SARC Report for Richmond College PreparatorySchool Accountability Report Card Reported Using Data...

Richmond College Preparatory

By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies to addressstate and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

For addit ional information about the school, parents/guardians, and community members should contact the school principal or the district office.

DataQuest

Internet Access

California Department of Education

School Accountability Report CardReported Using Data from the 2014-15 School Year

Published During 2015-16

DataQuest is an online data tool located on the CDE DataQuest Web page that contains addit ional information about this school and comparisons of the school tothe district , the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, highschool graduates, dropouts, course enrollments, staffing, and data regarding English learners.

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

Allie Welch, PrincipalPrincipal, Richmond College Preparatory

Richmond College Preparatory214 South 11th St.Richmond, CA 94804-2474

Phone: 510-235-2066E-mail: [email protected]

About Our SchoolAbout Our School

ContactContact

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

http://www.cde.ca.gov/fg/aa/lc/

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

mailto:[email protected]

Last updated: 1/6/2016

About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

District Contact Information - Most Recent Year

District Name West Contra Costa Unified

Phone Number (510) 231-1101

Superintendent Bruce Harter

E-mail Address [email protected]

Web Site www.wccusd.net

School Contact Information - Most Recent Year

School Name Richmond College Preparatory

Street 214 South 11th St.

City, State, Zip Richmond, Ca, 94804-2474

Phone Number 510-235-2066

Principal Allie Welch, Principal

E-mail Address [email protected]

Web Site www.rcpschools.org/

County-District-School (CDS) Code

07617960110973

School Description and Mission Statement - Most Recent YearSchool Description and Mission Statement - Most Recent Year

Richmond College Prep Schools are actually two schools in three locat ions - an enhanced preschool for four year old children who matriculate to an extended dayand extended year charter elementary school. The elementary school is current ly chartered through grade 6. In 2005 we started our first preschool class w ith 20children and current ly have more than 48 students in preschool and about 460 in grades TK-6.

Our students live in the Santa Fe, Coronado neighborhoods of Richmond in the Iron Triangle area and are required to wear school uniforms.

The educat ional philosophy is centered on preparing students, beginning at four years of age, to succeed academically and emotionally in a college educat ionalenvironment. This philosophy requires nurturing the expectat ion of academic success in families as well as students.

Vision Statement

To close the achievement gap, by eliminat ing the inequalit ies of educat ion in the Iron Triangle and Richmond at large.

Mission Statement

To change our community through educat ion, by providing preschool and elementary school academic services, result ing in grade appropriate achievement,cultural enrichment, and strong moral character.

Core Values

Academic Excellence

We believe in academic excellence; demonstrated by every student performing at least at the proficient level. We are committed to ident ifying and eliminat ing

2014-15 SARC - Richmond College Preparatory

of 25


www.wccusd.net


www.rcpschools.org/


barriers to educat ional achievement. We create policies and pract ices that are fair and just and provide educat ional opportunit ies to ensure that every studentmeets our standards for achievement, part icipat ion, and growth.

Strong Moral Character

We believe that the true goal of educat ion includes strong moral character as well as academics. Character traits, including responsibility, love, t imeliness, integrity,perseverance, honesty, self discipline, courage, and cooperat ion, are expected to be interwoven into our campus culture.

Cultural Enrichment

We are committed to extending our students’ cultural knowledge and experience.


of 25



Student Enrollment by Grade Level (School Year 2014-15)Student Enrollment by Grade Level (School Year 2014-15)

Grade Level Number of Students

Kindergarten 89

Grade 1 60

Grade 2 61

Grade 3 58

Grade 4 60

Grade 5 59

Grade 6 57

Total Enrollment 444

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 60

10

20

30

40

50

60

70

80

90

100

Student Enrollment by Student Group (School Year 2014-15)Student Enrollment by Student Group (School Year 2014-15)

Student Group Percent of Total Enrollment

Black or African American 38.5 %

American Indian or Alaska Nat ive 0.2 %

Asian 0.0 %

Filipino 0.2 %

Hispanic or Lat ino 53.2 %

Native Hawaiian or Pacific Islander 0.7 %

White 0.0 %

Two or More Races 0.5 %

Socioeconomically Disadvantaged 55.0 %

English Learners 41.2 %

Students w ith Disabilit ies 6.3 %

Foster Youth 0.7 %

Black or African American

American Indian or A laska Native

Asian

Filipino

Hispanic or Latino

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students with Disabilities

Foster Youth

38%

53%

55%

41%

6%


of 25



A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the State priority: Basic (Priority 1):

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

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

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

Teacher CredentialsTeacher Credentials

Teachers School District

2013-14

2014-15

2015-16

2015-16

With Full Credent ial 15 15 14

Without Full Credent ial 0 0 1

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

0 0 0

2013-14 2014-15 2015-160.0

2.5

5.0

7.5

10.0

12.5

15.0

17.5Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Teacher Misassignments and Vacant Teacher PositionsTeacher Misassignments and Vacant Teacher Positions

Indicator2013-

142014-

152015-

16

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2013-14 2014-15 2015-16-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


of 25


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

Year and month in which data were collected: September 2014

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2014-15)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

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

Highly Qualified Teachers

This School 100.0% 0.0%

All Schools in District 97.0% 3.0%

High-Poverty Schoolsin District

97.0% 3.0%

Low-Poverty Schoolsin District

97.0% 3.0%

Quality, Currency, Availability of Textbooks and Instructional Materials - Most Recent YearQuality, Currency, Availability of Textbooks and Instructional Materials - Most Recent Year

SubjectTextbooks and Instructional Materials/year of

AdoptionFrom Most Recent

Adoption?Percent Students Lacking Own Assigned

Copy

Reading/Language ArtsPearson Reading Street

English Language Development - Nat ional GeographicREACH

0.0 %

MathematicsEngageNY

0.0 %

ScienceMacmillan/McGraw-Hill California Science

0.0 %

History-Social Science 0.0 %

Foreign Language 0.0 %

Health 0.0 %

Visual and Performing Arts 0.0 %

Science Lab Eqpmt (Grades9-12)

0.0 %


of 25


School Facility Conditions and Planned Improvements - Most Recent YearSchool Facility Conditions and Planned Improvements - Most Recent Year

Richmond College Prep part icipates in annual inspect ions. Inspect ion results are posted onsite and may be viewed at front office

There are no planned or recent ly complets facility improvements. Richmond College Prep is not in need of any maintenance to ensure good repair at this t ime.


of 25


B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing information relevant to the State priority: Pupil Achievement (Priority 4):

Statew ide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP], Science California Standards Tests); andThe percentage of pupils who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy. Double dashes (--) appear in the table when the number of students tested is ten or less.

California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)California Assessment of Student Performance and Progress Results for All Students (School Year 2014-15)

Subject

Percent of Students Meeting or Exceeding the State Standards

School District State

English Language Arts / Literacy (grades 3-8 and 11) 38.0% 32.0% 44.0%

Mathematics (grades 3-8 and 11) 34.0% 22.0% 33.0%


of 25


Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for stat ist icalaccuracy or to protect student privacy.

Note: The number of students tested includes students that did not receive a score; however the number of students tested is not the number that was used tocalculate the achievement level percentages. The achievement level percentages are calculated using students w ith scores.

* Level 1 = Standard not met Level 2 = Standard nearly met Level 3 = Standard met Level 4 = Standard exceeded

CAASPP Assessment Results - English Language Arts (ELA) CAASPP Assessment Results - English Language Arts (ELA)

Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

ELA - Grade 3ELA - Grade 3

Student GroupTotal

EnrollmentNumberTested

PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 59 59 100.0% 31.0% 42.0% 24.0% 3.0%

Male 59 26 44.1% 31.0% 38.0% 31.0% 0.0%

Female 59 33 55.9% 30.0% 45.0% 18.0% 6.0%

Black or African American 59 22 37.3% 27.0% 50.0% 23.0% 0.0%

American Indian or Alaska Nat ive 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 59 1 1.7% -- -- -- --

Hispanic or Lat ino 59 31 52.5% 32.0% 35.0% 26.0% 6.0%

Native Hawaiian or Pacific Islander 59 1 1.7% -- -- -- --

White 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Socioeconomically Disadvantaged 59 56 94.9% 30.0% 43.0% 23.0% 4.0%

English Learners 59 32 54.2% 31.0% 41.0% 22.0% 6.0%

Students w ith Disabilit ies 59 1 1.7% -- -- -- --

Students Receiving MigrantEducat ion Services

0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 25






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 61 61 100.0% 39.0% 18.0% 26.0% 16.0%

Male 61 35 57.4% 40.0% 17.0% 31.0% 11.0%

Female 61 26 42.6% 38.0% 19.0% 19.0% 23.0%



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%


Native Hawaiian or Pacific Islander 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

White 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 25






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 61 60 98.4% 25.0% 33.0% 30.0% 12.0%

Male 61 29 47.5% 28.0% 31.0% 28.0% 14.0%

Female 61 31 50.8% 23.0% 35.0% 32.0% 10.0%



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 25





ELA- ELA- Grade 6Grade 6

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 56 56 100.0% 27.0% 32.0% 39.0% 2.0%

Male 56 34 60.7% 29.0% 29.0% 38.0% 3.0%

Female 56 22 39.3% 23.0% 36.0% 41.0% 0.0%



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 25





CAASPP Assessment Results - Mathematics CAASPP Assessment Results - Mathematics

Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)Disaggregated by Student Groups, Grades Three through Eight and Eleven (School Year 2014-15)

Mathematics - Grade 3Mathematics - Grade 3

Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 59 58 98.3% 10.0% 48.0% 31.0% 10.0%

Male 59 26 44.1% 4.0% 54.0% 31.0% 12.0%

Female 59 32 54.2% 16.0% 44.0% 31.0% 9.0%



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 59 1 1.7% -- -- -- --


Native Hawaiian or Pacific Islander 59 1 1.7% -- -- -- --

White 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 25






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 61 61 100.0% 23.0% 43.0% 26.0% 8.0%

Male 61 35 57.4% 20.0% 46.0% 23.0% 11.0%

Female 61 26 42.6% 27.0% 38.0% 31.0% 4.0%



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 25






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 61 60 98.4% 20.0% 47.0% 20.0% 13.0%

Male 61 29 47.5% 17.0% 45.0% 21.0% 17.0%

Female 61 31 50.8% 23.0% 48.0% 19.0% 10.0%



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 25






Student GroupTotal


PercentTested

PercentAchievement

Level 1*

PercentAchievement

Level 2*

PercentAchievement

Level 3*

PercentAchievement

Level 4*

All Students 56 56 100.0% 27.0% 46.0% 18.0% 9.0%

Male 56 34 60.7% 24.0% 50.0% 15.0% 12.0%

Female 56 22 39.3% 32.0% 41.0% 23.0% 5.0%



Asian 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Filipino 0 0 0.0% 0.0% 0.0% 0.0% 0.0%



White 0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Two or More Races 0 0 0.0% 0.0% 0.0% 0.0% 0.0%





0 0 0.0% 0.0% 0.0% 0.0% 0.0%

Foster Youth -- -- -- -- -- -- --


of 25



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

California Standards Tests Results by Student Group in Science (School Year 2014-15)

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

California Standards Tests for All Students in Science – Three-Year ComparisonCalifornia Standards Tests for All Students in Science – Three-Year Comparison

Subject

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


2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Science (grades 5, 8, and 10) 73.0% 68.0% 61.0% 46.0% 48.0% 46.0% 59.0% 60.0% 56.0%

Student Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 46.0%

All Students at the School 61.0%

Male 72.0%

Female 51.0%

Black or African American 47.0%

American Indian or Alaska Nat ive --

Asian --

Filipino --

Hispanic or Lat ino 68.0%

Native Hawaiian or Pacific Islander --

White --

Two or More Races --

Socioeconomically Disadvantaged 61.0%

English Learners 62.0%

Students w ith Disabilit ies --

Students Receiving Migrant Educat ion Services --

Foster Youth --


of 25


State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the State priority: Other Pupil Outcomes (Priority 8):

Pupil outcomes in the subject areas of English, mathematics, and physical educat ion

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2014-15)California Physical Fitness Test Results (School Year 2014-15)

Grade Level

Percent of Students Meeting Fitness Standards

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

5 33.3% 28.3% 16.7%


of 25


C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing information relevant to the State priority: Parental Involvement (Priority 3):

Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite

State Priority: Pupil Engagement

The SARC provides the follow ing information relevant to the State priority: Pupil Engagement (Priority 5):

High school dropout rates; andHigh school graduat ion rates

Opportunities for Parental Involvement - Most Recent YearOpportunities for Parental Involvement - Most Recent Year

RCP believes that parent part icipat ion is important in the overall educat ional progress of the children.Prior to the first day of school, RCP holds a parent orientat ion in which relevant school policies are explained and the Parent Handbook is given out. During thefirst month of school, RCP has a Back to School Night in which families can visit their student 's classroom.

Parent/teacher conferences are held tw ice throughout the school year (November and March). Families are able to meet w ith classroom teachers to discuss theacademic, behavioral, and social progress of their student. Families are also encouraged to part icipate in its School Site Council and English Learner Advisory Committee. These two committees meet monthly at RichmondCollege Prep.

Parents also have many opportunit ies to part icipate and volunteer at Richmond College Prep throughout the year. The RCP Fest ival, classroom field trips and bi-yearly Scholast ic Bookfair are a few events parents are encouraged to attend.

RCP holds monthly Parent Meet ings where parents come together to discuss ways that they can support the school. Some of the things parents organize arefood sales, fundraisers to help pay for materials, and a school w ide African American performance for Black History Month. We're always looking for more ways toget parents involved and believe in partnering w ith all of our parents.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Dropout Rate and Graduation Rate (Four-Year Cohort Rate)

Indicator


2011-12 2012-13 2013-14 2011-12 2012-13 2013-14 2011-12 2012-13 2013-14

Dropout Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 13.1% 11.4% 11.5%

Graduat ion Rate 0.00 0.00 0.00 75.70 0.00 0.00 78.87 80.44 80.95

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

1.0


of 25

2011-12 2012-13 2013-14-1.0

-0.5

0.0

0.5

1.0Dropout Rate

Graduation Rate


of 25




State Priority: School Climate

The SARC provides the follow ing information relevant to the State priority: School Climate (Priority 6):

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

School Safety Plan - Most Recent Year

Suspensions and ExpulsionsSuspensions and Expulsions


Rate 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Suspensions 5.9 3.3 2.6 10.2 6.6 6.2 5.1 4.4 3.8

Expulsions 0.0 0.0 0.0 0.0 0.0 0.0 0.1 0.1 0.1

Suspensions

2012-13 2013-14 2014-150

2

4

6

8

10

12School Suspensions

District Suspensions

State Suspensions

Expulsions

2012-13 2013-14 2014-150.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

The School Safety Plan details appropriate responses for a variety of emergency situat ions - including fire, earthquake and shelter in place. The school conductsmonthly drills w ith staff, teachers, students and emergency response teams. Involved in the School Safety Plan are the administrat ion, maintenance andoperat ions, office staff, teachers and support staff, and local emergency response organizat ions such as Richmond Fire Department and Richmond PoliceDepartment. The plan describes steps necessary to ensure the safety of our students and staff in the event of an emergency.

The School Safety Plan w ill be reviewed by Administrat ion and School Site Council in 2016.


of 25




D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.

Note: Cells w ith NA values do not require data.

Average Class Size and Class Size Distribution (Elementary)

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

Academic Counselors and Other Support Staff (School Year 2014-15)

Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)Adequate Yearly Progress Overall and by Criteria (School Year 2014-15)

AYP Criteria School District State

Made AYP Overall Yes Yes

Met Part icipat ion Rate - English Language Arts Yes Yes

Met Part icipat ion Rate - Mathematics Yes Yes

Met Percent Proficient - English Language Arts N/A N/A

Met Percent Proficient - Mathematics N/A N/A

Met Attendance Rate N/A

Met Graduat ion Rate N/A Yes

Federal Intervention Program (School Year 2015-16)Federal Intervention Program (School Year 2015-16)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2004-2005

Year in Program Improvement Year 3

Number of Schools Current ly in Program Improvement N/A 23

Percent of Schools Current ly in Program Improvement N/A 82.1%

2012-13 2013-14 2014-15

Grade Level Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

K 30.0 3 30.0 3 30.0 3

1 30.0 2 29.0 2 30.0 2

2 30.0 2 29.0 2 30.0 2

3 30.0 2 29.0 2 30.0 2

4 30.0 2 26.0 2 30.0 2

5 30.0 2 29.0 2 30.0 2

6 29.0 2 23.0 2 30.0 2

Other

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


of 25



Note: Cells w ith N/A values do not require data.

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

Note: Cells w ith N/A values do not require data.

Academic Counselor

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

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) 1.0 N/A

Psychologist 1.0 N/A

Social Worker N/A

Nurse N/A

Speech/Language/Hearing Specialist 1.0 N/A

Resource Specialist (non-teaching) 2.0 N/A

Other N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2013-14)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site -- -- -- --

District N/A N/A $0.0 $58595.0

Percent Difference – School Site andDistrict

N/A N/A -- --

State N/A N/A $5348.0 $72971.0

Percent Difference – School Site and State N/A N/A -- --


of 25



For detailed information on salaries, see the CDE Cert ificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/ .

Professional Development – Most Recent Three Years

Types of Services Funded (Fiscal Year 2014-15)Types of Services Funded (Fiscal Year 2014-15)

Richmond College Prep K-6 is current ly a recipient of T it le I and T it le II funding and spends these categorical funds consistent w ith program design and programrequirements. The school is current ly not in Program Improvement.

Teacher and Administrative Salaries (Fiscal Year 2013-14)Teacher and Administrative Salaries (Fiscal Year 2013-14)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $37,572 $43,165

Mid-Range Teacher Salary $57,903 $68,574

Highest Teacher Salary $77,623 $89,146

Average Principal Salary (Elementary) $88,724 $111,129

Average Principal Salary (Middle) $94,047 $116,569

Average Principal Salary (High) $105,032 $127,448

Superintendent Salary $227,250 $234,382

Percent of Budget for Teacher Salaries 31.0% 38.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

10000

20000

30000

40000

50000

60000

70000

80000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000

2013-14

Richmond College Prep has a week of professional development prior to the start of the school year. Staff has the opportunity to receive curriculum and programtrainings and prepare classrooms for the first day of school. During the school year, staff meets once a month to discuss various academic and school climateissues. There are professional development trainings on explicit direct instruct ion strategies and English Language Development instruct ion. Grade-levels also meetw ith the Academic Dean throughout the year to analyze student data.


of 25

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


2014-15

Richmond College Prep has a week of professional development prior to the start of the school year. Staff receives curriculum and program trainings, collaboratesw ithin grade-level teams to long-term plan for the school year, and prepares classrooms for the first day of school. During the school year, staff meets once amonth to discuss various academic and school climate issues. The professional development focus for the 2014-2015 school was guided reading. Readingassessments were implemented school-w ide, and teachers were trained in how to provide different iated reading instruct ion to all students based on theassessment data. Grade-level teams also collaborate on a weekly basis around data analysis and instruct ional planning.

2015-16

Richmond College Prep has a week of professional development prior to the start of the school year. Staff receives curriculum and program trainings, collaboratesw ithin grade-level teams to long-term plan for the school year, and prepares classrooms for the first day of school. During the school year, staff meets once amonth to discuss various academic and school climate issues. The professional development focus for the 2015-2016 school year is writer's workshop. A writ ingcoach works w ith grade-level bands to study various aspects of the writer's workshop model, in which teachers get to observe, pract ice, and then implementunits of study in their own classrooms. Grade-level teams also collaborate on a weekly basis around data analysis and instruct ional planning.


of 25

SARC Report for Richmond College PreparatorySchool Accountability Report Card Reported Using Data...

Documents

Transcript of SARC Report for Richmond College PreparatorySchool Accountability Report Card Reported Using Data...