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This document is available on the Internet at http://www.icefla.org/sarc.

Every school in California is required by state law to publish a School Accountability Report Card (SARC) by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For information about SARC requirements, see the California Department of Education (CDE) SARC website at http://www.cde.ca.gov/ta/ac/sa/. 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.)

I. DATA AND ACCESS

Ed-Data DataQuest Internet Access

Ed-Data is a partnership with the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools on the web at http://www.ed-data.k12.ca.us.

DataQuest is an online data tool located on the CDE DataQuest webpage at http://data1.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability including Academic Performance Index (API), Adequate Yearly Progress (AYP), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. ABOUT THIS SCHOOL

Contact Information (School Year 2011-2012)

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 5150 W. Goldleaf Circle, Suite 401

City, State, Zip Los Angeles, CA 90018 City, State, Zip Los Angeles, CA 90056

Phone Number 323-290-6990 Phone Number 323-290-6900

FAX Number 888-317-2841 FAX Number 323-293-9092

Director David Morrow Chief Executive Officer Parker Hudnut

Email Address [email protected] Email Address [email protected]

Website http://iceffdahs.sharpschool.net/ Website http://www.icefla.org/

CDS Code 19-64733-0112557 SARC Contact [email protected]

ICEF Public Schools Administration

Chief Executive Officer Parker Hudnut Director of Human Resources Keisha Irvine

Chief Academic Officer Melissa Kaplan Director of Operations Chris Borunda

ISSUED FEBRUARY 2012

FREDERICK DOUGLASS ACADEMY

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ICEF Public Schools Frederick Douglass Academy Charter High School - 2 -

City of

Inglewood

Crenshaw

Slauson

La Cienega

School Description and Mission Statement

This section provides information about the school’s goals and programs.

ICEF Public Schools Education Corridor

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 fourteen schools serving nearly 4,500 students. ICEF Public Schools’ mission is to prepare all students to attend and compete academically at the top colleges and universities in the nation.

All ICEF schools are operated in South Los Angeles and Inglewood. ICEF is conscious of the relationship between education and the economic prospects of the neighborhood. 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.

Were South Los Angeles an autonomous school district, it would be the fifth largest district in California. This 45-square mile community is home to more than 582,000 residents, including 83,000 K-12 students. Currently, the entire area produces approximately 450 college graduates a year – less than 9 percent of all freshmen who enter high school. In 2004, the ICEF Board of Trustees embarked on an ambitious plan to build an ICEF Education Corridor from the Crenshaw District to the University of Southern California (USC). ICEF’s goal is to produce 2,000 college graduates per year. The strategy requires that ICEF develop a system of schools, all located within a defined geographic corridor, that advances well-prepared students from one high performing charter school to the next and prepares all students to attend and compete academically at the top colleges and universities in the nation.

ICEF Schools’ Academic Plan September 2011

Academic Goals

All Inner City Education Foundation (ICEF) schools pursue the same core mission: to prepare its students to attend and compete at the top colleges and universities in the nation. Each ICEF school is modeled on the best practices derived from research, national model charter schools, private schools, and public schools, as well as the experience of other successful ICEF schools. It is our expectation that ICEF will be able to create a culture of high expectations that focuses all students and teachers on maximizing academic achievement.

The ICEF College Readiness Model contains five essential elements, which align all learning and programming with our college focus: (1) College Going Culture, (2) College Study Habits, (3) Curriculum Backward Mapped from College Standards, (4) College Style Discourse, and (5) College Level Analytical Writing. The real and replicable results ICEF has achieved establish ICEF as a national model for reform that maximizes student achievement.

ICEF’s outstanding programs in athletics, performing and visual arts, and college counseling enrich and support students’ academic experience and define a path to college. The emphasis on a well-rounded education develops our students into global citizens prepared for success in college and in life.

Academic Leadership

ICEF principals function as the instructional leader on campus. The principals’ responsibilities include teacher support and training, student academic counseling and programming, master schedule creation, and culture building.

To implement this program requires dedicated staff for which the success of the principals is tied directly to his or her job performance assessment. ICEF has therefore created the role of Chief Academic Officer (CAO). The primary responsibility of the CAO is the training and development of the principals and teacher leaders in the understanding of the essential elements of an ICEF Educational Program 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 Chief Academic Officer is assigned oversight responsibility for these processes.

Key responsibilities of the Chief Academic Officer include:

• Develop and implement educational model for ICEF

• Guide education team’s key initiatives, specifically Teacher Development and Principal Training

• 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 Academic Model 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


Opportunities for Parental Involvement This section provides information about opportunities for parents to become involved with school activities.

Contact Person (2011-2012): Ms. Debra Price, Office Management, Parent and Community Engagement

Phone: 323-290-6914 Email: [email protected]

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, by the second year, PowerSchool 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 required 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.

Average Class Size and Class Size Distribution This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject

2008-09 2009-10 2010-11

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 19.1 8 3 17.8 19 3 24.7 6 13

Mathematics 23.8 1 4 20.2 10 5 26.0 6 11 4

Science 19.5 7 4 18.6 11 4 26.6 3 10 1

Social Science 18.6 5 19.4 7 5 20.2 11 3 1

III. SCHOOL CLIMATE

School Safety Plan (School Year 2011-2012) This section provides information about the school’s comprehensive safety plan.

As part of a grant from the Charter School Consortium for Safety and Emergency Preparedness, ICEF Public Schools has developed a standard comprehensive safety plan to be used at all ICEF Public Schools sites. Prior to January 2008, each individual school site was responsible for creating site specific safety plans. All ICEF Schools are part of this safety grant and the site responsibilities have been assigned to each of the school’s office managers. The ICEF Facilities Department is responsible for the administration of the one standard safety plan to be used at all sites but which will contain site specific information, including local school contacts, specific emergency procedures, and specific evacuation plans. The Safety Committee is a team comprised of office managers and the Facilities Department. The Safety Team is currently being trained for assigned responsibilities and will assign and train additional school staff and assign specific safety responsibilities. Each school site has a copy of the comprehensive plan.

One provision of the safety plan is to have a three-day emergency supply kit for each student. Inventory is reviewed annually and additional kits are ordered to keep up with student enrollment. Schools have radios for communications; staff training has been conducted; emergency evacuation plans have been developed and implemented.

Student Enrollment by Grade Level (School Year 2010-2011) Student Enrollment by Group (School Year 2010-2011) This table displays the number of students enrolled in each grade level at the

school.

This table displays the percent of students enrolled at the school who are

identified as being in a particular group.

Grade Level Enrollment Group Percent of Total Enrollment

Grade 9 155 African American 92.6%

Grade 10 94 American Indian or Alaska Native 0.0%

Grade 11 86 Asian 0.0%

Grade 12 83 Filipino 0.0%

Total 419 Hispanic or Latino 6.9%

Native Hawaiian / Pacific Islander 0.2%

White 0.0%

Two or More Races 0.0%

Socioeconomically Disadvantaged 59.1%

English Learners 5.3%

Students with Disabilities 7.2%


Suspensions and Expulsions This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at school and ICEFwide levels for the most

recent three-year period.

Frederick Douglass High ICEF Public Schools (K-12)

2008-09 2009-10 2010-11 2008-09 2009-10 2010-11

Rate and Number of Suspensions 12.24% (36) 17.23% (61) 31.03% (130) 20.08% (573) 11.21% (417) 16.49% (697)

Rate and Number of Expulsions 0.00% (0) 0.00% (0) 0.00% (0) 0.14% (4) 0.16% (6) 0.00% (0)

IV. SCHOOL FACILITIES

School Facility Conditions and Planned Improvements (School Year 2011-2012)

This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed

facility improvements.

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.

Frederick Douglass Academy High School’s classrooms and hallways were repainted in August 2011. ADA upgrades were done in summer 2011 which included upgrading the restrooms and the main walkway path to the entrance of site was repaved to accommodate any visitors or students with special needs.

Technology: Significant upgrades and installation of dedicated computer labs have taken place at all ICEF campuses. Computer equipment consists of ICEF and LAUSD equipment. Building upgrades in electrical and data cabling were made by ICEF to accommodate equipment at all schools.

School Facility Good Repair Status (School Year 2011-12)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Date of Inspection: 12/19/11

Item Inspected Repair Status Repair Needed and

Action Taken or Planned Good Fair Poor

SYSTEMS: Gas Leaks, Mechanical/HVAC, Sewer

��

INTERIOR: Interior Surfaces ��

CLEANLINESS: Overall Cleanliness, Pest/Vermin Infestation ��

ELECTRICAL: Electrical ��

RESTROOMS/FOUNTAINS: Restrooms, Sinks/Fountains ��

SAFETY: Fire Safety, Hazardous Materials ��

STRUCTURAL: Structural Damage, Roofs ��

EXTERNAL: Playground/School Grounds, Windows/Doors/Gates/Fences ��

Overall Rating

Facility Condition

Exemplary Good Fair Poor

��


V. TEACHERS

Teacher Credentials This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area

of competence. Detailed information about teacher qualifications can be found on the California Department of Education website at http://dq.cde.ca.gov/dataquest/.

Teachers Frederick Douglass High ICEF Public Schools

2008-09 2009-10 2010-11 2010-11

With Full Credential 6 15 15 135

Without Full Credential 9 3 3 44

Teaching Outside Subject Area of Competence (with full credential) 2 0 0 0

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization to teach that grade level, subject area, student

group, etc.) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the year or

semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator 2009-10 2010-11 2011-12

Misassignments of Teachers of English Learners 0 0 0

Total Teacher Misassignments 0 0 0

Vacant Teacher Positions 0 0 0

Core Academic Courses Taught by Highly Qualified Teachers (School Year 2010-2011)

The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by

Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject

area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: http://www.cde.ca.gov/nclb/sr/tq/

Location of Classes Percent of Classes In Core Academic Subjects

Taught by NCLB Compliant Teachers Taught by Non-NCLB Compliant Teachers

Frederick Douglass High 100.0% 0.0%

All Schools in LAUSD 100.0% 0.0%

VI. SUPPORT STAFF

Academic Counselors and Other Support Staff (School Year 2010-2011) This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the

average number of students per academic counselor. 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.

Title FTE Title FTE

Academic Counselor 1 Psychologist / Consultant 0.143

Counselor (Social/Behavioral or Career Development) 0.2 Speech/Language/Hearing Specialist / Consultant 0.133

Nurse / Consultant available as needed Resource Specialist 1


VII. CURRICULUM AND INSTRUCTIONAL MATERIALS

Quality, Currency, and Availability of Textbooks and Instructional Materials (School Year 2011-2012) This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the

school, and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area

Quality, Currency, and Availability of Textbooks and Instructional Materials

Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials

K-5 6-8 9-12 K-5 6-8 9-12

Reading / Language Arts Excellent Excellent Excellent 0% 0% 0%

Mathematics Excellent Excellent Excellent 0% 0% 0%

Science Good Excellent Excellent 0% 0% 0%

History-Social Science Good Excellent Excellent 0% 0% 0%

Foreign Language n/a Excellent Excellent n/a 0% 0%

Visual and Media Arts Fair Fair Fair 0% 0% 0%

Performing Arts Fair Fair Fair 50% 50% 50%

Science Laboratory Equipment (gr 9-12) n/a n/a Good n/a n/a 0%

Textbooks and Instructional Materials (1/2012)

This table displays information about the textbooks and other instructional materials used in ICEF Public Schools and information about the use of any

supplementary curriculum or non-adopted textbooks or instructional materials. Grade Level/ Course

Textbook Title Publisher Implementation Date

English-Language Arts

Grade K

Imagine It! SRA / McGraw-Hill, 2008 2008-09

Core Literature: Cosby, Bill. The Meanest Thing to Say

Marshall, James. Fox on the Job

Grade 1


Core Literature: Park, Barbara. Junie B. Jones, Shipwrecked

Pilke, Dave. A Friend for Dragon

Grade 2


Core Literature: Brown, Jeff. Flat Stanley

Cleary, Beverly. The Mouse and the Motorcycle

Grade 3


Core Literature: Cleary, Beverly. Ramona Quimby, Age 8

Sachar, Louis. Holes

Grade 4


Core Literature: Curtis, Christopher. Bud, Not Buddy

Hamilton, Virginia. Zeely

Grade 5


Core Literature: Ryan, Munoz. Esperanza Rising

Spinelli, Jerry. Maniac Magee

Grade 6

Prentice Hall Literature, CA edition with additional resources Prentice Hall, 2005 2011-12

Language Network (supplemental) McDougall Littell, 2008 CA Edition, with additional resources 2008-09

Core Literature: Flake, Sharon G. The Skin I’m In Equiano, Olaudah. The Kidnapped Prince

Lowry, Lois. The Giver Shakespeare, William. A Midsummer Night’s Dream Woodson, Jacqueline. Locomotion

Grade 7

Prentice Hall Literature (supplemental) Prentice Hall, 2005 2011-12

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


Grade Level/ Course


English-Language Arts

Grade 8

Prentice Hall Literature (supplemental) Prentice Hall, 2005 2011-12

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

Poetry Unit Shakespeare. Othello Steinbeck, John. The Pearl

Grade 9

The Journey to Adulthood

Core Literature: Classical Myths (selections) Hansberry, Lorraine. Raisin in the Sun Homer. Odyssey

Meyers, Walter Dean. 145th Street (selected stories)

Poetry Unit Shakespeare, William. Romeo and Juliet Steinbeck, John. Of Mice and Men

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

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

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

Mathematics

Grades K-5 Saxon Math Saxon Publishers, 2008 2008-09

Grade 6 Saxon Math (with additional resources) Saxon Publishers, 2008 2008-09

Revolution Prep Revolution Prep 2010-11

Grade 7 Saxon Math (with additional resources) Saxon Publishers, 2008 2008-09


Grade 8

Saxon Math Saxon Publishers, 2008 2008-09

Saxon Math-Algebra I (with workbooks and additional resources) Saxon Publishers, 2008 2008-09


Algebra I Saxon Math-Algebra I (with workbooks and additional resources) Saxon Publishers, 2008 2008-09

Geometry Saxon Math-Geometry (with workbooks and additional resources) Saxon Publishers, 2008 2008-09

Algebra II Saxon Math-Algebra II (with workbooks and additional resources) Saxon Publishers, 2008 2008-09

Precalculus PreCalculus with Limits: A Graphing Approach (5th Edition, with additional resources)

Houghton Mifflin (Larson, Hostetler, Edwards), 2008 2008-09

Calculus

Calculus – Concepts and Contexts Thomson (Stewart), 2005 2005-06

How to Prepare for the AP Calculus Exam Barrons (Hockett and Bock), 2007 2007-08


Grade Level/ Course


Science

Grades K-5

Science (CA Edition) Harcourt Brace, 2000 2000-01

Imagine It - Science Curriculum Connections SRA/McGraw-Hill, 2008 2008-09

Studies Weekly – Science American Legacy Publishing 2011-12

Grade 6

Earth Science (CA Edition, with Lab Manual) McDougall Littell, 2008 2008-09

Science Explorer: Focus on Earth Science, (CA Edition, with Reading and Note Taking Guide)

Pearson Prentice Hall, 2008 2008-09

Grade 7

Life Science (CA Edition, with Lab Manual) McDougall Littell, 2008 2008-09

Science Explorer: Focus on Life Science (CA Edition, with Reading and Note Taking Guide)


Grade 8 Science Explorer: Focus on Physical Science (CA Edition, with Reading and Note Taking Guide)


Biology Biology (CA Edition) Pearson Prentice Hall, 2008 2008-09

Biology - AP Biology (8th Edition-AP, with additional resources) Prentice Hall (Campbell), 2008 2008-09

Chemistry Chemistry: Matter and Change (CA Edition) Glencoe, 2008 2008-09

Integrated Science Integrated Science (Level Red) Glencoe, 2008 2008-09

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. Most ICEF Science Departments have placed orders with Nasco for lab materials, supplies, and equipment needed by teachers to carry out state 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 CA state 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


Grade Level/ Course


Foreign Language French Bon Voyage! McGraw-Hill (Schmitt, Lutz), 2005 2009-10

Latin First Year Latin Prentice Hall, 1990 2008-09

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

Core Curriculum and Pedagogical Philosophy

The ICEF instructional program emphasizes five 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 use sixty minutes in an hour by organizing and prioritizing 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 ensure that students are prepared to write a 1250 word argument, free of mechanical error, in a readable style teachers will scaffold instruction according to the grade level product and process ICEF Writing Goals. The Toulmin Model is used to “foster cognitive development” in undergraduate and graduate education and is recognized for its applicability to promote critical thinking across disciplines. Most importantly, in the second semester of their senior year, students are taught how to take a writing assignment given them in college and apply the Toulmin Model to it.

(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 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 discussion correctly which involves: relating evidence gained from the text, drawing on past experiences, correlating previous readings in the class with the current topic of the discussion, and staying focused on the topic as opposed to making tangential statements.

(5) Backwards Mapping to College Standards: The consistent teaching, modeling, and use of grade level appropriate skills and content knowledge, which, when scaffolded K-12, will prepare students to compete in a freshman college course. What is unique about ICEF teachers is that they do not focus just on the California Content Standards for their subject, but through collaboration with other teachers, examine the content standards for other subjects. Teachers are really back-mapping to 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.

These same key measures are integral components of the Principal and teacher evaluations, including the degree to which each classroom/subject emphasizes a lengthy list of college-going skills, habits, and behaviors.

In addition to the college-going attributes, our work with The College Ready Promise led us to focus on 3 pedagogical priorities to attain our mission of preparing our students to attend and compete at the nation’s top colleges and universities in the nation: College Readiness, Cognitive Engagement, and Constructivism.

To achieve these priorities in the classroom, our elementary curriculum is developed with the idea that “The learner does the learning.” In English-Language Arts, our teachers in grades Kindergarten through 2

nd grade have a specific focus on teaching students to read. In grades 3 through 5, the shift

focuses from learning to read to reading to learn. Our teachers use rigorous novel units to teach students to deeply analyze works of literature and write across genres about works of literature. In all grade levels, students write using grade- level prompts, which are created by ICEF teachers and based on ICEF writing goals specific to each grade level. Our math program is standards-based and cyclical in nature, meaning that instead of learning all about multiplication for a few weeks a year, standards and skills are constantly reviewed and expanded upon. This style of instruction leads to mastery over time of a broad base of standards and skills and is backed by brain research. Our standards-based science program focuses on inquiry. We are currently partnering with the Los Angeles Charter Schools Partnership (LACSSP) to provide intensive science content instruction to our teachers in grades 3-8. Another piece of this project is intensive inquiry lesson plan development and analysis in grade level teams. Our social studies curriculum is also standards-based with a focus on the essential question, “How can an in-depth understanding of our past, inform our future?”

At ICEF Public Schools, we believe that to prepare our students to attend and compete at the nation’s top colleges and universities, we must provide them daily opportunities to explore, inquire, discuss, and construct learning across curricular areas. Our ICEF teachers act as guides and facilitators in this learning process.


VIII. SCHOOL FINANCES

Expenditures Per Pupil and Teacher Salaries (Fiscal Year 2009-2010)

This table displays a comparison of ICEF’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state,

and a comparison of the average teacher salary at ICEF with average teacher salaries at the district and state levels. Supplemental/Restricted expenditures come

from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered

restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed

information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at

http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: http://www.ed-data.org.

Level Total Expenditures

Per Pupil Expenditures Per

Pupil (Supplemental) Expenditures Per Pupil (Basic)

Average Teacher Salary

ICEF Public Schools $10,958 $2,451 $8,507 $52,316

LAUSD n/a $66,584

Percent Difference – ICEF Public Schools and LAUSD n/a -21%

State $5,455 $69,207

Percent Difference – ICEF Public Schools and State +56% -24%

Types of Services Funded (Fiscal Year 2010-2011) 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 2010-11 school year, ICEF Public Schools received state and federal aid for the following categorical programs:

State Federal

• Categorical Block Grant • Facilities Reimbursement Grant • State Lottery • ASES

• In Lieu of Economic Impact Aid • Arts and Music Block Grant • K-3 Class Size Reduction Grant • Facilities Incentive Grant

• Title I – NCLB • Title II, A - NCLB • Public Charter Schools Grant Program

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, Visual, and New Media Arts Programs • Athletics Program • College Counseling Program • After School Program • Technology in the Classroom

ICEF offers the following programs for qualified ICEF teachers and staff:

• Teacher Professional Development • Beginning Teacher Support and Assessment (BTSA) Program

Teacher and Administrative Salaries (Fiscal Year 2009-2010) This table displays ICEF and district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for

districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district’s budget, and compares these figures to the

state averages for districts of the same type and size based on the salary schedule. Detailed information regarding salaries can be found on the CDE “Certificated

Salaries and Benefits” website at http://www.cde.ca.gov/ds/fd/cs/.

Category ICEF Public Schools LAUSD Amount State Average For Districts

in Same Category

Beginning Teacher Salary $39,800 $39,788 $42,017

Mid-Range Teacher Salary $52,800 $63,553 $67294

Highest Teacher Salary $93,500 $78,906 $86,776

Average Principal Salary (Elementary) $95,000 $107,331 $108,534

Average Principal Salary (Middle) $95,000 $116,033 $112,893

Average Principal Salary (High) $95,000 $115,116 $123,331

Superintendent Salary n/a $250,000 $226,417

Percentage of Budget for Teacher Salaries 27.00% 34.00% 38.00%

Percentage of Budget for Administrative Salaries 14.0% 5.00% 5.00%


IX. STUDENT PERFORMANCE

Standardized Testing and Reporting Program

The Standardized Testing and Reporting (STAR) Program consists of several key components, including: • California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in

grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven.

• California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations.

• California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations.

The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at http://star.cde.ca.gov.

*Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject Frederick Douglass High (9-11) LAUSD (2-11) State (2-11)

2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11

English-Language Arts 26% 37% 33% 38% 41% 44% 49% 52% 54%

Mathematics 5% 4% 2% 37% 39% 43% 46% 48% 50%

Science 30% 33% 30% 38% 43% 47% 50% 54% 57%

History-Social Science 30% 34% 32% 29% 33% 37% 41% 44% 48%

Standardized Testing and Reporting Results by Student Group – Most Recent Year (School Year 2010-2011)

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent

testing period.

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

Group Percent of Students Scoring at Proficient or Advanced

English-Language Arts Mathematics Science History-Social Science

All Students at Frederick Douglass HS 33% 2% 30% 32%

Male 34% 3% 29% 34%

Female 33% 1% 31% 30%

African American 33% 2% 30% 29%

Hispanic or Latino 38% 0% 39% *

Socioeconomically Disadvantaged 35% 3% 32% 38%

English Learners * * * *

Students with Disabilities 4% * * *

All Students in LAUSD 44% 43% 47% 37%


Comparison to Students in LAUSD and Statewide by Grade Level The charts below show how Frederick Douglass Academy High School students performed compared to students in LAUSD and statewide on the 2011 California

Standards Tests in English-language arts, mathematics, science, and history-social science. The numbers represent the percent of students performing at the

proficient level and above.

2011 CST MATHEMATICS

16

1 412 13 17

37

1927

34

55

27

161111

0

10

20

30

40

50

60

70

80

90

100

Alg I (9-11) Geom (9-11) Alg II (9-11) HS Summative

% Proficient and Above

Frederick Douglass HS

LAUSD

Statewide

Statewide AfricanAmerican Subgroup

2011 CST SCIENCE

31

18

4 6

35 31

16

29

50 49

38

52

2518

3234

0

10

20

30

40

50

60

70

80

90

100

Gr. 10 Science Biology Chemistry Physics



LAUSD

Statewide


2011 CST ENGLISH-LANGUAGE ARTS

303735 373537

454855

313340

0

10

20

30

40

50

60

70

80

90

100

Grade 9 Grade 10 Grade 11



LAUSD

Statewide

Statewide African

American Subgroup

2011 CST HISTORY-SOCIAL SCIENCE

37

48

3326

42

28

44

28

0

10

20

30

40

50

60

70

80

90

100

World

History

US History



LAUSD

Statewide


Intervention Stretegies Implemented at Frederick Douglass High School to Increase Student Proficiency Levels Include:

Revolution Prep: This computer-based program is designed to assist students with challenges that may arise during English and math courses. The implementation of this program is offered in class and after school.

Academic Tutoring: This support is offered for all grade levels at lunch-time and after school to help increase academic capacity.

Aventa Online Learning: This support is offered for all grade levels in class and after school for credit recovery.

Junior Seminar SAT Prep: This support is offered in the classroom.

A/E Classes based on the standards bands

Math Intervention Classes for students who are performing basic or below

College Seminar Classes designed to help students get organized with homework and improve grades in preparation for college

Acellus students access courses online to move at their own pace through math curriculum


California High School Exit Examination The California High School Exit Exam (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in English-Language Arts and mathematics to compute Adequate Yearly Progress (AYP) designations required by the federal ESEA, also known as NCLB. The score a student must achieve on the CAHSEE to be considered Proficient for AYP is 380 for both English-language arts and mathematics, whereas the passing score for the graduation requirement is 350. Detailed information regarding CAHSEE results can be found on the CAHSEE website at http://cahsee.cde.ca.gov.

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

California High School Exit Exam (CAHSEE) Results for All Grade 10 Students – Three-Year Comparison This table displays the percent of students achieving at the Proficient or Advanced level in English-language arts and mathematics on the CAHSEE.

Subject Frederick Douglass High LAUSD State

2008-09 2009-10 2010-11 2008-09 2009-10 2010-11 2008-09 2009-10 2010-11

English 32% 41% 45% 37% 41% 47% 52% 54% 59%

Mathematics 20% 19% 39% 40% 42% 46% 53% 54% 56%

CAHSEE Grade 10 Results by Student Groups – Most Recent Year (School Year 2010-2011) This table displays the percent of students, by group, achieving at each CAHSEE performance level in English-language arts and mathematics for the most recent

testing period.

Group English Mathematics

Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All Students at Frederick Douglass High 55% 28% 17% 61% 29% 10%

Male 50% 32% 18% 56% 29% 15%

Female 58% 25% 17% 64% 28% 8%

African American 57% 25% 18% 61% 33% 7%

Two or More Races 52% 29% 19% 57% 19% 24%

Socioeconomically Disadvantaged 51% 29% 21% 52% 34% 14%

English Learners * * * * * *

Students with Disabilities * * * * * *

All Students in LAUSD 53% 25% 23% 54% 31% 15%

Comparison of Frederick Douglass High School CAHSEE Percent Passing to Performance in LAUSD and Statewide The chart below shows the percent of Frederick Douglass Academy High School 10th grade students passing the CAHSEE in 2010-11 compared to students in

LAUSD and statewide. The numbers represent the percent of students passing the CAHSEE.

2011 CAHSEE (10th Graders) - Percent Passing

7676 75758382

6872

0

10

20

30

40

50

60

70

80

90

100

English-Language Arts Mathematics

Percent Passing

F. Douglass HS

LAUSD

Statewide


California Physical Fitness Test Results (School Year 2010-2011) The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing period. For detailed information regarding this test and comparisons of a school’s test results to the district and state levels, see the CDE Physical Fitness Testing webpage at http://www.cde.ca.gov/ta/tg/pf/.

Grade Level Percent of Students Meeting Healthy Fitness Zones

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

9 20.50% 12.80% 17.90%


X. ACCOUNTABILITY

Academic Performance Index (API) The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found on the Academic Performance Index (API) website at http://www.cde.ca.gov/ta/ac/ap/.

Academic Performance Index Ranks – Three-Year Comparison This table displays the school’s statewide and similar schools API ranks.

The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.

API Rank 2008 2009 2010

Statewide 3 2 3

Similar Schools 10 8 9

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

This table displays, by numerically significant student group, the actual API changes in points added or lost for the past three years, and the most recent API score.

Group

Actual API Change – Frederick Douglass High 2011 Growth API Score

2008-09 2009-10 2010-11 Frederick

Douglass High LAUSD State

All Students -31 +53 -37 648 728 778

African American -35 +64 -50 631 678 696

Hispanic or Latino n/a n/a n/a 744 707 729

Socioeconomically Disadvantaged -48 n/a n/a 661 711 726

Students with Disabilities n/a n/a n/a 455 527 595

Academic Performance Index Comparison to 100 Similar Schools and Schools Statewide

The chart below shows how Frederick Douglass Academy High School students performed compared to students in their 100 Similar Schools and to schools

statewide on the 2011 Growth Academic Performance Index.

2011 GROWTH API

648 642

742

650

200

300

400

500

600

700

800

900

1000

2011 Growth API

API Score (Scale 200-1000)


Median API for 100 Similar Schools

Median API Statewide (Gr. 9-11)

Median API Statewide African AmericanSubgroup (Gr.9-11)


Adequate Yearly Progress (AYP) The federal Elementary and Secondary Education Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

• Participation rate on the state's standards-based assessments in English-language arts and mathematics

• Percent proficient on the state's standards-based assessments in English-language arts and mathematics

• API as an additional indicator

• Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found on the CDE Adequate Yearly Progress (AYP) website at http://www.cde.ca.gov/ta/ac/ay/.

Adequate Yearly Progress Overall and by Criteria (School Year 2010-2011) This table displays an indication of whether the school made AYP overall and whether the school met each of the six AYP criteria described above.

AYP Criteria Frederick Douglass High

Overall No

Participation Rate – English-Language Arts Yes

Participation Rate – Mathematics Yes

Percent Proficient – English-Language Arts No

Percent Proficient – Mathematics No

API No

Graduation Rate n/a

Federal Intervention Program (School Year 2011-2012) Schools and districts receiving Title I funding enter Program Improvement (PI) if they do not make Adequate Yearly Progress (AYP) for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations webpage at http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Indicator Frederick Douglass High

Program Improvement (PI) Status Not in PI

XI. SCHOOL COMPLETION AND POSTSECONDARY PREPARATION

Admission Requirements for California 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 high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the General Admissions Information website at http://www.universityofcalifornia.edu/admissions/general/ .

California State University

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

• Specific high school courses

• Grades in specified courses and test scores

• Graduation from high school

Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information, see the California State University webpage at http://www.calstate.edu/admission/admission.shtml.

Dropout Rate and Graduation Rate This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison

purposes, data are also provided for LAUSD and the state level. Detailed information about dropout rates and graduation rates can be found on the California

Department of Education DataQuest website at http://dq.cde.ca.gov/dataquest.

Indicator Frederick Douglass High LAUSD State

2007-08 2008-09 2009-10 2007-08 2008-09 2009-10 2007-08 2008-09 2009-10

Dropout Rate (1-year) 0.6 3.4 2.3 6.7 7.6 6.5 4.9 5.7 4.6

Graduation Rate* n/a n/a 76.79 71.14 69.09 68.71 80.21 78.59 80.44

*Note: The National Center for Education Statistics (NCES) graduation rate as reported in AYP is provided in this table.

- 16 - ICEF Public Schools

LTownsend - February 2012 Frederick Douglass Academy Charter High School

Completion of High School Graduation Requirements This table displays, by student group, the percent of students who began the 2010–11 school year in grade twelve and were a part of the school’s most recent

graduating class who met all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions

of the CAHSEE or received a local waiver or state exemption.

Group Graduating Class of 2011

Frederick Douglass High

All Students 85.2% (69/81) of students who began 2010-11 in grade 12 at FDAHS graduated from FDAHS 9.9% (8/81) of students who began 2010-11 in grade 12 at FDAHS transferred to another high school 4.9% (4/81) of students who began 2010-11 in grade 12 at FDAHS did not graduate

African American 87.7% (64/73) of African American students who began 2010-11 in grade 12 at FDAHS graduated from FDAHS

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

This table displays two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU)

admission. Detailed information about student enrollment in, and completion of, courses required for UC/CSU admission can be found on the California

Department of Education DataQuest website at http://dq.cde.ca.gov/dataquest/.

UC / CSU Course Measure Percent

2010-11 Students Enrolled in Courses Required for UC/CSU Admission 100%

2009-10 Graduates Who Completed All Courses Required for UC/CSU Admission 97.7%

Advanced Placement Courses (School Year 2010-2011)

This table displays, for the most recent year, the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s

students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found on the California Department of Education

DataQuest website at http://dq.cde.ca.gov/dataquest/.

Subject Number of AP Courses Offered AP Course Title Percent of Students in AP Courses*

AP English 2 AP English Language AP English Literature

47 / 401 = 11.7%

AP History 3 AP European History AP Government and Politics AP US History

52 / 401 = 13.0%

AP Mathematics 1 AP Calculus AB 10 / 401 = 2.5%

AP Science 1 AP Biology 19 / 401 = 4.7%

All Courses 7 89 / 401 = 22.2%

*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.

XII. INSTRUCTIONAL PLANNING AND SCHEDULING

Professional Development This section provides information on the annual number of school days dedicated to staff development.

In 2010-2011 and 2011-2012, prior to school opening in the Fall, five days were dedicated to Professional Development for new staff, followed by an additional five days of Professional Development for all staff. We also added two days during the school year for all teachers across the system to come together to examine data and collaborate. Both the Middle Schools and Elementary Schools dismiss students at 12:30 on Wednesdays to provide time for teachers to collaborate within and across grade levels and content areas; high schools have two early dismissal Wednesdays each month for collaboration and Professional Development.

After conducting site surveys and visits, the leadership team noticed that schools needed the tools and criteria to use in evaluating how well school culture and activities were aligned to the college readiness essential elements. In June of 2009, all principals and assistant principals attended a three day retreat in which they examined college readiness research and used that research to create a set of college readiness criteria charts. On a monthly basis, principals and assistant principals conduct learning walks using these criteria charts.

ICEF continues to provide beginning teachers with a pathway to their clear credential with its own state-approved BTSA program. Currently, 40 teachers are participating in the BTSA program and are receiving individualized coaching and mentoring. For those teachers who are not eligible for BTSA but are still new, individualized help may be requested or they may be referred by their principal to receive informal individualized mentoring by a master teacher.

Teachers are monitored through multiple informal observations and at least two formal observations. In January, teachers meet with immediate supervisors to monitor progress towards goals, refining where necessary. The first official evaluation occurs during the first week of April. A second evaluation occurs during the Spring and goals for the upcoming year are discussed.

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