers’ Curriculum Institute, 2008 2008-09
Government American Government Holt (Kelman), 2003 2003-04
AP Government Magruders American Government Prentice Hall (McLenaghan), 2006 2006-07
US History The Americans (supplemental)
McDougal Littell (Danzer, Klor de Alva, Krieger, Wilson, Woloch), 2005
2005-06
US History – Modern America (with additional resources) Prentice Hall, 2008 2008-09
US History - AP The American Pageant (13th Edition) Houghton Mifflin (Kennedy, Cohen, Bailey), 2008 2008-09
World History I Ancient World History (with additional resources) McDougal Littell (Beck, Black, Krieger, Naylor, Shabaka), 2007 2007-08
World History II Modern World History (with additional resources) McDougal Littell (Beck, Black, Krieger, Naylor, Shabaka), 2008 2008-09
Foreign Language French Bon Voyage! McGraw-Hill (Schmitt, Lutz), 2005 2009-10
Spanish I Paso a Paso 1 Prentice Hall (Met, Sayers, Wargin), 2000 2003-04
Realidades 1 (with workbooks and other resources) Pearson Prentice Hall, 2008 2008-09
Spanish II Paso a Paso 2 Prentice Hall (Met, Sayers, Wargin), 2000 2003-04
Realidades 2 (with workbooks and other resources) Pearson Prentice Hall, 2008 2008-09
Spanish III Paso a Paso 3 Prentice Hall (Met, Sayers, Wargin), 2000 2003-04
AP Spanish Language
Abriendo Paso Lectura Prentice Hall (José Díaz), 2007 2007-08
Abriendo Paso Gramática Prentice Hall (José Díaz), 2007 2007-08
AP Spanish: Preparing for the Language Examination, 3rd ed. Prentice Hall (José Díaz), 2007 2007-08
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Core Curriculum and Pedagogical Philosophy
The ICEF instructional program emphasizes six attributes of a strong college-going culture, which supports our core mission of ensuring that all ICEF students are prepared to enter and compete at the top colleges and universities in the nation:
(1) College Going Culture: All K-12 stakeholders embrace and embody those behaviors, skills, and environments which personally, socially, and emotionally prepare all students to compete at the top colleges and universities in the nation.
(2) College Style Study Habits: Whether in the classroom or independently, students need to know how to organize and prioritize their short and long-term assignments while balancing their social and family schedules. ICEF Schools incorporate study skills into the curriculum, not just assigning students a chapter to read, but teaching them how to read it closely in order to understand both the overarching themes, but also the subtle nuances; not just telling the students to take notes on a lecture, but giving them the tools to do that effectively; and not just telling a student to study for a test, but advising them on how to manage their time and providing strategies for success.
(3) College Level Analytical Writing: In order to prepare students for the demands of college-level writing, teachers will scaffold instruction to produce writing products that meet the Common Core Writing Anchor Standards of writing for argumentation, writing to inform or explain, writing to convey experiences, and writing routinely. Students will learn claim-based writing through a variety of techniques, including the Toulmin Model, a method of writing focused using evidence for argumentation. Students will utilize these writing strategies to incorporate writing throughout each discipline and content area.
(4) College Style Discourse: Students possess the habits of mind to engage in intellectual strategies related to intellectual openness, inquisitiveness, interpretation, and precision and accuracy to the point of automaticity. Through formalized Socratic Seminars and Shared Inquiry in the early grades, students gain the competencies and habits of Socratic dialogue. They learn the academic language necessary to participate in a scholarly discussion and how to listen intelligently and interpret responses. Students consistently practice the tools needed to participate in college-level discussions according to the Common Core Listening and Speaking Anchor Standards. These skills include formulating an argument, relating evidence gained from the text to support an argument, drawing on past experiences, correlating previous readings in the class with the current topic of the discussion, and evaluating other speakers’ point of view, reasoning and rhetoric.
(5) Backwards Mapping to College Standards: Prior to the adoption of the Common Core Standards, ICEF had already adopted practices of backwards mapping college readiness by examining the Secretary's Commission on Achieving Necessary Skills (SCANS), the University of California/California State University (UC/CSU) system a-g requirements, and The College Board’s Standards for College Success and determining which college-going skills, habits and behaviors are necessary for success. These same key measures are integral components of the principal and teacher evaluations as reflected on the Teacher Effectiveness Framework. The Framework, which was developed when ICEF was part of The College Ready Promise, focuses on three pedagogical priorities – College Readiness, Cognitive Engagement and Constructivism. These pedagogical priorities align with the Common Core Standards and aim to develop classrooms in which teachers facilitate instruction and students take ownership of their own learning. Instruction is aligned to the Common Core Standards and students are given multiple opportunities to think critically, analyze text, provide evidence-based claims and apply conceptual mathematical skills to solve problems. ICEF teachers act as guides and facilitators in this learning process.
(6) Technology Readiness through Blended Learning: Blended learning “combines online delivery of educational content with the best features of classroom interaction and live instruction to personalize learning, allow thoughtful reflection, and differentiate instruction from student-to-student across a diverse group of learners.” With rapidly increasing use around the nation, this model is proving highly effective in helping schools address the struggles of student achievement, limited resources, and the expectations of 21st century learners. ICEF Public Schools approach to Blended Learning uses carefully selected technology based instructional programs that allow the teacher to maximize impact on students by streamlining tasks such as formative assessment, remedial intervention, and independent skill practice. This frees the teacher to focus on the aspects of instruction that only a trained teacher can accomplish: the building of higher order thinking skills, cognitive engagement, and the ICEF College Readiness Model.
School Facility Conditions and Planned Improvements (School Year 2014-15)
Frederick Douglass Academy High School’s 9th through 12
th grades are housed on the 3
rd and 4
th floors of 3200 Adams. Frederick Douglass Academy
Middle School’s 6th through 8
th grades are now housed in the 1
st and 2
nd floors.
Maintenance and Repair:
Maintenance and repair take place at all ICEF Public Schools’ sites on a regular basis. These include:
• Preventive maintenance plans for all buildings to include doors, windows, ceilings, and wall repair and maintenance.
• The current janitorial contractor has improved the cleanliness of the campuses and there have been minimal complaints.
• Facility inspections (walk-throughs) are conducted on a regular basis to determine repairs or safety issues.
• All mechanical, electrical, plumbing and fire systems are checked regularly for operation problems.
During the summer of 2013, the restrooms were renovated and some deferred maintenance was completed. The older heating and air conditioning units were replaced during the 2013 winter break. The roof was repaired during the 2014 Thanksgiving break. For the 2014-15 school year, Frederick Douglass Academy High School has employed an outside janitorial company to provide day and evening janitorial services. This has allowed for a more consistent cleanliness and maintenance of the school facility.
Technology: Significant upgrades and installation of dedicated computer labs have taken place at all ICEF campuses. Additional computers were distributed to the school to assist with the Common Core curriculum. Building upgrades in electrical and data cabling were previously made by ICEF to accommodate equipment at all schools.
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School Facility Good Repair Status (School Year 2014-15)
The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):
• Statewide assessments (i.e., the Standardized Testing and Reporting Program and its successor the California Assessment of Student Performance and Progress);
• The Academic Performance Index; and
• The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
California Assessment of Student Performance and Progress / Standardized Testing and Reporting Results
Subject
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CM
Comparison to Students in LAUSD and Statewide in Science, Grade 10 The chart below shows how Frederick Douglass Academy High School students performed compared to students in LAUSD and statewide on the California Standards Test in science over 3 years. The percentages represent the percent of students in grade 10 performing at the proficient level and above.
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California Assessment of Student Performance and Progress by Student Group in Science, Grade 10 (School Year 2013-14)
Group Percent of Students Scoring at Proficient or Advanced Group Percent of Students Scoring at
Proficient or Advanced
All Students in LAUSD 40% Hispanic or Latino n/a
All Students at Frederick Douglass High
29% Native Hawaiian or Pacific Islander
n/a
Male 30% White n/a
Female 29% Two or More Races n/a
Black or African American 32% Socioeconomically Disadvantaged
29%
American Indian or Alaska Native
n/a English Learners n/a
Asian n/a Students with Disabilities n/a
Filipino n/a Students Receiving Migrant Education Services
n/a
Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CMA).
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 for All Students – Three-Year Comparison
Subject
Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)
Students with Disabilities n/a n/a n/a n/a n/a n/a
Students Receiving Migrant Education Services
n/a n/a n/a n/a n/a n/a
All Students in LAUSD 55% 45% 47% 53%
Note: Percentages are not calculated when the number of students tested is 10 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 (CAHSEE) Grade 10 Results – Percent Passing
California Physical Fitness Test Results (School Year 2013-14)
Grade 9 Percent of Students Meeting Fitness Standards
Four of Six Standards Five of Six Standards Six of Six Standards
Frederick Douglass High 36.1% 16.4% 23.0%
Statewide 17.5% 23.5% 38.1%
ENGAGEMENT
State Priority: Parental Involvement
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
• Efforts the charter management organization makes to seek parent input in making decisions for the organization and each school site.
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Opportunities for Parental Involvement (School Year 2014-15) Contact Person: Ms. Debra Price-Madere, Director of Community Relations
Expectations and goals are set and communicated to parents continuously: during orientation, annual parent and teacher meetings, regular Parent Information Meetings (PIM), quarterly student progress reports, quarterly student report cards, an annual Back to School Night, the School’s website (updated with relevant school news and information on an ongoing basis), annual student-led conferences, and Illuminate posting of student grades, attendance, and teacher comments for parents’ information.
ICEF Public Schools involves parents in student academic achievement. Parents of ICEF students are encouraged to volunteer for 40 hours per school year and are explicitly motivated to participate in the educational process. In addition, parents are directly involved in non-academic programming through cadres (committees) responsible for discipline, safety, curriculum, college preparation, and fundraising. The cadres allow all stakeholders – administrators, teachers, parents, and students – to participate in school-wide decision-making that is sensitive to the needs and desires of families at each ICEF school. The work of the cadres is presented to all school constituents at Parent Information Meetings (PIM). A full-time Parent Liaison, assigned to promote family involvement in school, organizes cadre and PIM meetings and volunteer opportunities.
State Priority: Pupil Engagement
The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5):
• High school dropout rates; and
• High school graduation rates.
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)
Completion of High School Graduation Requirements – Graduating Class of 2013 Group Frederick Douglass High LAUSD State
All Students 87% 82% 84%
Black or African American 84% 77% 75%
American Indian or Alaska Native 100% 76% 77%
Asian n/a 90% 92%
Filipino n/a 90% 92%
Hispanic or Latino 100% 83% 80%
Native Hawaiian or Pacific Islander n/a 83% 84%
White n/a 87% 90%
Two or More Races n/a 93% 89%
Socioeconomically Disadvantaged 89% 94% 82%
English Learners n/a 46% 53%
Students with Disabilities 100% 47% 60%
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State Priority: School Climate
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
• Pupil Suspension Rates;
• Pupil Expulsion Rates; and
• Other local measures on the sense of safety.
Suspensions and Expulsions
2011-12 2012-13 2013-14
Rate (#) of Suspensions 23.01% (101) 9.04% (33) 9.24% (28)
Rate (#) of Expulsions 0.00% (0) 0.00% (0) 0.00% (0)
School Safety Plan (School Year 2014-15)
ICEF Public Schools has developed a standard School Emergency Response Plan that has been adopted by all ICEF school sites. The Plan meets the requirements of the State of California and the City/County of Los Angeles policies on Emergency Response and Planning, the National Incident Management System (NIMS), and defines the primary and support roles of the schools in after-incident damage assessment and reporting requirements.
The School Site Council, which consists of school administrators, teachers, parents, and community members at each ICEF school, has the responsibility of customizing specific sections of their school safety plan. The school specific sections of the plan include a Local Emergency Number List, School Emergency Response Team, Incident Command System, Utility Vendor and Shutoff Information, Emergency Drill Schedule, and Evacuation Plans. Office Managers are responsible for submitting the completed plan to the Facilities Department for final review and approval. Each school houses their school safety plan in their main office and provides a copy to ICEF’s Corporate Office. In addition, Office Managers and/or Facilities personnel insure that Material Safety Data Sheets for all hazardous materials use on school grounds are kept in a central school location and updated as needed.
To ensure the successful implementation of safety procedures, the Facilities Department provides annual trainings to staff for their assigned responsibilities. Furthermore, emergency drills are performed at all ICEF school sites throughout the year, including earthquake, fire, active shooter, Lock-Down (response and no response), and Shelter-In-Place drills. The Facilities Department also ensures that each classroom has an emergency kit, alert cards, and that each school has a comprehensive medical kit. Inventory of emergency supplies and medical kits are reviewed annually and replenished as needed. The School Emergency Response Plan is reviewed annually, and was discussed with school staff faculty on September 22, 2014, on our ICEFwide Training Day.
OTHER SARC INFORMATION
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)
AYP Criteria Frederick Douglass High
Made AYP Overall Yes
Met Participation Rate – English-Language Arts Yes
Met Participation Rate – Mathematics Yes
Met Percent Proficient – English-Language Arts Yes
Met Percent Proficient – Mathematics Yes
Met Graduation Rate Yes
Federal Intervention Program (School Year 2014-15)
Indicator Frederick Douglass High LAUSD
Program Improvement (PI) Status In PI In PI
First Year of Program Improvement 2012-13 2004-2005
Year of Program Improvement Year 2 Year 3
Number of LAUSD Schools Currently in Program Improvement n/a 654
Percent of LAUSD Schools Currently in Program Improvement n/a 82.6%
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Average Class Size and Class Size Distribution
Subject
2011-12 2012-13 2013-14
Average Class Size
Number of Classrooms Average Class Size
Number of Classrooms Average Class Size
Number of Classrooms
1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+
English 29.0 2 2 5 27.7 2 6 3 21.0 9 5 1
Mathematics 29.9 2 5 8 27.5 3 5 3 17.0 12 3 0
Science 32.5 0 5 7 27.7 2 6 3 21.0 5 3 1
Social Science 29.2 2 5 6 27.5 3 5 3 22.0 7 4 0
Academic Counselors and Other Support Staff (School Year 2013-14)
Title FTE Title FTE
Academic Counselor (2 per 299) 2.00 Psychologist / Consultant 0.25
Nurse / Consultant available as needed Speech/Language/Hearing Specialist / Consultant available as needed
Note: One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Expenditures Per Pupil and Teacher Salaries (Fiscal Year 2012-13)
Level Total Expenditures
Per Pupil
Expenditures Per Pupil (Supplemental /
Restricted)
Expenditures Per Pupil (Basic / Unrestricted)
Average Teacher Salary
ICEF Public Schools $8,313 $767 $7,546 $51,548
LAUSD n/a n/a n/a $66,851
Percent Difference – ICEF Public Schools and LAUSD n/a n/a n/a -22.9%
State n/a n/a $5,537 $69,704
Percent Difference – ICEF Public Schools and State n/a n/a +36.3% -26.0%
Types of Services Funded (Fiscal Year 2013-14)
This section provides information about the programs and supplemental services (e.g., information about supplemental education services related to the school’s federal Program Improvement status) that are available at the school and funded through either categorical or other sources. In addition to general fund state funding, ICEF Public Schools receives state and federal categorical funding for special programs. For the 2013-14 school year, ICEF Public Schools received state and federal aid for the following categorical programs:
State Federal
• Special Ed - AB 602
• Supplemental Hours
• Class Size Reduction (K-3)
• Child Nutrition (State)
• State Lottery
• Charter School Categorical Block Grant
• SB740
• Art and Music Block Grant
• Special Education - IDEA
• Child Nutrition (Federal)
• Title I, A, Basic Low Income
• Title II, A, Teacher Quality
• Title III, Limited English (LEP)
• Title V, B, Charter School Grants
• PEP (Physical Education) Grant
In addition to the categorical grants for the projects listed above, ICEF annually raises funds for ICEFwide programs. ICEF offers the following programs to students:
• Performing and Visual Arts
• Athletics Program
• Concentric Circles / Blended Learning and Technology in classrooms
• College Readiness
• After School and Summer School Programs
ICEF offers the following programs for qualified ICEF teachers and staff:
• Teacher Professional Development
• Leadership opportunities for teachers as Cadre Leaders
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LTownsend – January 2015
Frederick Douglass Academy Charter High School
Teacher and Administrative Salaries (Fiscal Year 2012-13)
Category ICEF Public Schools LAUSD Amount State Average For Districts
in Same Category
Beginning Teacher Salary $36,000 $39,788 $41,761
Mid-Range Teacher Salary $55,050 $63,553 $66,895
Highest Teacher Salary $74,100 $78,906 $86,565
Average Principal Salary (Elementary) $90,400 $104,385 $108,011
Average Principal Salary (Middle) $96,125 $114,264 $113,058
Average Principal Salary (High) $108,333 $115,542 $123,217
Superintendent Salary n/a $330,000 $227,183
Percentage of Budget for Teacher Salaries 28% 35.0% 38.0%
Percentage of Budget for Administrative Salaries 9% 5.0% 5.0%
Advanced Placement Courses (School Year 2013-14) Subject Number of AP Courses Offered AP Course Title Percent of Students in AP Courses*
Computer Science 0 n/a n/a
English 2 AP English Language
17.7% (53/299) AP English Literature
Fine and Performing Arts 1 AP Art 0.7% (2/299)
Foreign Language 0 n/a n/a
Math 1 AP Calculus AB 1.3% (4/299)
Science 1 AP Biology 7.7% (23/299)
Social Science 2 AP Government and Politics
18.7% (56/299) AP US History
Subject Percent of Students in AP Courses*
All AP Courses 46.1% (138/299)
Professional Development
Professional Development – Prior to School Opening (9 days total): In 2014-2015, prior to school opening in the Fall, three days were dedicated to Professional
Development for teacher leaders, followed by five days of professional development for all teachers. For the 2014-2015 school year, two days of Professional
Development were provided to Directors, teacher leaders, and the Home Office Instructional Team. In addition, four days of professional development were provided
for all teachers and staff. Professional development consists of workshops designed to help understand the instructional shifts with Common Core, implementation of
Common Core strategies through the ICEF focus Instructional Elements, effective instructional practices in academic discourse, and classroom management
strategies. The school site Instructional teams and the Home Office Instructional team chose the professional development focus areas based on assessment data,
formal observations, and learning walks.
Professional Development - Early Release Days All schools dismiss students at 12:30pm on Wednesdays to provide time for teachers to collaborate within and
across grade levels and content areas. Professional development is focused on the Common Core State Standards, as well as the Teacher Effectiveness
Framework. Workshops are led by school site Instructional Teams, teachers, teacher leaders, and the Home Office Instructional Team. Teachers are supported
during implementation through one-to-one coaching by the Home Office Instructional Team and school site teams, teacher-principal meetings, and monthly student
data performance reporting.
Data Days (4 days total): For the 2013-2014 school year, all ICEF teachers and administrators met to review benchmark assessment data four times during the
year during Data Days. During these data review days, teachers met with their school sites and with their content areas to analyze student benchmark results.
Assessments are administered in grades K-12 across all core content areas (where developmentally appropriate). The Home Office supports schools by
consolidating results and providing technical support during the administration of the assessments. During the 2014-2015 year, ICEF teachers and administrators will
meet four times a year to analyze data. Teachers and Administers will meet to analyze diagnostic, benchmark, and performance task assessments. Data days will
also include Professional Development aligned to the Common Core State Standards and the Teacher Effectiveness Framework to provide teachers with strategies
to utilize in the classroom based on the assessment data.
Director Retreat and Monthly Director Meetings (12 days total): According to research conducted by Paul Bambrick-Santoyo, as well as research from the
Wallace Foundation, school success is highly contingent upon the Principal’s effectiveness as an instructional leader. An effective instructional leader focuses on
high leverage practices that keep a laser sharp focus on instruction – data analysis, lesson observation and feedback, curriculum planning, providing effective
professional development, managing student and staff culture, and developing strong instructional leadership teams. Professional Development for Directors is
focused on these high leverage practices. Directors participate in monthly professional development workshops, which include classroom learning walks, critical
inquiry and consultancies to help Directors be more effective Instructional Leaders.
Teacher Evaluation and Development Process: Teachers are monitored through multiple informal observations and at least one formal observation using the
Teacher Effectiveness Framework, based on the work of the College Ready Promise and the Framework for Effective Teaching developed by Charlotte Danielson.
At the beginning of the academic year, teachers meet with immediate supervisors to set goals and create a Professional Learning Plan (PLP) aligned to indicators on
the Teacher Effectiveness Framework. Teachers are scored on a points system, consisting of one scheduled formal observation, four unscheduled informal
observations, and a scorecard covering effective teaching practices that may not be evident during an observation. Data from the process is collected throughout the
year to help drive professional development.
*Note: The percent represents the student enrollment in the school’s AP courses for the most recent year divided by the total student enrollment for the most recent year.
