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This document is available on the Internet at http://www.icefps.org/about_us/school_accountability_report_cards_.

Every school in California is required by state law to publish a School Accountability Report Card (SARC) by February 1 of each year. The SARC contains information about the condition and performance of each California public school. 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

DataQuest Internet Access

DataQuest is an online data tool located on the CDE DataQuest website 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 state Academic Performance Index (API), federal Adequate Yearly Progress (AYP), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet access 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.

Additional Information For further information regarding the data elements and terms used in the SARC, see the 2012-13 Academic Performance Index Reports Information Guide located on the CDE API website at http://www.cde.ca.gov/ta/ac/ap/ .

II. ABOUT THIS SCHOOL

Contact Information (School Year 2013-2014)

School Information Charter Organization Information

School Name Frederick Douglass Academy Charter High School Charter Organization Name ICEF Public Schools

Year Opened 2006-2007

Street 3200 W. Adams Blvd. Street 5120 W. Goldleaf Circle, Suite 350

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

Phone Number 323-290-6992 Phone Number 323-290-6900

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

Director LaKeyshua Washington Chief Executive Officer Parker Hudnut

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

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

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

ICEF Public Schools Administration

Chief Executive Officer Parker Hudnut Vice President of Instruction Marie Morelock

Chief Operating Officer / Chief Financial Officer

Greg Brendel Vice President of Schools Jacqueline Woods

Director of Operations and Administration

Linda Christiansen Director of Human Resources Kesia Irvine

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

School Description and Mission Statement

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

ICEF Public Schools

The Inner City Education Foundation (ICEF) is a Charter Management Organization, operating in South Los Angeles, which provides students from under-performing public schools with excellent academic options in their own community. Founded in 1994, ICEF currently operates twelve schools serving nearly 4,200 students. ICEF Public Schools’ mission is to prepare all students to attend and compete academically at the top colleges and universities in the nation.

ICEF is conscious of the relationship between education and the economic prospects of the neighborhood. ICEF serves an 81 percent African-American and 18 percent Hispanic student population with over 80 percent of students eligible for the federal free and reduced price lunch program, a nationally recognized measure of economic poverty. ICEF provides high-quality college preparatory educational opportunities for children in their own communities, increasing the high school graduation rate, reducing the number of high school dropouts, and improving college entrance rates of students in South Los Angeles. Our hope is to return well-educated college graduates as highly productive adults to the local community. To best achieve this vision, ICEF is focused on three main objectives:

Academic Excellence. Our goal is to have 100% of all ICEF graduates accepted into college. Under the guidance of the Vice-President of Instruction, the academic team was restructured with the addition of experts in math, literacy and common core instruction, as well as in teacher development. ICEF is focused on supporting teachers with frequent observation, professional development, consistent analysis of student performance data and constructive feedback from principals.

Promote and Support our Culture. In addition to academic rigor, ICEF stands out from the crowd by providing students with rich extracurricular offerings. ICEF gives students the opportunity to participate in athletics and an outstanding performing and visual arts program that enriches and supports their academic experience. At ICEF, music, dance, sports, and drama are not optional “extras.” We truly believe that by encouraging our students to participate in these activities—along with their academic studies—we are developing not just stellar students, but interesting and talented members of society.

Financial Stewardship. In an effort to decentralize financial operations and give schools more control over their own budgets, ICEF moved to a school-based budgeting model. ICEF is transparent with faculty, staff, and the board about the financial state of the organization through regular updates and open dialogue. We are focused on long-term financial stability while investing heavily in students’ current needs.

Academic Leadership

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

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 Vice-President of Instruction. The primary responsibility of the VP of Instruction is the training and development of the principals and teacher leaders in the understanding of the essential elements of an ICEF Educational Program and the transition to the Common Core Standard, 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 Vice-President of Instruction is assigned oversight responsibility for these processes.

Key responsibilities of the Vice-President of Instruction include:

• Develop and implement educational model for ICEF

• Guide education team’s key initiatives, specifically Teacher Development, Principal Training and the transition to the Common Core Standards

• Work with principals to codify and continually enhance ICEF’s Academic Model based on internal and external best practices related to Curriculum, Special Education, ICEF Code of Conduct and teacher Professional Development

• Work with principals to set, measure and attain student achievement targets

• Work with principals to manage teacher intervention process

• Assist new principals in applying ICEF’s 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 (2013-2014): Ms. Debra Price, Director of Community Relations

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 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.

III. 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 website 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.

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

Subject

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

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

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

English-Language Arts 33% 36% 31% 44% 48% 47% 54% 56% 55%

Mathematics 2% 7% 8% 43% 44% 45% 49% 50% 50%

Science 30% 26% 26% 47% 51% 52% 57% 60% 59%

History-Social Science 32% 35% 32% 37% 39% 40% 48% 49% 49%

English-Language Arts Mathematics Science History


Standardized Testing and Reporting Results by Student Group – Most Recent Year (School Year 2012-2013)

Group

Percent of Students Scoring at Proficient or Advanced

English-Language Arts

Mathematics Science History-Social

Science

All Students in LAUSD 47% 45% 52% 40%

All Students at Frederick Douglass High 31% 8% 26% 32%

Male 27% 10% 33% 39%

Female 37% 6% 18% 26%

Black or African American 31% 8% 29% 33%

Hispanic or Latino 18% 12% n/a n/a

Socioeconomically Disadvantaged 32% 10% 28% 34%

Students with Disabilities 25% n/a n/a n/a

Comparison to Students in LAUSD and Statewide by Grade Level The charts below show how Frederick Douglass High School students performed compared to students in LAUSD and statewide on the 2013 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.

2013 CST MATHEMATICS

124

0

2415 13 18

38

2025

32

53

3026

1213

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

2013 CST SCIENCE

26

14

0

18

4133

19

30

5449

64

53

29

21

3237

0

10

20

30

40

50

60

70

80

90

100

Gr. 10 Science Biology Chemistry Physics



LAUSD

Statewide


2013 CST ENGLISH-LANGUAGE ARTS

283233

404345 4852

62

3237

47

0

10

20

30

40

50

60

70

80

90

100

Grade 9 Grade 10 Grade 11



LAUSD

Statewide

Statewide African

American Subgroup


Intervention Strategies

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

• Advisory Classes – Grade-specific advisory classes are designed to teach academic skills sets while allowing students to explore real-world topics on current event/social issues, character building, and college and career planning. Advisory sections are also utilized to prepare students for grade-specific assessments such as CAHSEE. Additionally, there are specific advisory sections designated for English and Math Intervention.

• Intervention Classes – Intervention classes are scheduled within the regular school day to provide students the opportunity for more in-depth development of deficient academic skills. These intervention classes focus on building the fundamental skills that are necessary for student mastery of English and Math standards. Students who performed below grade level on standardized assessments have been identified to participate in Intervention classes. We have intervention classes for the following subjects:

• Math (Algebra 1 and Algebra 2)

• CAHSEE Math

• CAHSEE ELA

• Credit Recovery – Acellus is a computer-based program that offers many classes in the core content areas. Students who are deficient in one or more classes are given the opportunity to participate in the on-line program. We currently offer two sections during the regular school day and one section during 7th period (after-school). Students who participate are enrolled in a section where they are supervised and monitored by a teacher; however they are also allowed to work on the program at home.

• After-School/Lunchtime Tutoring – Tutoring for all classes is offered by FDAHS teachers every day from 3:15 pm – 4:00 pm.

• Academic Improvement Conferences – Quarterly conferences are held with students who have one or more fails to discuss their current situation and steps towards progress. They are taken through a thorough reflection process and discussion.

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 Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (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 CDE 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.

2013 CST HISTORY-SOCIAL SCIENCE

41

22

39

31

5046

3429

0

10

20

30

40

50

60

70

80

90

100

World History US History



LAUSD

Statewide



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

Subject Frederick Douglass High LAUSD State

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

English-Language Arts 45% 29% 39% 48% 45% 49% 59% 56% 57%

Mathematics 39% 32% 34% 46% 50% 54% 56% 58% 60%

CAHSEE Grade 10 Results by Student Groups – Most Recent Year (School Year 2012-2013) 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-Language Arts Mathematics

Not Proficient Proficient Advanced Not Proficient Proficient Advanced

All Students in LAUSD 52% 23% 25% 46% 35% 19%

All Students at Frederick Douglass High 61% 20% 18% 66% 26% 8%

Male 52% 24% 24% 60% 30% 10%

Female 72% 16% 12% 73% 22% 5%

Black or African American 64% 20% 16% 70% 21% 9%

Hispanic or Latino n/a n/a n/a n/a n/a n/a

Two or More Races 50% 25% 25% 56% 38% 6%

Socioeconomically Disadvantaged 61% 20% 18% 66% 26% 8%

English Learners n/a n/a n/a n/a n/a n/a

Students with Disabilities n/a n/a n/a n/a n/a n/a

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

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 2012-13 compared to students in

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

2013 CAHSEE (10th Graders) - Percent Passing

5965

78778483

7173

0

10

20

30

40

50

60

70

80

90

100

English-Language Arts Mathematics

Percent Passing

F. Douglass HS

LAUSD

Statewide


English-Language Arts Mathematics


California Physical Fitness Test Results (School Year 2012-2013) 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 9

Percent of Students Meeting Fitness Standards

Four of Six Standards Five of Six Standards Six of Six Standards Cumulative Percent Meeting Four or More Standards

Frederick Douglass HS 26.6% 23.4% 21.9% 71.9%

Statewide 18.7% 23.0% 36.5% 78.2%

IV. ACCOUNTABILITY

Academic Performance Index (API) The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the 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 2010 2011 2012

Statewide 3 2 1

Similar Schools 9 7 4

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

Group

Actual API Change – F. Douglass High 2013 Growth API

2010-11 2011-12 2012-13 Number of Students

F. Douglass High LAUSD State

All Students -37 -3 -10 256 635 749 790

African American -50 +14 -14 233 632 698 708

Hispanic or Latino n/a n/a n/a 15 683 728 744

Socioeconomically Disadvantaged +6 -18 188 646 731 743

Students with Disabilities n/a n/a n/a 26 472 573 615

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 schools statewide on the 2013 Growth

Academic Performance Index.

2013 GROWTH API

635668

757

667

200

300

400

500

600

700

800

900

1000

2013 Growth API

API Score (Scale 200-1000)

Frederick Douglass High

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 (ESEA) requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

• Participation rate on the state's standards-based assessments in 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) For detailed information about AYP, including participation rates and percent proficient results by student group, see 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 2012-2013) AYP Criteria Frederick Douglass High LAUSD

Made AYP Overall No No

Met Participation Rate – English-Language Arts Yes Yes

Met Participation Rate – Mathematics Yes Yes

Met Percent Proficient – English-Language Arts No No

Met Percent Proficient – Mathematics No No

Met API Criteria No Yes

Met Graduation Rate Yes No

Federal Intervention Program (School Year 2013-2014) 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 website at http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.

Indicator F. Douglass High LAUSD

Program Improvement (PI) Status In PI – Year 2 In PI – Year 3

First Year of Program Improvement 2012-13 2004-2005

Number of LAUSD Schools Currently in Program Improvement n/a 658

Percent of LAUSD Schools Currently in Program Improvement n/a 83.1%

V. SCHOOL CLIMATE

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

2010-11 2011-12 2012-13

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 24.7 6 13 0 29.0 2 2 5 27.7 2 6 3

Mathematics 26.0 6 11 4 29.9 2 5 8 27.5 3 5 3

Science 26.6 3 10 1 32.5 0 5 7 27.7 2 6 3

Social Science 20.2 11 3 1 29.2 2 5 6 27.5 3 5 3

Student Enrollment by Grade Level (School Year 2012-2013) Student Enrollment by Group (School Year 2012-2013) Grade Level Enrollment Group % of Total Enrollment

Grade 9 103 Black or African American 90.7%

Grade 10 101 American Indian or Alaska Native 0.8%

Grade 11 89 Asian 0.0%

Grade 12 72 Filipino 0.0%

Total 365 Hispanic or Latino 6.0%

Native Hawaiian / Pacific Islander 0.0%

White 0.0%

Two or More Races 0.5%

Socioeconomically Disadvantaged 72.9%

English Learners 2.5%

Students with Disabilities 10.7%


School Safety Plan (School Year 2012-2013)

ICEF Public Schools has developed a standard School Emergency Response Plan that has been adopted by all ICEF school sites. The Plan meets the requirements of the State of California and the City/County of Los Angeles policies on Emergency Response and Planning, the National Incident Management System (NIMS), and defines the primary and support roles of the schools in after-incident damage assessment and reporting requirements.

The School Site Council, which consists of school administrators, teachers, parents, and community members at each ICEF school, has the responsibility of customizing specific sections of their school safety plan. The school specific sections of the plan include a Local Emergency Number List, School Emergency Response Team, Incident Command System, Utility Vendor and Shutoff Information, Emergency Drill Schedule, and Evacuation Plans. Office Managers are responsible for submitting the completed plan to the Facilities Department for final review and approval. Each school houses their school safety plan in their main office and provides a copy to ICEF’s Corporate Office. In addition, Office Managers and/or Facilities personnel insure that Material Safety Data Sheets for all hazardous materials use on school grounds are kept in a central school location and updated as needed.

To ensure the successful implementation of safety procedures, the Facilities Department provides annual trainings to staff for their assigned responsibilities. Furthermore, emergency drills are performed at all ICEF school sites throughout the year, including earthquake, fire, active shooter, Lock-Down (response and no response), and Shelter-In-Place drills. The Facilities Department also ensures that each classroom has an emergency kit, alert cards, and that each school has a comprehensive medical kit. Inventory of emergency supplies and medical kits are reviewed annually and replenished as needed.

Suspensions and Expulsions

Frederick Douglass High ICEF Public Schools (K-12)

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

Rate (and Number) of Suspensions 31.03% (130) 23.01% (101) 9.04% (33) 16.49% (697) 12.44% (548) 6.42% (242)

Rate (and Number) of Expulsions 0.00% (0) 0.00% (0) 0.00% (0) 0.00% (0) 0.20% (9) 0.08% (3)

Note: The CDE formula for suspension and expulsion rates in 2010-11 and 2011-12 counted each suspension or expulsion during the school year. The formula was changed in 2012-13 to include only an unduplicated count of students involved in one or more incidents for which the student was suspended or expelled during the school year.

VI. SCHOOL FACILITIES

School Facility Conditions and Planned Improvements (School Year 2013-2014)

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 the 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. Older HVAC units are being replaced during Winter 2013.

- 10 - ICEF Public Schools

Frederick Douglass Academy Charter High School

School Facility Good Repair Status (School Year 2013-2014) Date of Inspection: 10/14/13

System 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

�� Two drinking fountains were recently replaced.

SAFETY: Fire Safety, Hazardous Materials

��

STRUCTURAL: Structural Damage, Roofs

��

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

��

Overall Facility Rating

Facility Condition

Exemplary Good Fair Poor

��

VII. TEACHERS

Teacher Credentials

Teachers Frederick Douglass High ICEF Public Schools

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

With Full Credential 15 15 11 160

Without Full Credential 3 2 5 22

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

Teacher Misassignments and Vacant Teacher Positions Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator 2011-12 2012-13 2013-14

Misassignments of Teachers of English Learners 0 0 1

Total Teacher Misassignments 0 0 2

Vacant Teacher Positions 0 0 0

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2012-2013) 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 website 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%

LAUSD 87% 13%

VIII. SUPPORT STAFF

Academic Counselors and Other Support Staff (School Year 2012-2013) Note: One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title FTE Title FTE

Academic Counselor (1 per 365) 1 Psychologist / Consultant 0.25

Counselor (Social/Behavioral) 0.25 Resource Specialist 1.00

Nurse / Consultant available as needed Speech/Language/Hearing Specialist / Consultant available as needed



IX. CURRICULUM AND INSTRUCTIONAL MATERIALS

Quality, Currency, and Availability of Textbooks and Instructional Materials (School Year 2013-2014) The tables that follow contain information regarding ICEF’s core instructional resources and supplemental materials. ICEF ensures that every student has access to the core instructional materials in each class. During novel units in literature, each student is issued an individual copy of the novel or students may elect to purchase the novel, if desired. Each school site is solely responsible for the ordering, issuing, and maintenance of all textbooks and instructional materials. Supplemental materials are used at the discretion of the school director, teacher, and academic departments.

Textbooks and Instructional Materials (Data Collected: January 2014) Grade Level/ Course

Textbook Title Publisher Implementation Date


Grade K

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

IStation Computer Adaptive Program IStation 2013-2014

Units of Study in Opinion, Information and Narrative Writing, Lucy Calkins Readers and Writers’ Project

Heinemann 2013-2014

The Comprehension Toolkit, Harvey, Stephanie & Goudvis, Anne

Heinemann 2013-2014

Core Literature: Cosby, Bill. The Meanest Thing to Say Jennings, Sharon. Franklin and the Scooter

Lobel, Arnold. Frog and Toad All Year Marshall, James. Fox on the Job Various exemplar texts from Appendix B of the CCSS

Grade 1




Heinemann 2013-2014


Heinemann 2013-2014

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

Pilke, Dave. A Friend for Dragon Various exemplar texts from Appendix B of the CCSS

Grade 2




Heinemann 2013-2014


Heinemann 2013-2014

Core Literature: Brown, Jeff. Flat Stanley

Cleary, Beverly. The Mouse and the Motorcycle Various exemplar texts from Appendix B of the CCSS

Grade 3




Heinemann 2013-2014


Heinemann 2013-2014

Core Literature: Cleary, Beverly. Ramona Quimby, Age 8 Blume, Judy. Double Fudge

Sachar, Louis. Holes Various exemplar texts from Appendix B of the CCSS

Grade 4




Heinemann 2013-2014


Heinemann 2013-2014

Core Literature: Bauer, Marion Dane. On My Honor Curtis, Christopher. Bud, Not Buddy Hamilton, Virginia. Zeely

Reynolds Naylor,Phyllis. The Great Chicken Debacle Yates, Elizabeth. Amos Fortune, Free Man Various exemplar texts from Appendix B of the CCSS



Grade Level/ Course



Grade 5




Heinemann 2013-2014


Heinemann 2013-2014

Core Literature: Justor, Norton. The Phantom Tollbooth Lowry, Lois. Number the Stars

Ryan, Pam Munoz. Esperanza Rising Spinelli, Jerry. Maniac Magee Various exemplar texts from Appendix B of the CCSS

Grade 6

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

iReady Computer Adaptive Program Curriculum and Associates 2013-2014

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

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

Shakespeare, William. A Midsummer Night’s Dream Woodson, Jacqueline. Locomotion The Children’s Homer Various exemplar texts from Appendix B of the CCSS

Grade 7

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 Various exemplar texts from Appendix B of the CCSS

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

Narrative of the Life of Frederick Douglass Poetry Unit Shakespeare. Othello Steinbeck, John. The Pearl Various exemplar texts from Appendix B of the CCSS

Grade 9

The Journey to Adulthood

Core Literature: Classical Myths (selections) Hansberry, Lorraine. Raisin in the Sun Homer. Odyssey Meyers, Walter Dean. 145

th Street (selected stories)

Poetry Unit Shakespeare, William. Romeo and Juliet Steinbeck, John. Of Mice and Men Various exemplar texts from Appendix B of the CCSS

Grade 10 Our Ethical Identity

Core Literature: Faulkner, William. “Barn Burning” and “A Rose for Emily” Marquez, Gabriel Garcia. Chronicle of a Death Foretold Poe, Edgar, Allan. The Raven and Other Writings

Salinger, J.D. Catcher in the Rye Shakespeare, William. Macbeth Wilson, August. Fences Various exemplar texts from Appendix B of the CCSS

Grade 11

Reality vs. Our Perception

Core Literature: American Fiction (poetry and short story unit) The Declaration of Independence Fitzgerald, F. Scott. The Great Gatsby

Miller, Arthur. Death of a Salesman Morrison, Toni. The Bluest Eye Non-fiction and Rhetoric Readings Various exemplar texts from Appendix B of the CCSS



Grade Level/ Course



Grade 12 College Writing

Readings:

Unit 1: The Writing Portion of the SAT Sophocles. The Burial at Thebes Mosely, Walter. The Thief King, Martin Luther. Letter From a Birmingham Jail

Unit 2a: Critiquing an Argument Using the TIPP Letters to the Editor

Unit 2b: Rhetoric of the OpEd Page Edlund, John. “Three Ways to Persuade” Rifkin, Jeremy. “A Change of Heart About Animals”

Unit 3: Fast Food Barboza, David. “If You Pitch It, They Will Eat Brownlee, Shannon. “It’s Portion Distortion That Makes America Fat”

Unit 4: Appearance and Discrimination Greenhouse, Steven. “Going for the Look, but Risking Discrimination”

Unit 5: Our Digital Future Mezrich, Ben. The Accidental Billionaires Selected Readings from Everything is an Argument

Unit 6: Censorship and Free Speech Bradbury, Ray. Fahrenheit 451 Selections from Read, Reason, Write

Unit 7: Responsibility of Others Eggers, Dave. Zeitoun Hardin, Garrett. Life Boat Ethics West, Cornell. Moral Obligations of a Democratic Society

Unit 8: Casual Arguments/Presenting a Solution: Violence in Society Beah, Ishamel, A Long Way Gone: Memoirs of A Boy Soldier Selected reading from Read, Reason, Write

Other: Ellison, Ralph. Invisible Man Boyle, TC. Tortilla Curtain Various exemplar texts from Appendix B of the CCSS

Mathematics

Grades K-5

McGraw Hill – MyMath McGraw Hill 2013-2014

Dreambox Computer Adapative Program Dreambox Learning 2013-2014

Grade 6

Glencoe - Math Connects, Course 1, CCSS McGraw Hill, 2012 2012-13

Revolution Prep Revolution Prep 2010-11

Grade 7

Glencoe - Pre Algebra, CCSS McGraw Hill, 2012 2012-13


Grade 8

Glencoe - Algebra, CCSS McGraw Hill, 2012 2012-13


Algebra I Glencoe - Algebra, CCSS McGraw Hill, 2012 2012-13

Geometry Glencoe - Geometry, CCSS McGraw Hill, 2012 2012-13

Algebra II Glencoe - Algebra 2, CCSS McGraw Hill, 2012 2012-13

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

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

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) Pearson Prentice Hall, 2008 2008-09

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

Pearson Prentice Hall, 2008 2008-09



Grade Level/ Course


Science

Anatomy Essentials of Human Anatomy and Physiology, 9th Ed. Pearson, 2009 2012-13

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

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

Spanish I Paso a Paso 1 Prentice Hall (Met, Sayers, Wargin), 2000 2003-04

Realidades 1 (with workbooks and other resources) Pearson Prentice Hall, 2008 2008-09

Spanish II Paso a Paso 2 Prentice Hall (Met, Sayers, Wargin), 2000 2003-04

Realidades 2 (with workbooks and other resources) Pearson Prentice Hall, 2008 2008-09

Spanish III Paso a Paso 3 Prentice Hall (Met, Sayers, Wargin), 2000 2003-04



Grade Level/ Course


Foreign Language

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 six attributes of a strong college-going culture, which supports our core mission of ensuring that all ICEF students are prepared to enter and compete at the top colleges and universities in the nation:

(1) College Going Culture: All K-12 stakeholders embrace and embody those behaviors, skills, and environments which personally, socially, and emotionally prepare all students to compete at the top colleges and universities in the nation.

(2) College Style Study Habits: Whether in the classroom or independently, students need to know how to organize and prioritize their short and long-term assignments while balancing their social and family schedules. ICEF Schools incorporate study skills into the curriculum, not just assigning students a chapter to read, but teaching them how to read it closely in order to understand both the overarching themes, but also the subtle nuances; not just telling the students to take notes on a lecture, but giving them the tools to do that effectively; and not just telling a student to study for a test, but advising them on how to manage their time and providing strategies for success.

(3) College Level Analytical Writing: In order to prepare students for the demands of college-level writing, teachers will scaffold instruction to produce writing products that meet the Common Core Writing Anchor Standards of writing for argumentation, writing to inform or explain, and writing to convey experiences. Students will learn claim-based writing through a variety of techniques, including the Toulmin Model, a method of writing focused using evidence for argumentation. Students will utilize these writing strategies to incorporate writing throughout each discipline and content area.

(4) College Style Discourse: Students possess the habits of mind to engage in intellectual strategies related to intellectual openness, inquisitiveness, interpretation, and precision and accuracy to the point of automaticity. Through formalized Socratic Seminars and Shared Inquiry in the early grades, students gain the competencies and habits of Socratic dialogue. They learn the academic language necessary to participate in a scholarly discussion and how to listen intelligently and interpret responses. Students consistently practice the tools needed to participate in college-level discussions according to the Common Core Listening and Speaking Anchor Standards. These skills include formulating an argument, relating evidence gained from the text to support an argument, drawing on past experiences, correlating previous readings in the class with the current topic of the discussion, and evaluating other speakers’ point of view, reasoning and rhetoric.

(5) Backwards Mapping to College Standards: Prior to the adoption of the Common Core Standards, ICEF had already adopted practices of backwards mapping college readiness by examining the Secretary's Commission on Achieving Necessary Skills (SCANS), the University of California/California State University (UC/CSU) system a-g requirements, and The College Board’s Standards for College Success and determining which college-going skills, habits and behaviors are necessary for success. These same key measures are integral components of the principal and teacher evaluations as reflected on the Teacher Effectiveness Framework. The Framework, which was developed when ICEF was part of The College Ready Promise, focuses on three pedagogical priorities – College Readiness, Cognitive Engagement and Constructivism. These pedagogical priorities align with the Common Core Standards and aim to develop classrooms in which teachers facilitate instruction and students take ownership of their own learning. Instruction is aligned to the Common Core Standards and students are given multiple opportunities to think critically, analyze text, provide evidence-based claims and apply conceptual mathematical skills to solve problems. ICEF teachers act as guides and facilitators in this learning process.

(6) Technology Readiness through Blended Learning: Blended learning “combines online delivery of educational content with the best features of classroom interaction and live instruction to personalize learning, allow thoughtful reflection, and differentiate instruction from student-to-student across a diverse group of learners.” With rapidly increasing use around the nation, this model is proving highly effective in helping schools address the struggles of student achievement, limited resources, and the expectations of 21st century learners. ICEF Public Schools approach to Blended Learning uses carefully selected technology based instructional programs that allow the teacher to maximize impact on students by streamlining tasks such as formative assessment, remedial intervention, and independent skill practice. This frees the teacher to focus on the aspects of instruction that only a trained teacher can accomplish: the building of higher order thinking skills, cognitive engagement, and the ICEF College Readiness Model.

X. SCHOOL FINANCES

Expenditures Per Pupil and Teacher Salaries (Fiscal Year 2011-2012) 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 website 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 website at http://www.cde.ca.gov/ds/fd/cs/. To look up expenditures and salaries for a specific school district, see the Ed-Data website at: http://www.ed-data.org.

Level Total Expenditures

Per Pupil

Expenditures Per Pupil (Supplemental /

Restricted)

Expenditures Per Pupil (Basic / Unrestricted)

Average Teacher Salary

ICEF Public Schools $8,245 $786 $7,459 $51,380

LAUSD n/a n/a n/a $66,851

Percent Difference – ICEF Public Schools and LAUSD n/a n/a n/a -23.1%

State n/a n/a $5,537 $69,704

Percent Difference – ICEF Public Schools and State n/a n/a +34.7% -26.3%



Types of Services Funded (Fiscal Year 2012-2013)

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 2012-13 school year, ICEF Public Schools received state and federal aid for the following categorical programs:

State Federal

• Special Ed - AB 602

• Supplemental Hours

• Class Size Reduction (K-3)

• Child Nutrition (State)

• State Lottery

• Charter School Categorical Block Grant

• SB740

• Art and Music Block Grant

• Special Education - IDEA

• Child Nutrition (Federal)

• Title I, A, Basic Low Income

• Title II, A, Teacher Quality

• Title III, Limited English (LEP)

• Title V, B, Charter School Grants

In addition to the categorical grants for the projects listed above, ICEF annually raises funds for ICEFwide programs. ICEF offers the following programs to students:

• Performing and Visual Arts

• Athletics Program

• Blended Learning and Technology in classrooms

• College Readiness

• After School and Summer School Programs

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

• Teacher Professional Development

• Beginning Teacher Support and Assessment (BTSA) Program

• Leadership opportunities for teachers as Cadre Leaders and BTSA Mentors

Teacher and Administrative Salaries (Fiscal Year 2011-2012) 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 $39,008 $41,462

Mid-Range Teacher Salary $52,800 $62,307 $66,133

Highest Teacher Salary $77,000 $77,359 $85,735

Average Principal Salary (Elementary) $96,500 $104,537 $107,206

Average Principal Salary (Middle) $93,600 $114,610 $111,641

Average Principal Salary (High) $108,700 $115,924 $122,628

Superintendent Salary n/a $275,000 $225,176

Percentage of Budget for Teacher Salaries 29.0% 35.0% 38.0%

Percentage of Budget for Administrative Salaries 11.0% 5.0% 5.0%

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 UC Admissions Information website at http://www.universityofcalifornia.edu/admissions/ .

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 have 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 (CSU) webpage at http://www.calstate.edu/admission/admission.shtml.



Cohort Dropout Rate and Cohort Graduation Rate This table displays the school’s cohort dropout rates and graduation rates for the most recent period for which data is available. For comparison purposes, data are

also provided for LAUSD and the state level. Detailed information about cohort 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

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

Dropout Rate 21.3 5.3 9.7 24.7 22.6 20.3 16.6 14.4 13.1

Graduation Rate 70.49 94.74 86.11 62.44 64.75 66.48 74.72 77.14 78.73

Completion of High School Graduation Requirements

This table displays, by student group, the number of students who were a part of the school’s most recent graduating class for which the CDE has available data

(2012) and meet 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 2012

Frederick Douglass High LAUSD State

All Students 63 37,532 418,598

Black or African American 59 3,790 28,078

Hispanic or Latino 4 26,590 193,516

Socioeconomically Disadvantaged 28 29,650 217,915

English Learners 4 12,256 93,297

Students with Disabilities 7 2,906 31,683

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.

UC / CSU Course Measure Percent

2012-13 Students Enrolled in Courses Required for UC/CSU Admission 74.6%

2011-12 Graduates Who Completed All Courses Required for UC/CSU Admission 100%

Advanced Placement Courses (School Year 2012-2013) 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*

English 2 AP English Language 7.7% (28/365)

AP English Literature 8.5% (31/365)

Fine and Performing Arts 1 AP Studio Art 1.9% (7/365)

Foreign Language 1 AP Spanish 5.8% (21/365)

Math 1 AP Calculus AB 4.9% (18/365)

Science 1 AP Biology 3.8% (14/365)

Social Science 2 AP European History 6.6% (24/365)

AP Government and Politics 7.1% (26/365)

All AP Courses 8 n/a 27.9% (102/365)

*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.


LTownsend – January 2014


XII. INSTRUCTIONAL PLANNING AND SCHEDULING

Professional Development This section provides information on the annual number of school days dedicated to professional development and continuous professional growth.

Professional Development – Prior to School Opening (8 days total): In 2012-2013, prior to school opening in the Fall, three days were dedicated to

Professional Development for new staff, followed by five days of professional development for all teachers. For the 2013-2014 school year, five days of

Professional Development was provided for all new and returning staff. Professional development consists of workshops designed to help understand the

ICEF mission, the Common Core State Standards, the ICEF Instructional Elements, , effective instructional practices, and classroom management

strategies.

Professional Development - Early Release Days All schools dismiss students at 12:30pm on Wednesdays to provide time for teachers to collaborate

within and across grade levels and content areas. Professional development is focused on the Common Core State Standards, as well as the Teacher

Effectiveness Framework. Workshops are led by school site Instructional Teams, teachers, and teacher leaders, and the Home Office Instructional Team.

Data Days (4 days total): For the 2012-2013 school year, all ICEF teachers and administrators met to review benchmark assessment data four times

during the year during Data Days. During these data review days, teachers met with their school sites and with their content areas to analyze student

benchmark results. Assessments are administered in grades K-12 across all core content areas (where developmentally appropriate). The home office

supports schools by consolidating results and providing technical support during the administration of the assessments. During the 2013-2014 year, ICEF

teachers and administrators will once again meet four times a year to analyze data. Data days will also include Professional Development aligned to the

Common Core State Standards and the Teacher Effectiveness Framework to provide teachers with strategies to utilize in the classroom based on the

assessment data.

Director Retreat and Monthly Director Meetings (12 days total): According to research conducted by Paul Bambrick-Santoyo, as well as research from

the Wallace Foundation, school success is highly contingent upon the Principal’s effectiveness as an instructional leader. An effective instructional leader

focuses on high leverage practices that keep a laser sharp focus on instruction – data analysis, lesson observation and feedback, curriculum planning,

providing effective professional development, managing student and staff culture, and developing strong instructional leadership teams. Professional

Development for Directors is focused on these high leverage practices. Directors participate in monthly professional development workshops, which

include classroom learning walks, critical inquiry and consultancies to help Directors be more effective Instructional Leaders.

BTSA Induction Program (10 days total + variable support time): ICEF continues to provide beginning teachers with a pathway to their clear credential

with its own state-approved BTSA program. Currently, 45 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 in the BTSA Induction Program are supported by a team of 19

mentors.

Teacher Evaluation and Development Process: Teachers are monitored through multiple informal observations and at least one formal observation

using the Teacher Effectiveness Framework, based on the work of the College Ready Promise and the Framework for Effective Teaching developed by

Charlotte Danielson. At the beginning of the academic year, teachers meet with immediate supervisors to set goals and create a Professional Learning

Plan (PLP) aligned to indicators on the Teacher Effectiveness Framework. Teachers are scored on a points system, consisting of one scheduled formal

observation, four unscheduled informal observations, and a scorecard covering effective teaching practices that may not be evident during an observation.

Data from the process is collected throughout the year to help drive professional development.

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