SCHOOL ACCOUNTABILITY REPORT CARD

Los Angeles Unified School District
333 S. Beaudry Ave.
Los Angeles, Ca. 90017
(213) 241-1000

Superintendent Roy Romer
Prepared by
School Information Branch
Planning, Assessment, and Research
(213) 241-2450

AN ANNUAL REPORT TO THE COMMUNITY	Data for 2004-2005 School Year
	Issued February 2006

DEARBORN ELEMENTARY DEBRA WOLPOW HIRSCH 9240 WISH AVE NORTHRIDGE, CA 91325 Phone - (818) 349-4381 Fax - (818) 886-2149 Location Code - 3377 CDS Code - 19-64733-6016729 www.lausd.k12.ca.us/Dearborn_EL

MESSAGE FROM THE PRINCIPAL The School Accountability Report Card is issued annually for each elementary and secondary school in the State of California and provides an assessment of selected conditions related to the school, its resources, its successes, and the areas in which improvements may be needed. As you read this Report Card for our school, I believe that a picture will emerge of a school dedicated to improvement, a qualified faculty that is professionally and personally committed to meeting the learning needs of students, and a student body which is motivated to perform well. Our school puts forth efforts to involve parents and community in our school and to keep them informed. This is done through meetings with various parent groups. As a parent or other interested person for whom this Report Card was designed, you may be interested in additional information regarding the Report Card or parent/community involvement. For such information, please call the school office. DEBRA WOLPOW HIRSCH, Principal

Opportunities for Parental Involvement

Advisory Council

Governance Council

PTA/PTO

Classroom Volunteer

Supervision Volunteer

Fund Raising

School Beautification

Contact Person Name:

DEBRA WOLPOW HIRSCH

Contact Person Phone Number:

(818) 349-4381

II. Demographic Information

Grade Configuration: K-05

Student Enrollment - Grade Level
Data reported are the number of students in each grade
level as reported by the California Basic Educational Data System(CBEDS).

Grade Level	Enrollment
Kindergarten	61
Grade 1	67
Grade 2	99
Grade 3	94
Grade 4	93
Grade 5	90
Ungraded Elementary	31
Total Enrollment	535

Student Enrollment - Racial and Ethnic Subgroups
Data reported are the number and percent of students in each racial and ethnic subgroup as reported by CBEDS.

Racial and Ethnic Subgroup	# of Students	% of Students
African American	44	8.2%
American Indian or Alaska Native	3	0.6%
Asian	36	6.7%
Filipino	30	5.6%
Hispanic or Latino	256	47.9%
Pacific Islander
White (Not Hispanic)	166	31.0%
Multiple or No Response

III. School Safety and Climate for Learning

Our school makes every effort to provide a safe, clean environment for learning. Classroom space is used to support our instructional program. Emergency drills are routinely held for earthquake and fire preparedness for our students and staff.

School Safety Plan
As required by California Education Code (CEC), Section 35294, the school’s Safe School Plan was revised and reviewed with staff on the following dates:

Safe School Plan	Date revised	Date reviewed with staff
Volume 1 - Prevention Programs	04/01/05	04/01/05
Volume 2 - Emergency Procedures	04/01/05	04/01/05

School Programs and Practices That Promote a Positive Learning Environment

Our school provides a disciplined, stimulating learning climate for all students.

The programs and practices to promote a positive learning environment include the following:

Types of Awards for Non-Athletic Activities

•	Student Achievement
•	Attendance
•	Citizenship
•	Improved Behavior
•	Gang Free/Drug Free Awareness
•	Student Leadership/Council

Suspensions and Expulsions
Data reported are the number of suspensions and recommended expulsions (i.e., the total number of incidents that resulted in a suspension or expulsion).
The rate of suspensions and expulsions is the total number of incidents divided by the school's total enrollment as reported by CBEDS for given year.

	School			District
	2003	2004	2005	2003	2004	2005
# of Suspensions	13	14	4	82,937	80,160	79,690
Rate of Suspensions	2.26	2.64	0.75	10.82	10.51	10.48
# of Expulsions	0	0	0	617	726	674
Rate of Expulsions	0.00	0.00	0.00	0.08	0.10	0.09

IV. School Facilities

School Facility Conditions - General Information
The District takes great efforts to ensure that all schools are clean, safe, and functional within the available resources. The District has established cleaning standards for all school facilities in assigning and inspecting custodial work. A summary of these standards is available through the site administrator. Food service and restroom facilities are given highest priority on a daily basis to ensure the health and safety of students and staff. Other cleaning functions may be scheduled on less than a daily frequency due to the limitation of available custodial resources.

School Facility Conditions - Results of Inspection and Evaluation
Data reported are the determination of good repair based on the most recent Safe School Inspection. The assessment areas listed as “No” for being in good repair have been determined to have deficiencies as described in the Department of Education “Interim Evaluation Instrument”. Deficiency details can be found at www.lausd-oehs.org under “School Inspection Results”. Additional information about the condition of the school facilities may be obtained from the school principal.

Interim Evaluation Instrument Part	Facility in Good Repair		Deficiency and Remedial Actions Taken or Planned
	Yes	No
Gas Leaks	X
Mechanical Systems	X
Windows/Doors/Gates (interior/exterior)	X
Interior Surfaces (walls, floors, and ceilings)	X
Hazardous Materials (interior and exterior)	X
Structural Damage	X
Fire Safety	X
Electrical (interior and exterior)	X
Pest/Vermin Infestation	X
Drinking Fountains (inside and outside)	X
Restrooms	X
Sewer	X
Playground/School Grounds	X
Other	X

***	"No" means that cited maintenance deficiencies in the category have not been repaired or mitigated to date, but have been reported via Trouble Call or identified as a major maintenance or bond project and will be completed as soon as feasible.

V. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) program, students in grades 2 through 11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) and a norm-referenced test (NRT). The CST tests English-language arts and mathematics in grades 2 through 11, science in grades 5, 9, 10, and 11 and history-social science in grades 8, 10, and 11. Prior to 2005, the NRT tested reading/language arts and mathematics in grades 2 through 11, spelling in grades 2 through 8, and science in grades 9 through 11. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only, and no longer tests science in any grade.

California Standards Tests (CST)
The California Standards Tests (CST) show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets state standards), Basic (apporaching state standards), Below Basic (below state standards), and Far Below Basic (well below state standards). Students scoring at the Proficient or Advanced level meet state standards in that content area. Students with significant cognitive disabilities who are unable to take the CST are tested using the California Alternate Performance Assessment (CAPA). Detailed information regarding the CST and CAPA results for each grade and proficiency level can be found at the California Department of Education Web site at http://star.cde.ca.gov or by speaking with the school principal.
Note: To protect student privacy, asterisks appear in any cell whenever 10 or fewer students had valid test scores.

CST - All Students
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).

Subject	School			District			State
	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05
English-Language Arts	36%	32%	45%	23%	24%	27%	35%	36%	40%
Mathematics	48%	46%	63%	25%	26%	29%	35%	34%	38%
Science		24%	28%	13%	12%	12%	27%	25%	27%

CST - Racial/Ethnic Groups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).

Subject	African-American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (Not Hispanic)
English-Language Arts	45%	**	76%	50%	31%		57%
Mathematics	52%	**	90%	83%	50%		78%
Science	36%		**	**	18%		38%

CST - Other Subgroups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).

Subject	Male	Female	English Learners	Economically Disadvantaged	Students with Disabilities	Migrant Education
English-Language Arts	41%	49%	20%	32%	7%
Mathematics	61%	66%	42%	54%	20%
Science	32%	21%	21%	21%	20%

Norm-Referenced Test (NRT)
Reading and mathematics results from the California Achievement Test, Sixth Edition (CAT-6), the current NRT adopted by the State Board of Education, are reported for each grade level as the percent of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Beginning in 2005, the NRT tests reading/language arts, spelling, and mathematics in grades 3 and 7 only and no longer tests science in any grade. Detailed information regarding results for each grade level can be found at the California Department of Education Web site at http://star.cde.ca.gov/ or by speaking with the school principal.
Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT - All Students
Data reported are the percent of students scoring at or above the 50th percentile.

Subject	School			District			State
	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05
Reading	37%	33%	45%	28%	29%	27%	43%	43%	41%
Mathematics	52%	50%	53%	36%	37%	39%	50%	51%	52%

NRT - Racial/Ethnic Groups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).

Subject	African-American	American Indian or Alaska Native	Asian	Filipino	Hispanic or Latino	Pacific Islander	White (Not Hispanic)
Reading	**	**	**	**	27%		66%
Mathematics	**	**	**	**	38%		66%

NRT - Other Subgroups
Data reported are the percent of students achieving at the proficient or advanced level (meeting or exceeding the state standard).

Subject	Male	Female	English Learners	Economically Disadvantaged	Students with Disabilities	Migrant Education
Reading	52%	38%	26%	27%	16%
Mathematics	56%	49%	35%	35%	0%

California Physical Fitness Test
Data reported are the percentage of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. The California Physical Fitness Test is administered to students in grade 5, 7, 9 only. Detailed information regarding the California Physical Fitness Test may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/.
Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

Grade Level	School			District			State
	Total	Female	Male	Total	Female	Male	Total	Female	Male
05	9.7%	9.1%	10.0%	17.7%	19.8%	15.7%	24.5%	26.7%	22.3%

Academic Performance Index

The Academic Performance Index (API) is a score on a scale of 200 to 1000 that annually measures the academic performance and progress of individual schools in California. On an interim basis, the state has set 800 as the API score that schools should strive to meet.

Growth Targets: The annual growth target for a school is 5 percent of the distance between its base API and 800. The growth target for a school at or above 800 is to remain at or above 800. Actual growth is the number of API points a school gained between its base and growth years. Schools that reach their annual targets are eligible for awards.

Subgroup API's and Targets: In addition to a schoolwide API, schools also receive API scores for each numerically significant subgroup in the school (i.e., racial/ethnic subgroups and socioeconomically disadvantaged students). Growth targets, equal to 80 percent of the school's target, are also set for each of the subgroups. Each subgroup must also meet its target for the school to be eligible for awards.

Percent Tested: To be eligible for awards, elementary and middle schools must test at least 95 percent or their students in grades 2 through 8, and high schools must test at least 90 percent of their students in grades 9 through 11 on STAR assessments.

Statewide Rank: Schools receiving an API Base score are ranked in ten catergories of equal size (deciles) from 1 (lowest) to 10 (highest), according to type of school (elementary, middle, or high school).

Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other schools with similar demographics characteristics. Each set of 100 schools is ranked by API scores from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to schools most like it.

API criteria are subject to change as new legislation is enacted into law. Detailed information about API and the Public Schools Accountability Act (PSAA) can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/ or by speaking with the school principal.

API - Schoolwide

API Base Data				API Growth Data
	2002	2003	2004		From 2002 to 2003	From 2003 to 2004	From 2004 to 2005
Percent Tested	100	100	99	Percent Tested	100	99	99
API Base Score	713	724	718	API Growth Score	732	713	779
Growth Target	4	4	4	Actual Growth	19	-11	61
Statewide Rank	6	5	5
Similar Schools Rank	4	3	3

API - Racial and Ethnic Subgroups
Data reported are API Base and Growth scores and growth targets.

API Base Data				API Growth Data
	2002	2003	2004		From 2002 to 2003	From 2003 to 2004	From 2004 to 2005
African American				African American
API Base Score				API Growth Score
Growth Target				Actual Growth
American Indian Alaskan Native				American Indian Alaskan Native
API Base Score				API Growth Score
Growth Target				Actual Growth
Asian				Asian
API Base Score				API Growth Score
Growth Target				Actual Growth
Filipino				Filipino
API Base Score				API Growth Score
Growth Target				Actual Growth
Hispanic or Latino				Hispanic or Latino
API Base Score	658	666	675	API Growth Score	680	666	722
Growth Target	3	3	3	Actual Growth	22	0	47
Pacific Islander				Pacific Islander
API Base Score				API Growth Score
Growth Target				Actual Growth
White (not Hispanic)				White (not Hispanic)
API Base Score	760	775	785	API Growth Score	778	785	839
Growth Target	3	3	3	Actual Growth	18	10	54

API - Socioeconomically Disadvantaged Subgroup
Data reported are API Base and Growth scores and growth targets.

API Base Data				API Growth Data
	2002	2003	2004		From 2002 to 2003	From 2003 to 2004	From 2004 to 2005
API Base Score	653	676	663	API Growth Score	681	657	720
Growth Target	3	3	3	Actual Growth	28	-19	57

State Award and Intervention Programs

Although state intervention and awards programs are currently in the California Education Code, the programs were not funded for the period addressed by this report. Therefore, currently no data are available to report.

Adequate Yearly Progress (AYP)
The Federal No Child Left Behind Act (NCLB) requires that all schools and districts meet Adequate Yearly Progress (AYP) requirements. To comply with NCLB, California adopted AYP criteria that were approved by the U.S. Department of Education in June 2003. To make AYP, schools and districts are required each year to meet or exceed specific criteria in each of the following:

Requirement 1: Participation rate on the state's standards-based assessments

Requirement 2: Percent proficient on the state's standards-based assessments

Requirement 3: API as an additional indicator

Requirement 4: Graduation rate (for secondary schools)

Requirements 1 and 2 apply at the school, district, and subgroup levels. Requirements 3 and 4 apply only at the school and district levels, unless exception or "safe harbor" criteria are used. Detailed information about AYP can be found at the CDE Web site at http://www.cde.ca.gov./ta/ac/ay/ or by speaking with the school principal.

AYP All Criteria - Schoolwide
Data reported indicate whether all AYP criteria were met for all students in a school or a district, or that exception (safe harbor) criteria were met, or that an appeal of the school's or district AYP status was approved.

Schoolwide	School			District
	2003	2004	2005	2003	2004	2005
All Students	Yes	No	No	No	No	No

AYP Participation Rates and Proficiency Levels - Schoolwide and Subgroups
Data reported indicate whether AYP criteria for both the minimum participation rates and the percent proficient or above were met in a school of a district.
Note: "N/A" means that the student group is not numerically significant.

Schoolwide and Subgroups	School			District
	2003	2004	2005	2003	2004	2005
All Students	Yes	Yes	Yes	Yes	Yes	Yes
African American	N/A	N/A	N/A	Yes	Yes	Yes
American Indian or Alaskan Native	N/A	N/A	N/A	Yes	Yes	Yes
Asian	N/A	N/A	N/A	Yes	Yes	Yes
Filipino	N/A	N/A	N/A	Yes	Yes	Yes
Hispanic or Latino	Yes	Yes	Yes	Yes	Yes	Yes
Pacific Islander	N/A	N/A	N/A	Yes	Yes	Yes
White (not Hispanic)	Yes	Yes	Yes	Yes	Yes	Yes
Socioeconomically Disadvantaged	Yes	Yes	Yes	Yes	Yes	Yes
English Learners	Yes	Yes	No	Yes	Yes	No
Students with Disabilities	Yes	No	No	No	No	No

Federal Intervention Program

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years. After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Information about PI, including a list of all PI schools and districts, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay or by contacting the district office or speaking with the school principal.

	School	District
First Year of Program Improvement Implementation		2004-2005
Year in Program Improvement (Implementation Level)		1
Year exited Program Improvement
Number of Schools Currently in Program Improvement	\\\\\	201
Percent of Schools Currently in Program Improvement	\\\\\	30.09%

Number of Reclassified English Learners

Year	Total EL	Total Reclassified	Percent Reclassified
2004-05	154	6	3.90%
2003-04	156	10	6.41%
2002-03	161	14	8.70%

VI. School Completion (Secondary Schools)

THIS SECTION DOES NOT APPLY TO THIS SCHOOL

VII. Class Size

Average Class Size and Class Size Distribution
Data reported are the average class size and the number of classrooms that fall into each size catergory (i.e., number of students), by grade level, as reported by CBEDS.

Grade Level	2002-03				2003-04				2004-05
	Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms			Avg. Class Size	Number of Classrooms
		1-20	21-32	33+		1-20	21-32	33+		1-20	21-32	33+
K	13.1	8	0	0	12.3	8	0	0	15.3	5	1	0
01	19.4	5	0	0	16.0	5	0	0	16.8	4	0	0
02	19.0	5	0	0	17.6	5	0	0	19.8	4	1	0
03	18.4	5	0	0	18.4	5	0	0	18.8	5	0	0
04	29.7	0	3	0	29.3	0	3	0	31.0	0	3	0
05	32.7	0	1	2	28.0	0	3	0	30.0	0	3	0
Ungraded

Class Size Reduction Participation
Data reported are the percent of students in each grade level in the school that are in a class size reduction classroom.

Grade Level	Percent of Students Participating
	2002-03	2003-04	2004-05
K	100%	100%	100%
01	100%	100%	100%
02	100%	100%	100%
03	100%	100%	100%

VIII. Teacher and Staff Information

Core Academic Courses Taught by NCLB Compliant Teachers
For a school, the data reported are the percent of a school's classes in core academic subjects taught by No Child Left Behind (NCLB) compliant teachers. For a district, the data reported are the percent of all classes in core academic subjects taught by NCLB compliant teachers in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

	Percent of Classes In Core Academic Subjects Taught by NCLB Compliant Teachers
This School	73.1%
All Schools in District	65.0%
High-Poverty Schools in District	65.4%
Low-Poverty Schools in District	68.9%

Teacher Credentials
Data reported are the number of teachers (full-time and part-time) as reported by CBEDS. Each teacher is counted as "1." If a teacher works at two schools, he/she is counted at one school only. Data for teachers with a full credential and teaching outside his/her subject area are provided by the district.

	2002-03	2003-04	2004-05
Total Teachers	32	33	29
Teachers with Full Credential	26	26	29
Teachers Teaching Outside Subject Area (fully credentialed but teaching outside subject area)*	***	2	0
Teachers in Alternative Routes to Certification (district and university internship)	2	2	1
Pre-internship	0	1	0
Teachers with Emergency Permits (not qualified for a credential or internship but meeting minimum requirements)	4	5	0
Teachers with Waivers (does not have credential and does not qualify for an Emergency Permit)	0	0	0

* At the secondary level, this count is at the course assignment level and is a duplicated count of teachers.

Teacher Misassignments
Data reported are the number of assignments for certificated employees who do not have a legally recognized certificate or credential for the courses that they are assigned. This includes assignments that involve teaching of English Learners. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. For the 2005-06 school year, misassignment counts are as of October, 2005.

	2003-04	2004-05	2005-06
Misassignments of Teachers of English Learners	3	1	3
Total Teacher Misassignments	9	4	3

Teacher Education Level
Data reported are the percent of teachers by education level, as reported by CBEDS.

	School	District
Doctorate	0.0%	1.5%
Master's Degree plus 30 or more semester hours	17.2%	14.9%
Master's Degree	3.5%	11.8%
Bachelor's Degree plus 30 or more semester hours	44.8%	35.7%
Bachelor's Degree	31.0%	34.9%
Less than Bachelor's Degree

Vacant Teacher Positions
Data reported are the number of a positions to which a single designated certificated employee has not been assigned at the beginning of the year for an entire year or, if the position is for a one-semester course, a position of which a single designated certificated employee has not been assigned at the beginning of a semester for an entire semester.
For the 2003-04 and 2004-05 school years, the data are reported as of April. For the 2005-06 school year, the data are reported as of November, 2005.

	2003-04	2004-05	2005-06
Total Number of Vacant Teacher Positions	0	0	0

Teacher Evaluations
Teachers are evaluated on a regular basis by administrators in accordance with State and District requirements and contractual agreements. The District requires annual evaluations for provisional and probationary teachers and biennial for permanent teachers.

During the school year 19 teachers were evaluated.

To ensure continued development of professional skills, staff participated in the following growth opportunities:

•	Faculty meetings
•	Staff development sessions
•	Grade level/departmental meetings
•	College level courses
•	Inservice classes from District/Unit/Division
•	Conferences and/or workshops
•	New teacher training

Substitute Teachers
This school has experienced some difficulty in obtaining substitute teachers to provide classroom instruction for absent teachers. Last year, the approximate average yearly absence for teachers was 4.834 day(s).

Counselors and Other Support Staff

Data reported are in units of full-time equivalents (FTE). One FTE is defined as a staff person working 100% (i.e., full time). Two staff persons working 50% of full time also equals one FTE.

Title	FTE
Counselor	0.0
Librarian	0.0
Psychologist	0.0
Social Worker	0.0
Nurse	0.0
Speech/Language/Hearing Specialist	0.0
Resource Specialist (Non-Teaching)	0.0
Other (Specify)	0.0

Note: Please contact school principal for updated counts of support staff for this school.

IX. Curriculum and Instruction

School Instruction and Leadership
Each school's instructional program requires implementation of the District guidelines and courses of study which are aligned with State adopted frameworks and model curriculum guides for all grade levels and subject areas.

The activities listed below provide leadership opportunities for staff, parents, and community involvement in order to accomplish instructional priorities:

•	Grade Level/Department Chairs
•	School Advisory Council
•	Bilingual/Bicultural Council
•	Shared Decision Making Council

In addition, the local school leadership council is involved in shared decision making. The council is composed of the United Teachers of Los Angeles Chapter Chair, teachers, elected parents/community representatives, a classified employee representative, the principal, and at the secondary level, a student representative.

The Council determines the following matters:

a.	Staff development program
b.	Student discipline guidelines and code of student conduct
c.	Schedule of school activities, events, and special schedules
d.	Guidelines for use of school equipment
e.	Local budgetary matters

Professional Development
Intensive professional development is provided to support the implementation of standards-based core instruction and incorporates initial training, coaching, lesson study inquiry groups, and on-line training. Professional development opportunities are aligned to each teacher's assignment. The district is building capacity for staff at each school to provide balanced professional development that supports effective classroom practices through structured reflection, inquiry, action research, and other complementary activities.

Coaches provide critical support to teachers for literacy and mathematics. Coaches work in classrooms with teachers, creating a collaborative culture to implement practices that increase teacher effectiveness and student achievement.

Staff development activities support teachers of students with disabilities in the general education classroom with the general education curriculum. Activities that integrate instructional strategies and adaptations to the curriculum to address diverse learner needs are included in all professional development. Coaches include strategies in their training that support students with disabilities to learn core curriculum in the least restrictive environment.

All site-based administrators are provided monthly training within their local district that is focused on literacy, mathematics, and written language. Training is designed to prepare administrators to build learning communities within schools with comprehensive professional development for teachers.

Additionally, the LAUSD Administrative Academy provides professional development to all entry-level administrators and all first-year principals to extend the knowledge and skills defined in the California Professional Standards for Educational Leaders and to build a strong knowledge base focused on the core program and on management skills.

New Teacher Professional Development

Beginning and new teachers are provided opportunities for professional development through the District’s Alternative Certification and Teacher Support (ACTS) programs.

New teachers, with alternative certification, such as District Interns, complete a 240-hour preservice orientation that provides orientation to classroom organization, management, techniques and strategies; are provided opportunities to observe experienced teachers in the classroom; learn to develop instructional plans; have the opportunity to teach a series of lessons under close supervision; and, learn about District instructional priorities and resources. The District Interns then enroll in a three-year Preparation and Beginning Teacher Support and Assessment Induction Program (BTSA) that provides assistance, guidance and support as they complete the professional development requirements necessary to earn California Professional Clear teaching credentials. They are supported in their classroom and courses by program instructors, staff, and trained Support Providers.

New teachers who hold California preliminary teaching credentials receive professional development, support and assistance through the BTSA Induction Program during their first and second years of service with the District, and also receive the assistance and guidance of a Support Provider at the local schools. Successful teachers earn Professional Clear teaching credentials at the conclusion of this program.

New and beginning teachers who are enrolled in university credentialing programs complete a 120-hour preservice professional development program that emphasizes classroom organization, management and District priorities prior to assuming classroom duties.

The Peer Assistance and Review program provides professional development and support to identified veteran teachers.

Quality and Currency of Textbooks and Other Instructional Materials
The use of the Open Court Reading (Foro Abierto Para la Lectura) Program provides standards-based instruction in science and history/social science for kindergarten through grade three at the elementary school level. In addition to literacy development, Open Court 2002 includes the Science/Social Studies Connection Center, while classroom libraries and Foss kits supplement Open Court 2000 for students in Grades K-3. Science textbooks were purchased for all students in Grades 4 and 5. Health textbooks were purchased for Grades K-5 in spring 2005 for implementation in 2005-06. History/social science textbooks will be adopted in 2005-06.

Beginning in 1998, with the Schiff-Bustamante funding, textbook evaluation committees aligned textbooks in the core subjects to state-content standards for Grades 9-12 on the following schedule:

1999 – standards-aligned basic for mathematics textbooks
2000 – standards-aligned English for textbooks, history/social science, and science
2001 – standards-aligned for history/social science textbooks, as well as additional standards-aligned mathematics and science
2002 – standards-aligned textbooks for English, Intervention, and English as a Second Language
2003 – standards-aligned textbooks for English, history/social science, mathematics, science
2004 – framework-aligned textbooks for foreign language
2005 – framework-aligned textbooks for health

The Grade 9-12 District adoption of history/social science textbooks will be finalized and implemented in 2006.

For middle schools, the following schedules targeted the purchase of standards-aligned textbooks:

1999 – ESL, history/social science
2000 – science
2001 – mathematics
2002 – reading, intervention, and ESL
2003 – English, history/social science, mathematics, science
2004 – English, history/social science, mathematics, science
2005 – health

The Grade 6-8 District adoption of history/social science textbooks will be finalized and implemented in 2006.

Availability of Sufficient Textbooks and Other Instructional Materials
Sufficient core program textbooks and instructional materials were available in the 2004-2005 school year for on-track students in grades K-12 to support the core curriculum areas of reading/English/English Language Development (ELD), English as a Second Language (ESL), and/or intervention, history/social science, mathematics, and science. Thus there was a one textbook per pupil ratio for on-track pupils at multi-track schools. Since the District was not required to have one textbook per off-track student at multi-track schools in classes where homework is assigned during 2004-05, the off-track ratio of textbooks per pupil at multi-track schools varies from school to school.

To provide sufficient textbooks in subject areas consistent with the content and cycles of the curriculum framework adopted by the State Board of Education, the Los Angeles Unified School District continued to target State textbook money, available District general funds, categorical funds, as well as any additional funding provided by the State, to the purchase of core textbooks and instructional materials. In 2004-05, the District allocated $77,000,000 for the purchase of textbooks: $36.1 million – State textbook funding; $35.8 – one-time Williams funding; and $6 million in carry over Schiff-Bustamante funding.

Reading/language arts and history/social science textbooks were adopted in 1999; science textbooks in 2000; reading program replacements in 2001; reading/language arts/ELD in 2002; science textbooks (Grades 4 and 5) as well as Grades K-5 reading/language arts/ELD, history/social science, and mathematics. Health textbooks were adopted in 2005 with implementation in July and September 2005.

In 2004-05, the District allocated $7,300,000 to address the continuing need for science laboratory equipment to bring all high schools up to the District standard.

Availability of Sufficient Standards-Aligned Textbooks and Other Instructional Materials
Information about the availability of sufficient standards- aligned (kindergarten through grade 12) and state-adopted (kindergarten and grades 1 through 8) or locally adopted (grades 9 through 12) textbooks and other instructional materials for each pupil, including English learners, that are consistent with the content and cycles of the curriculum frameworks adopted by the State Board of Education in the core curriculum areas of reading/language arts, mathematics, science, history-social science, foreign language, and health (kindergarten through grade 12); and science through 8, the information also includes a description of any supplemental curriculum adopted by the local governing board. If an insufficiency exists, the percent of pupils who lack sufficient textbooks and instructional materials is included.

Core Curriculum Areas	Availability of Sufficient Textbooks and Instructional Materials	Percent of Pupils Who Lack Sufficient Textbooks and Instructional Materials
Reading/Language Arts	Sufficient - Grades K-12	Required data will be collected for inclusion in the 2005-06 SARC to be published in the 2006-07 school year.
Mathematics	Sufficient - Grades K-12
Science	Sufficient - Grades K-12
History-Social Science	Insufficient - New adoption in 2005-06
Foreign Language	Sufficient - Grades 9-12
Health	Sufficient - Grades K- 7, 9
Science Laboratory Equipment (grades 9-12)	Insufficient - Grades 9-12. New materials ordered in spring 2005 with delivery in 2005-06

Instructional Minutes
Data reported compare the number of instructional minutes offered at the school level to the state requirement for each grade.

Grades	Instructional Minutes
	Offered	State Requirement
K	36,000	36,000
1-3	57,600	50,400
4-5	57,600	54,000

Note: The number of minutes offered does not take into consideration pupil free days, minimum days or shortened days.


Minimum Days in School Year
Shortened/minimum days are used for local school program planning, staff development, parent-teacher conferences, curriculum planning, preparation for Back-to-School Night, Open House, and other school community activities. For schools on a year round calendar, the number of shortened and minimum days is reported by track.

Minimum and Shortened Days for 2004-05

	# of Minimum Days	# of Shortened Days
Single Track	10	0

X. Post secondary Preparation (Secondary Schools)

THIS SECTION DOES NOT APPLY TO THIS SCHOOL

XI. Fiscal and Expenditure Data

School Site Teacher Salaries (Fiscal Year 2003-04)
This information is intended to provide a comparison of the average teacher salary at a school site with the average teacher salaries at the district and state levels.

Average Teacher Salary			Percent Difference Between School Site Average Teacher Salary and
School Site	District	State	District Average Teacher Salary	State Average Teacher Salary
$52,795.90	---	---	---	---

Expenditures Per Pupil (Fiscal Year 2003-04)
This information is intended to provide a comparison of a school's per pupil funding from unrestricted sources with other schools in the district and throughout the state.

School Site Expenditures per Pupil					Percent Difference Between School Site and
Total	From Restricted Sources	From Unrestricted Sources	District Expenditures per Pupil from Unrestricted Sources	State Expenditures per Pupil from Unrestricted Sources	District Expenditures per Pupil from Unrestricted Sources	State Expenditures per Pupil from Unrestricted Sources
$7,781	$3,213	$4,567	$4,003	---	14.0%	---