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Edward B. Cole Academy

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Mr. John Norton, PrincipalPrincipal, Edward B. Cole Academy

My name is John G. Norton and I am the Principal and Director of Edward B. Cole, Sr. Academy. I have 13 years ofexperience working as an educator in both California and Spain. I have been a teacher in grades K-12, a resource teacher,an ELL redesignator, a Department Head, a Dean of Curriculum and Instruct ion, and an administrator. I have two masterdegrees in educat ion and w ill pursue my Ph.D. short ly. This is my ninth year at EBC and I love EBC Academy!

EBC w ill celebrate it 's 11th year of service throughout the 2013-14 school year. EBC was started by Templo Calvario CDCto honor an administrator in Santa Ana who passed away early. Mr. Cole and his family believed in family, school, andcommunity as the three pillars to sustaining posit ive change. His w illingness to better the lives of students is perpetuatedat EBC daily.

I am very proud of EBC Academy! We have an amazing staff who are dedicated to the success of all EBC Academystudents. They work diligent ly and creat ively to bring a rigorous, excit ing, and meaningful educat ional experience to ourstudents. They engage parents as valued partners in the educat ional journey of their child. The staff at EBC Academy isexcited about educat ing the whole child and celebrate the progress that our students have made. I invite EBC families toget involved and seek out opportunit ies to partner w ith the school in the creat ion of a life changing educat ionalexperience for their child.

Come to our campus, take a tour, and see EBC Academy first hand. Go COUGARS!!!

Mr. J. G. Norton, M.S. Ed. & M.A. Ed.

Principal / Director

333 East Walnut St. Santa Ana, CA92701-5928

Phone: 714-836-9023E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

https://maps.google.com/maps?q=333+East+Walnut+St.%2cSanta+Ana%2cCA&t=m&z=16

mailto:[email protected]

Data and AccessEvery 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 aboutthe condit ion and performance of each California public school.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page.For addit ional information about the school, parents and community members should contact the school principal or the district office.

DataQuest

Internet Access

Additional Information

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic PerformanceIndex [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regardingEnglish learners.

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

For further information regarding the data elements and terms used in the SARC see the 2012-13 Academic Performance Index Reports Information Guidelocated on the CDE API Web page.

2012-13 SARC - Edward B. Cole Academy

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

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

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

Last updated: 1/29/2014


About This School

Contact Information (School Year 2012-13)Contact Information (School Year 2012-13)

School

School Name Edward B. Cole Academy

Street 333 East Walnut St.

City, State, Zip Santa Ana, Ca, 92701-5928

Phone Number 714-836-9023

Principal Mr. John Norton, Principal

E-mail Address [email protected]

County-District-School (CDS) Code

30666700101626

District

District Name Santa Ana Unified

Phone Number (714) 558-5501

Web Site http://www.sausd.k12.ca.us

SuperintendentFirst Name

Richard

SuperintendentLast Name

Miller

E-mail Address [email protected]

School Description and Mission Statement (School Year 2012-13)School Description and Mission Statement (School Year 2012-13)

Opening its doors in September, 2003, Edward B. Cole, Sr. Academy (EBC Academy), a public charter elementary school has established itself as an essent ialacademic element of the community in which it serves. Located at 333 E. Walnut Street in the economically distressed Federal Empowerment Zone of SantaAna, California.

EBC Academy educates and motivates students to attain higher levels of educat ion. Since its incept ion in 2003, enrollment at EBC Academy has steadily increasedfrom 89 Orange County (OC) students to the now enrolled 375 OC students. EBC strives to provide an educat ional environment that is both safe andprofessional.Our teaching staff are dedicated to providing the best educat ional experience to our students.They prepare lessons that encourage students to sethigh goals for themselves as well as assist students in attaining those goals.Our community of stakeholders promote academic excellence in our school.Ourstudents desire to make a difference in their community because we place an emphasis on giving back to our communit ies.Our parents are an integral part of ourschool community also in that they are and w ill always be our student 's first teachers.They partner w ith us through a parent contract so that their child has fullassess to all that is needed to succeed in their educat ional experience.

EBC Academy is a K-5 charter school designed to meet the educat ional needs of a community consist ing predominately of non-English speaking, low income, andLat ino families.The Vision, Mission and Expected Schoolw ide Learning Results target a community needing both support and opportunit ies to make necessarychanges that w ill enable them to become 21 century learners.

MISSION

That all EBC Academy Students Meet or Exceed Grade Level Standards

VISION

To prepare and motivate students to pursue higher levels of educat ion, to inst ill into our students a sense of responsibility and commitment to community, toengage parents in their children's educat ion, and finally, to join the Charter School, families and the business community as our children's educat ion partners.

Opportunities for Parental Involvement (School Year 2012-13)Opportunities for Parental Involvement (School Year 2012-13)


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http://www.sausd.k12.ca.us



Parent involvement is encougaged and supported. Parents are invited to attend class part ies, school events, and assemblies. Parents are encouraged to volunteeron campus in numerous capacit ies. Throughout the year, EBC offers many parent educat ion programs designed to inform and empower parents and sharpenparent ing skills. Information about how to part icipate in act ivit ies as well as dates and t imes are given through school site posts, the EBC website, and social mediaout lets.

www.ebcacademy.com

www.facebook.com/ebcacademy


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Student Performance

Standardized Testing and Reporting Program

The Standardized Test ing and Report ing (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, andnine 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 designedto assess those students whose disabilit ies preclude them from achieving grade-level proficiency on an assessment of the California content standards w ith orw ithout accommodations.Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. TheCAPA is given to those students w ith significant cognit ive disabilit ies whose disabilit ies prevent them from taking either the CSTs w ith accommodations ormodificat ions or the CMA w ith accommodations.

The assessments under the STAR Program show how well students are doing in relat ion to the state content standards. On each of these assessments, student scoresare 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 STARResults Web site.

Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Standardized Testing and Reporting Results for All Students - Three-YearStandardized Testing and Reporting Results for All Students - Three-Year

ComparisonComparison

Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards)

School District State

2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts 45% 42% 38% 43% 45% 44% 54% 56% 55%

Mathematics 60% 59% 65% 47% 48% 45% 49% 50% 50%

Science 31% 40% 42% 44% 48% 46% 57% 60% 59%

History-Social Science N/A N/A N/A 37% 40% 41% 48% 49% 49%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2010-11 2011-12 2012-13

0

10

20

30

40

50

Math Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

10

20

30

40

50

60

70


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http://star.cde.ca.gov




Science Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

0

5

10

15

20

25

30

35

40

45

History Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

-1.0

-0.5

0.0

0.5

1.0

Standardized Testing and Reporting Results by Student Group – Most Recent YearStandardized 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 44% 45% 47% 41%

All Students at the School 38% 65% 42% N/A

Male 35% 67% 48% N/A

Female 40% 63% 33% N/A

Black or African American N/A N/A N/A N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A

Asian N/A N/A N/A N/A

Filipino N/A N/A N/A N/A

Hispanic or Lat ino 37% 64% 38% N/A

Native Hawaiian or Pacific Islander N/A N/A N/A N/A

White N/A N/A N/A N/A

Two or More Races N/A N/A N/A N/A

Socioeconomically Disadvantaged 37% 63% 41% N/A

English Learners 17% 51% 22% N/A

Students w ith Disabilit ies N/A N/A N/A N/A

Students Receiving Migrant Educat ion Services N/A N/A N/A N/A


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The California High School Exit Examinat ion (CAHSEE) is primarily used as a graduat ion requirement. However, the grade ten results of this exam are also used to establishthe percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designat ions required by thefederal 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 –California High School Exit Examination Results for All Grade Ten Students –

Three-Year ComparisonThree-Year Comparison

Subject

Percent of Students Scoring at Proficient or Advanced


2010-11 2011-12 2012-13 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

English-Language Arts N/A N/A N/A 54% 48% 52% 59% 56% 57%

Mathematics N/A N/A N/A 56% 58% 57% 56% 58% 60%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2010-11 2011-12 2012-13

-1.0

-0.5

0.0

0.5

1.0

Mathematics Percent of Students Scoring at Proficient or Advanced

2010-11 2011-12 2012-13

-1.0

-0.5

0.0

0.5

1.0


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California High School Exit Examination Grade Ten Results by Student GroupCalifornia High School Exit Examination Grade Ten Results by Student Group

Group

English-Language Arts Mathematics

Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All Students in the LEA 48% 22% 30% 43% 36% 21%

All Students at the School N/A N/A N/A N/A N/A N/A

Male N/A N/A N/A N/A N/A N/A

Female N/A N/A N/A N/A N/A N/A

Black or African American N/A N/A N/A N/A N/A N/A

American Indian or Alaska Nat ive N/A N/A N/A N/A N/A N/A

Asian N/A N/A N/A N/A N/A N/A

Filipino N/A N/A N/A N/A N/A N/A

Hispanic or Lat ino N/A N/A N/A N/A N/A N/A

Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A N/A

White N/A N/A N/A N/A N/A N/A

Two or More Races N/A N/A N/A N/A N/A N/A

Socioeconomically Disadvantaged N/A N/A N/A N/A N/A N/A

English Learners N/A N/A N/A N/A N/A N/A

Students w ith Disabilit ies N/A N/A N/A N/A N/A N/A

Students Receiving Migrant Educat ion Services N/A N/A N/A N/A N/A N/A


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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 studentsmeeting the fitness standards for the most recent test ing period. For detailed information regarding this test, and comparisons of a school’s test results to the district andstate, see the CDE PFT Web page.


California Physical Fitness Test Results (School Year 2012-13)California Physical Fitness Test Results (School Year 2012-13)

Grade level

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards

5 28.9% 21.1% 15.8%


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http://www.cde.ca.gov/ta/tg/pf/



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,w ith a statew ide target of 800. For detailed information about the API, see the CDE API Web page.

This table displays the school’s statew ide and similar schools’ API ranks. The statew ide API rank ranges from 1 to 10. A statew ide rank of 1 means that the school has anAPI score in the lowest ten percent of all schools in the state, while a statew ide rank of 10 means that the school has an API score in the highest ten percent of allschools in the state. The similar schools API rank reflects how a school compares to 100 stat ist ically matched “similar schools.” A similar schools rank of 1 means that the school’s academicperformance 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 academicperformance is better than at least 90 of the 100 similar schools.

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 targetinformation. “C” means the school had significant demographic changes and there is no Growth or target information.

Academic Performance Index Ranks – Three-Year ComparisonAcademic Performance Index Ranks – Three-Year Comparison

API Rank 2010-11 2011-12 2012-13

Statew ide 2 4 3

Similar Schools 2 4 4

Academic Performance Index Growth by Student Group – Three-Year ComparisonAcademic Performance Index Growth by Student Group – Three-Year Comparison

Group Actual API Change 2010-11 Actual API Change 2011-12 Actual API Change 2012-13

All Students at the School 55 -3 2

Black or African American

American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino 54 -5 2

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged 54 1 5

English Learners 57 -25 0

Students w ith Disabilit ies


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



This table displays, by student group, the number of students included in the API and the Growth API at the school, LEA, and state level.

The federal ESEA requires that all schools and districts meet the follow ing Adequate Yearly Progress (AYP) criteria:

• Part icipat ion 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 addit ional indicator• Graduat ion rate (for secondary schools)

For detailed information about AYP, including part icipat ion rates and percent proficient results by student group, see the CDE AYP Web page.

Academic Performance Index Growth by Student Group – 2012-13 Growth APIAcademic Performance Index Growth by Student Group – 2012-13 Growth API

ComparisonComparison

Group Number of Students School Number of Students LEA Number of Students State

All Students at the School 203 779 38,934 743 4,655,989 790

Black or African American 0 131 793 296,463 708

American Indian or Alaska Nat ive 0 30 782 30,394 743

Asian 0 887 893 406,527 906

Filipino 1 83 877 121,054 867

Hispanic or Lat ino 198 775 37,188 737 2,438,951 744

Native Hawaiian or Pacific Islander 0 36 788 25,351 774

White 1 393 843 1,200,127 853

Two or More Races 3 185 719 125,025 824

Socioeconomically Disadvantaged 203 779 36,543 737 2,774,640 743

English Learners 110 722 21,622 674 1,482,316 721

Students w ith Disabilit ies 4 4,584 615 527,476 615

Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)Adequate Yearly Progress Overall and by Criteria (School Year 2012-13)

AYP Criteria School District

Made AYP Overall No

Met Part icipat ion Rate - English-Language Arts Yes

Met Part icipat ion Rate - Mathematics Yes

Met Percent Proficient - English-Language Arts No

Met Percent Proficient - Mathematics No

Met API Criteria Yes

Met Graduat ion Rate N/A


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


Schools and districts receiving federal T it le I funding enter Program Improvement (PI) if they do not make AYP for two consecut ive years in the same content area (ELAor mathematics) or on the same indicator (API or graduat ion rate). After entering PI, schools and districts advance to the next level of intervent ion w ith each addit ionalyear that they do not make AYP. For detailed information about PI ident ificat ion, see the CDE PI Status Determinat ions Web page .

Note: Cells shaded in black or w ith N/A values do not require data.

Federal Intervention Program (School Year 2013-14)Federal Intervention Program (School Year 2013-14)

Indicator School District

Program Improvement Status In PI In PI

First Year of Program Improvement 2006-2007 2004-2005

Year in Program Improvement Year 5 Year 3

Number of Schools Current ly in Program Improvement N/A 54

Percent of Schools Current ly in Program Improvement N/A 90.0%


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http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp



School Climate

Student Enrollment by Grade Level (School Year 2012-13)Student Enrollment by Grade Level (School Year 2012-13)

Grade Level Number of Students

Kindergarten 75

Grade 1 68

Grade 2 66

Grade 3 65

Grade 4 46

Grade 5 39

Total Enrollment 359

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 50

10

20

30

40

50

60

70

80

Student Enrollment by Student Group (School Year 2012-13)Student Enrollment by Student Group (School Year 2012-13)

Group Percent of Total Enrollment

Black or African American 0.0

American Indian or Alaska Nat ive 0.0

Asian 0.3

Filipino 0.3

Hispanic or Lat ino 98.3

Native Hawaiian or Pacific Islander 0.0

White 0.3

Two or More Races 0.8

Socioeconomically Disadvantaged 99.4

English Learners 67.7

Students w ith Disabilit ies 2.8


American Indian or A laska Native

Asian

Filipino

Hispanic or Latino


White

Two or More Races

100%


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* Number of classes indicates how many classes fall into each size category (a range of total students per class).

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

Average Class Size and Class Size Distribution (Elementary)Average Class Size and Class Size Distribution (Elementary)

2010-11 2011-12 2012-13

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+

K 23.7 0 3 0 21.0 2 1 0 25.0 3

1 23.3 1 2 0 0.0 3 0 0 23.0 3

2 22.7 2 1 0 0.0 4 0 0 17.0 1 3

3 24.5 1 1 0 0.3 3 0 0 21.0 3

4 43.5 0 1 1 0.0 1 0 0 23.0 1 1

5 32.0 0 1 0 0.5 2 0 0 20.0 1 1

6 1.0 1 0 0

Other

Average Class Size and Class Size Distribution (Secondary)Average Class Size and Class Size Distribution (Secondary)

2010-11 2011-12 2012-13

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+

English

Mathematics

Science

Social Science

School Safety Plan (School Year 2012-13)School Safety Plan (School Year 2012-13)

EBC Academy part icpated in a federal funded Emergency Response grant for three years before the grant lost funding. This federal grant enhanced the safetymeasures already in place at EBC in the areas of fire, earthquake, lock down response, and lock down no response drills. It also focused on emergencypreparedness supplies in case of a major disaster so that the school could be ready to act as a shelter-in-place. These pract ices and emergency response drillshave been cont inued at EBC beyond the grant to ensure we are prepared for any and all emergencies.

The safety plan is reviewed and discussed w ith faculty at the beginning of each year in August. The safety team meets monthly to address the school climateand surrounding community to address any issues that arise. Staff is trained and cert ified in the areas of first aid and CPR every two years. EBC regularly pract icesemergency drills (fire, earthquake, and lock down) each month to ensure students and staff are prepared in these matters.


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Suspensions and Expulsions

* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment.

School District

Rate * 2010-11 2011-12 2012-13 2010-11 2011-12 2012-13

Suspensions 20.00 1.00

Expulsions 0.00 0.00 0.00

Suspensions

2010-11 2011-12 2012-130

5

10

15

20

25School Suspensions

District Suspensions

Expulsions

2010-11 2011-12 2012-13-1.0

-0.5

0.0

0.5

1.0School Expulsions

District Expulsions


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School Facilities

School Facility Good Repair Status (School Year 2013-14)

Overall Facility Rate (School Year 2012-13)

School Facility Conditions and Planned Improvements (School Year 2013-14)School Facility Conditions and Planned Improvements (School Year 2013-14)

The school grounds and buildings are inspected annualy and are deemed adequate and safe. The campus is clean and well groomed. During summer months largegrass areas are t illed and replanted. A recent plant ing project has provided colorful flower beds w ith various flowers, plants and vines. Parents organize work daysto come on campus to sweep, rake, and clean. Planned facility improvements include replacement of playground equipment, playground shock-absorbing material,and carpet replacement.

System InspectedRepairStatus

Repair Needed andAction Taken or Planned

Systems: Gas Leaks, Mechanical/HVAC,Sewer

Good

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness, Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/ Fountains

Fair

Safety: Fire Safety, Hazardous Materials Good

Structural: Structural Damage, Roofs Good

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

Good

Overall Rat ing Good


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Teachers

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

* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teacher CredentialsTeacher Credentials

Teachers School District

2010-11

2011-12

2012-13

2012-13

With Full Credent ial 15 15 15

Without Full Credent ial 0 0 0

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

0 0 0

2010-11 2011-12 2012-130.0

2.5

5.0

7.5

10.0

12.5

15.0

17.5Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2011-

122012-

132013-

14

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2011-12 2012-13 2013-14-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


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The federal ESEA, also known as NCLB, requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, anappropriate California teaching credent ial, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and PrincipalQuality Web page.

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

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-13)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

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

Highly Qualified Teachers

This School 100 0

All Schools in District 100 0

High-Poverty Schoolsin District

100 0

Low-Poverty Schoolsin District

0 0


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http://www.cde.ca.gov/nclb/sr/tq/


Support Staff


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

Academic Counselors and Other Support Staff (School Year 2012-13)Academic Counselors and Other Support Staff (School Year 2012-13)

Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor

Counselor (Social/Behavioral or Career Development) N/A

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) 0.5 N/A

Psychologist 0.2 N/A

Social Worker N/A

Nurse 0.5 N/A

Speech/Language/Hearing Specialist 0.5 N/A

Resource Specialist (non-teaching) N/A

Other N/A


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Curriculum and Instructional Materials

This sect ion describes whether the textbooks and instruct ional materials used at the school are from the most recent adopt ion; whether there are sufficient textbooksand instruct ion materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instruct ional materials.

Year and month in which data were collected:

Quality, Currency, Availability of Textbooks and Instructional Materials (FiscalQuality, Currency, Availability of Textbooks and Instructional Materials (Fiscal

Year 2013-14)Year 2013-14)

Core CurriculumArea Textbooks and instructional materials

Frommost

recentadoption?

Percentstudentslacking

ownassigned

copy

Reading/LanguageArts California Treasures textbooks and support materials are state-adopted and consistent w ith the curriculum

content frameworks adopted by the State Board of Educat ion. The school has purchased and provided eachstudent w ith textbooks and materials in this subject area that are aligned to state standards.

Supplemental textbooks and materials are used for English Language Learners.

0.0

MathematicsSingapore Math textbooks and support materials are state-adopted and consistent w ith the curriculum content

frameworks adopted by the State Board of Educat ion. The school has purchased and provided each student w ithtextbooks and materials in this subject area that are aligned to state standards.

Orange County Math Init iat ive- Spacial Temporal (ST) Math is a web-based mathematics program consistent w ithcurriculum content frameworks adopted by the State Board of Educat ion.

0.0

ScienceCalifornia Treasures textbooks and support materials are state-adopted and consistent w ith the curriculum contentframeworks adopted by the State Board of Educat ion. The school has purchased and provided each student w ith

textbooks and materials in this subject area that are aligned to state standards.

0.0

History-SocialScience Supplemental materials are used.

0.0

Foreign Language 0.0

HealthCalifornia Treasures textbooks and support materials are state-adopted and consistent w ith the curriculum contentframeworks adopted by the State Board of Educat ion. The school has purchased and provided each student w ithtextbooks and materials in this subject area that are aligned to state standards. Health curriculum is integrated in

science texts.

Physical health program includes: physical educat ion w ith emphasis on exercise and fundamental body movement,physiology, and nutrit ion.

0.0

Visual andPerforming Arts N/A

0.0

ScienceLaboratoryEquipment(grades 9-12)

N/A0.0


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School Finances


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 orgoverning board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by adonor.

For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Educat ion & Per-pupil Spending Web page. For information onteacher salaries for all districts in California, see the CDE Cert ificated Salaries & Benefits Web page. To look up expenditures and salaries for a specific school district , seethe Ed-Data Web site.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2011-12)

LevelTotal Expenditures

Per PupilExpenditures Per Pupil (Supplemental

/ Restricted)Expenditures Per Pupil (Basic /

Unrestricted)Average Teacher

Salary

School Site $8,431 $1,261 $7,170 $54,433

District N/A N/A N/A $78,135

Percent Difference – School Siteand District

N/A N/A N/A N/A

State N/A N/A $5,537 $69,704

Percent Difference – School Siteand State

N/A N/A N/A N/A

Types of Services Funded (Fiscal Year 2012-13)Types of Services Funded (Fiscal Year 2012-13)

EBC ut ilizes SES funds to provide tutoring to students as well as provide in-house grade level tutoring afterschool. EBC also uses a Student Success Team(SST)intervent ion process to help students in the areas of academics, attendance, and behavior. EBC also provides afterschool homework help in our after schoolprogram. EBC also partners w ith community organizat ions that provide mentoring and family support in the areas of counseling. EBC partners w ith our authorizingdistrict in the area of special educat ion (speech, RSP, and psychology).

Teacher and Administrative Salaries (Fiscal Year 2011-12)Teacher and Administrative Salaries (Fiscal Year 2011-12)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $48,660 $41,462

Mid-Range Teacher Salary $74,308 $66,133

Highest Teacher Salary $94,284 $85,735

Average Principal Salary (Elementary) $115,509 $107,206

Average Principal Salary (Middle) $115,544 $111,641

Average Principal Salary (High) $121,341 $122,628

Superintendent Salary $265,000 $225,176

Percent of Budget for Teacher Salaries 41.0% 38.0%

Percent of Budget for Administrat ive Salaries 4.0% 5.0%


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http://www.cde.ca.gov/ds/fd/ec/

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

http://www.ed-data.org


For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page.

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

140000


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


School Completion and Postsecondary Preparation

Admission Requirements for California’s Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s highschool graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. Theserequirements are designed to ensure that all eligible students are adequately prepared for University-level work.

For general admissions requirements, please visit the UC Admissions Information Web page.

California State University

Eligibility for admission to the California State University (CSU) is determined by three factors:

Specific high school coursesGrades in specified courses and test scoresGraduat ion from high school

Some campuses have higher standards for part icular majors or students who live outside the local campus area. Because of the number of students who apply, a fewcampuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students whograduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, applicat ion, and fee information see the CSUWeb page.

Dropout Rate and Graduation RateDropout Rate and Graduation Rate

Indicator


2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12

Dropout Rate 16.6 14.7 13.1

Graduat ion Rate 80.10 82.60 85.22 74.72 77.14 78.73

Dropout/Graduation Rate Chart

2009-10 2010-11 2011-12-1.0

-0.5

0.0

0.5

1.0Dropout Rate (1 year)

Graduation Rate


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http://www.universityofcalifornia.edu/admissions/

http://www.calstate.edu/admission/admission.shtml




This table displays, by student group, the percent of students who began the 2011-12 school year in grade twelve and were a part of the school’s most recentgraduat ing class, meeting all state and local graduat ion requirements for grade twelve complet ion, including having passed both the ELA and mathematics port ions of theCAHSEE or received a local waiver or state exemption.

Note: “N/D” means that no data were available to the CDE or LEA to report.

Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Group

Graduating Class of 2012


All Students


American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino


White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilit ies

Career Technical Education Participation (School Year 2012-13)Career Technical Education Participation (School Year 2012-13)

Measure CTE Program Participation

Number of pupils part icipat ing in CTE 0

Percent of pupils complet ing a CTE program and earning a high school diploma 0.0

Percent of CTE courses sequenced or art iculated between the school and inst itut ions of postsecondary educat ion 0.0

Courses for University of California and/or California State University AdmissionCourses for University of California and/or California State University Admission

UC/CSU Course Measure Percent

2012-13 Students Enrolled in Courses Required for UC/CSU Admission

2011-12 Graduates Who Completed All Courses Required for UC/CSU Admission


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*Where there are student course enrollments.

Advanced Placement Courses (School Year 2012-13)Advanced Placement Courses (School Year 2012-13)

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

Computer Science N/A

English N/A

Fine and Performing Arts N/A

Foreign Language N/A

Mathematics N/A

Science N/A

Social Science N/A

All Courses


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Instructional Planning and Scheduling

This sect ion provides information on the annual number of school days dedicated to staff development for the most recent three-year period.

Professional DevelopmentProfessional Development

Teachers have 12 non-instruct ional days per year for professional development training. In addit ion to professional development, specific monthly staff meetingsare allocated for sharing and collaborat ion between teachers and paraprofessionals. Meet ing topics are determined by teachers based on individual classroominterests and needs.

Primary areas of focus for professional development include, English Language Development strategies, common core readiness and principles, studentintervent ions, benchmark test ing and technology.

Professional development training methods include grade level training and collaborat ion, conference attendance, workshops, contractor training, and Departmentof Educat ion mentors. Teachers are supported w ith grade level collaborat ion meetings and peer assistance from colleagues.


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