1. Art and Diseño

California Department of Education
School Accountability Report Card
Reported Using Data from the 2013–14 School Year
Published During 2014–15
For
Environmental Charter Middle School Gardena
Address: 812 W. 165th Place, Gardena 90247
Principal: Debbie Dempsey
Phone: 310-425-1605
Grade Span: 6-8
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. Under the Local Control Funding Formula (LCFF) all local educational agencies
(LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they
intend to meet annual school-specific goals for all pupils, with specific activities to address state and local
priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
➢
For more information about SARC requirements, see the California Department of Education (CDE)
SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.
➢
View this SARC online at the school and/or LEA Web sites.
➢
For more information about the LCFF or LCAP, see the CDE LCFF Web page at
http://www.cde.ca.gov/fg/aa/lc/.
➢
For additional information about the school, parents and community members should contact the
school principal or the district office.
Environmental Charter Middle School - Gardena
Report Year: 2013-14
About This School
District Contact Information – Most Recent Year
District Name
Phone Number
Superintendent
E-mail Address
Web Site
Environmental Charter Middle School - Gardena
310-425-1605
Alison Diaz
[email protected]
www.ecmsgardena.org
School Contact Information – Most Recent Year
School Name
Street
City, State, Zip
Phone Number
Principal
E-mail Address
Web Site
County-District-School (CDS) Code
Environmental Charter Middle School - Gardena
th
812 W. 165 Place
Gardena, CA 90247
310-425-1605
Debbie Dempsey
[email protected]
www.ecmsgardena.org
19101990121772
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Environmental Charter Middle School - Gardena
Report Year: 2013-14
School Description and Mission Statement – Most Recent Year
Environmental Charter Middle School offers students a small, caring school environment that supports
students’ transition from elementary school, prepares them for success in a college preparatory high
school and empowers them to become leaders in their community and world. EMCMS is part of the
Environmental Charter Schools network of free, public schools in south Los Angeles. Our mission is to
create and deliver vibrant, innovative, interdisciplinary learning opportunities using the environment to
engage students and connect them to the wider world.
ECMS has operated since 2010, locating temporarily in Inglewood, and moving to its permanent facility in
Gardena/Harbor-Gateway in 2013. Our school is small, with only 360 students in grade 6-8, and we
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value a strong school community. Our 6 grade students have two core teachers – one for math and
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science, and one for English and history. These core teachers loop to 7 grade with their students,
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promoting strong relationships between teachers and families. To prepare them for high school, our 8
grade students have four core teachers. Students also take specialty subject courses to support their
academic, social and physical development including College Readiness, Games and Movements
(physical education), Arts and Handwork, and Green Ambassadors, an environmental education and
leadership sequence. We also use the Tribes Learning Community process to teach students the social
and emotional skills they need to be resilient and successful in a rapidly changing world.
Our curriculum is inter-disciplinary and project-based. Each trimester students participate in an
interdisciplinary benchmark project, integrating knowledge and skills from English, history, math and
science into a performance assessment, which allows students to demonstrate their mastery of standards
at a higher level than traditional tests. They must apply their learning and use cross-curricular skills and
concepts in concert with one another to solve problems in real-world and historical settings. For example,
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when 8 grade students were studying buoyancy, the American Revolution and time/distance/rate, they
built cardboard boats large enough to support a student, calculated their buoyancy, determined their
cargo, raced the laden boats and calculated their rate of travel, and then wrote about their experiences
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from the point of view of a ship’s captain in 18 Century New England. The tasks are challenging and
result in a deep understanding of skills and concepts.
ECMS also values partnerships with the large community. Our After School program partners with the
Gardena/Carson YMCA, enabling students to compete in a basketball league and swim after school. Our
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7 grade students spent the night at the Ocean Institute in Dana Point, after a day of marine research and
fish dissection. In 2012-13 we were fortunate to partner with IKEA, who interior designed and furnished a
classroom and library space for us. State Farm funded raised garden beds, fruit trees and other
sustainable projects. Kaboom! and CarMax provided equipment, man-power and inspiration for a oneday playground build.
ECMS is open to any middle school student regardless of where they live. Applications are available on
our website: www.ecmsgardena.org.
Student Enrollment by Grade Level (School Year 2013–14)
Grade Level
Grade 6
Grade 7
Grade 8
Total Enrollment
Number of Students
115
104
123
342
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Environmental Charter Middle School - Gardena
Report Year: 2013-14
Student Enrollment by Student Group (School Year 2013–14)
Group
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Percent of
Total Enrollment
22.5%
0%
1.5%
1.2%
71.6%
0%
1.2%
1.8%
92.4%
10.2%
8.8%
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the Basic State Priority (Priority 1):

Degree to which teachers are appropriately assigned and fully credentialed in the
subject area and for the pupils they are teaching;

Pupils have access to standards-aligned instructional materials; and

School facilities are maintained in good repair.
Teacher Credentials
Teachers
With Full Credential
Without Full Credential
Teaching Outside Subject Area of
Competence (with full credential)
School
2012–13
13
0
District
2013–14
13
0
School
2014–15
18
0
District
2014–15
18
0
1
1
0
0
Teacher Misassignments and Vacant Teacher Positions
Indicator
Misassignments of Teachers of English Learners
Total Teacher Misassignments*
Vacant Teacher Positions
2012–13
1
2
0
2013–14
1
4
0
2014–15
0
0
0
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.
4
Environmental Charter Middle School - Gardena
Report Year: 2013-14
Core Academic Classes Taught by Highly Qualified Teachers
(School Year 2013–14)
Location of Classes
This School
All Schools in District
High-Poverty Schools in District
Low-Poverty Schools in District
Percent of Classes In Core
Academic Subjects
Taught by
Highly Qualified Teachers
100%
100%
100%
0%
Percent of Classes In Core
Academic Subjects
Not Taught by
Highly Qualified Teachers
0%
0%
0%
0%
Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and
reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free
and reduced price meals program.
Quality, Currency, Availability of Textbooks and Instructional Materials – Most
Recent Year
Year and month in which data were collected: August 2014
Subject
Reading/Language Arts
Mathematics
Science
History-Social Science
Textbooks and Instructional
Materials/year of Adoption
Write Source (Houghton Mifflin
Harcourt), Foundations English
Language Arts (Kaplan),
Language! (Sopris West
Educational Services)
Holt California Mathematics
(Holt), Foundation Mathematics
(Kaplan), Connected Math
(Pearson), ST Math (Mind
Research), Go Math (Houghton
Mifflin Harcourt)
Focus on Earth Science
(Prentice Hall), Focus on Life
Science (Prentice Hall), Focus
on Physics (Prentice Hall),
Education and the Environment
Curriculum (Office of Education
and the Environment)
Ancient Civilizations (Prentice
Hall), Medieval and Early
Modern Times (Prentice Hall),
American History of our Nation
(Prentice Hall), Education and
the Environment Curriculum
(Office of Education and the
Environment)
From Most
Recent
Adoption?
Percent
Students
Lacking Own
Assigned Copy
Yes
0%
Yes
0%
Yes
0%
Yes
0%
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Environmental Charter Middle School - Gardena
Report Year: 2013-14
Foreign Language
N/A
N/A
0
Health
N/A
N/A
0
Our Handwork class is aligned
with our core curriculum.
Handwork teachers do not use
textbooks. They create their
curriculum in collaboration with
core content teachers.
N/A
0
N/A
N/A
N/A
Visual and Performing Arts
Science Laboratory Equipment
(grades 9-12)
School Facility Conditions and Planned Improvements – Most Recent Year
ECMS-Gardena campus is comprised of three separate buildings, a playground area, and a parking lot
which are enclosed with a gated fence. The education building was renovated from an existing two-story
building, and now contains 14 classrooms on two floors. The classrooms are bright and open with large
windows and skylights. Four classrooms on the ground floor have garage doors to provide outdoor
access for environmental-focused project-based learning. Two classrooms on the second floor open to
patios that allow students to create and maintain a hydroponic watering system and long-term projects.
The center atrium was planned to support a large tree in the center, continuing the school-wide focus on
the environment.
The one-story office complex contains restrooms for staff and students, and office space for the main
office. The third building is a two-story Baptist church that was built in 1950, and was renovated to
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provide an additional 8,000 ft for classrooms and office space, including a large conference room on the
nd
2 floor and office space for Charter Management Office support staff. The second floor is accessed by
a handicapped-accessible wheelchair lift, which provides space for large group meetings of students,
parents, and community partnerships.
The facilities site inspection was conducted by Denise Fay, Facilities Planning Specialist for Facilities
Planning Services at the Los Angeles County Office of Education on December 3, 2013. A copy of the
report is included in Appendix V. The report indicated compliance in all areas, with one recommendation
to secure book cabinets to the wall in one classroom. There were no required corrections or
recommendations.
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Environmental Charter Middle School - Gardena
Report Year: 2013-14
School Facility Good Repair Status – Most Recent Year
Using the most recent FIT data (or equivalent), provide the following:
 Determination of repair status for systems listed
 Description of any needed maintenance to ensure good repair
 The year and month in which the data were collected
 The overall rating
System Inspected
Systems: Gas Leaks,
Mechanical/HVAC, Sewer
Interior: Interior Surfaces
Cleanliness: Overall
Cleanliness, Pest/ Vermin
Infestation
Electrical: Electrical
Restrooms/Fountains:
Restrooms, Sinks/ Fountains
Safety: Fire Safety,
Hazardous Materials
Structural: Structural
Damage, Roofs
External: Playground/School
Grounds, Windows/
Doors/Gates/Fences
Repair Needed and
Action Taken or Planned
12/03/2013 Inspection completed by Denise Fay, Facilities Planning
Specialist, LACOE
Good
Fair
Poor
x
Compliant; no action required
x
x
Compliant; no action required
Compliant; no action required
x
x
Compliant; no action required
x
Anchor IKEA cabinets to wall in classroom
3
x
Compliant; no action required
Compliant; no action required
x
Compliant; no action required
Overall Facility Rate – Most Recent Year
Overall Rating
Exemplary
x
Good
Fair
Poor
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):

Statewide assessments (i.e., California Assessment of Student Performance and
Progress and its successor the Standardized Testing and Reporting Program);

The Academic Performance Index; and

The percentage of pupils who have successfully completed courses that satisfy the
requirements for entrance to the University of California and the California State
University, or career technical education sequences or programs of study.
7
Environmental Charter Middle School - Gardena
Report Year: 2013-14
California Assessment of Student Performance and Progress/ Standardized
Testing and Reporting Results for All Students in Science – Three-Year
Comparison
Subject
Science (grades
5, 8, and 10)
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
School
District
State
2011–12 2012–13 2013–14 2011–12 2012–13 2013–14 2011–12 2012–13 2013–14
0
67%
61%
30%
32%
37%
60%
66%
67%
Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California
Alternate Performance Assessment (CAPA).
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this
category is too small for statistical accuracy or to protect student privacy.
California Assessment of Student Performance and Progress Results by Student
Group in Science (School Year 2013–14)
Group
Percent of Students Scoring at
Proficient or Advanced
All Students in the LEA
All Students at the School
Male
Female
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Students Receiving Migrant Education Services
61%
61%
73%
61%
76%
N/A
N/A
N/A
64%
N/A
N/A
N/A
66%
31%
N/A
N/A
Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.
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.
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Environmental Charter Middle School - Gardena
Report Year: 2013-14
Standardized Testing and Reporting Results for All Students – Three-Year
Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
School
District
State
2010–11 2011–12 2012–13 2010–11 2011–12 2012–13 2010–11 2011–12 2012–13
Subject
English-Language
Arts
Mathematics
History-Social
Science
47%
55%
51%
30%
33%
35%
54%
56%
55%
27%
28%
23%
19%
23%
25%
49%
50%
50%
N/A
N/A
64%
19%
24%
27%
48%
49%
49%
Note: STAR Program was last administered in 2012–13. 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 for statistical accuracy or to protect student privacy.
Academic Performance Index Ranks – Three-Year Comparison
API Rank
Statewide
Similar Schools
2010–11
2
N/A
2011–12
3
5
2012–13
4
4
Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced.
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
All Students at the School
Black or African American
American Indian or Alaska N/Ative
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
Actual API
Change
2010–11
B
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Actual API
Change
2011–12
16
N/A
N/A
N/A
N/A
20
N/A
N/A
N/A
1
N/A
N/A
Actual API
Change
2012–13
11
N/A
N/A
N/A
N/A
6
N/A
N/A
N/A
5
-69
N/A
Note: "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and
there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or
target information.
9
Environmental Charter Middle School - Gardena
Report Year: 2013-14
Career Technical Education Programs (School Year 2013–14)
ECMS does not offer a career technical education program, nor do any of the middle-school level
courses meet the requirements for CTE.
Career Technical Education Participation (School Year 2013–14)
Measure
CTE Program Participation
N/A
Number of pupils participating in CTE
Percent of pupils completing a CTE program and earning a high
school diploma
Percent of CTE courses sequenced or articulated between the
school and institutions of postsecondary education
N/A
N/A
Courses for University of California and/or California State University Admission
UC/CSU Course Measure
2013–14 Students Enrolled in Courses Required for UC/CSU
Admission
2012–13 Graduates Who Completed All Courses Required for
UC/CSU Admission
Percent
N/A
N/A
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority
8):

Pupil outcomes in the subject areas of English, mathematics, and physical education.
California Physical Fitness Test Results (School Year 2013–14)
Grade Level
5
7
9
Percent of Students
Meeting Four of Six
Fitness Standards
N/A
25.5%
N/A
Percent of Students
Meeting Five of Six
Fitness Standards
N/A
19.4%
N/A
Percent of Students
Meeting Six of Six
Fitness Standards
N/A
15.3%
N/A
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 for statistical accuracy or to protect student privacy.
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Environmental Charter Middle School - Gardena
Report Year: 2013-14
Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority
3):

Efforts the school district makes to seek parent input in making decisions for the school
district and each school site.
Opportunities for Parental Involvement – Most Recent Year
Since ECMS was chartered to serve the Gardena community, but was initially located in Inglewood,
parent participation was challenging for many of our parents did not live nearby the school site. In the
spring of 2013 we moved to our permanent location in Gardena, and many of our Inglewood-based
families remained actively enrolled in our school.
When parents first enroll their students, we share with them a range of ways they can participate at
ECMS. Every ECMS parent signs our parent/school contract, which is explained to them at a parent
orientation meeting in the summer prior to the start of school. Sessions are provided in English and
Spanish, as are all the printed materials. In this contract, parents commit to send their child to school
consistently, to create a space for homework completion, to sign weekly reading logs and progress
reports, to attend parent-teacher conferences each trimester, to ensure students get enough sleep and
don’t’ bring sugary food to campus, and to read communication from school. The school commits to
provide a safe and clean learning environment, to monitor student dress, to assign meaningful homework,
to update grades weekly, to communicate frequently via email, website and a Friday newsletter, to
provide remediation and enrichment opportunities, to provide healthy food and snacks and to provide
explanations for policies and opportunities for parents to give feedback and participate in policy
development,
Parents meet with teachers three times each year and participation rates are extremely high. Parents are
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also encouraged to attend students’ presentations and performances. The 6 grade Olympic games and
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the 7 grade medieval Faire were both well attended by parents, as are the appreciation assemblies, after
school celebrations, culture fair, and honor breakfasts.
Parent education workshops are offered monthly on topics including adolescent sexual development,
preparing healthy meals, and preventing substance abuse. Food and free babysitting was offered to
make it easier for parents to attend.
ECMS has an elected parent council which includes representatives from each grade level. The Parent
Council members also participate on our school site council and help develop our Single Plan for Student
Achievement, our Wellness Plan, and the LCAP.
Many parents volunteer to help ECMS with outreach, posting and passing out fliers, and helping present
during parent information meetings. Parents also participated in our Kaboom! playground build and help
to chaperone field trips throughout the year.
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Environmental Charter Middle School - Gardena
Report Year: 2013-14
State Priority: Pupil Engagement
The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5):

High school dropout rates; and

High school graduation rates.
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)
Indicator
Dropout Rate
Graduation Rate
School
District
State
2010–11 2011–12 2012–13 2010–11 2011–12 2012–13 2010–11 2011–12 2012–13
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Completion of High School Graduation Requirements – Graduating Class of 2013
Group
All Students
Black or African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Socioeconomically Disadvantaged
English Learners
Students with Disabilities
School
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
District
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
State
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
State Priority: School Climate
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):

Pupil suspension rates;

Pupil expulsion rates; and

Other local measures on the sense of safety.
Suspensions and Expulsions
Rate
Suspensions
Expulsions
School
District
2011–12 2012–13 2013–14 2011–12 2012–13 2013–14
15
8 (8%) 16 (5%)
8 (8%) 16 (5%) 15 (4%)
(4%)
2 (2%) 1 (0.4%)
0
2 (2%) 1 (0.4%)
0
State
2011–12 2012–13 2013–14
5.7%
5.1%
4.4%
0.1%
0.1%
0/1%
12
Environmental Charter Middle School - Gardena
Report Year: 2013-14
School Safety Plan – Most Recent Year
Safety is a priority at EMCS, as we believe students cannot learn when they feel unsafe. Based on
climate surveys, most parents and students strongly agree that ECMS is a safe community, and safety is
one reason parents frequently cite for enrolling their students and ECMS.
Student safety is supported first through our Tribes social-emotional learning program that explicitly
teaches students the skills they need to be an effective community. ECMS practices and teaches the
values of Mutual Respect, Attentive Listening, Mindfulness, Right to Pass/Participate, and No Put Downs.
We also have a full-time Counselor who provides support to students and their families. As a small
school, we are able to establish a community where students, parents, and teachers work together to
foster a positive school atmosphere.
During school hours, access to the ECMS campus is limited to a buzz-in security gate. Two campus
supervisors oversee our grounds and other staff members provide additional supervision during drop off,
pick up, recess, and lunch.
ECMS has a Comprehensive Safe Schools plan in place, which is reviewed annually, most recently
during the summer of 2014. Teachers and staff review the plan during summer professional development
training on implementation. Evacuation maps are posted in each classroom and substitutes are provided
with a copy of emergency procedures when they arrive on campus. Safety-related policies have been
incorporated into the employee handbook and the parent handbook.
EMCS’ health and safety policies and procedures include, but are not limited to:
 A requirement that all enrolling students provide immunization documents to the extent required
for enrollment in a public school.
 A requirement for all staff and volunteers who work directly with students to have a current
negative TB result in accordance with Education Code Section 49406.
 Policies and procedures for school-wide training in response to natural disasters and other
emergencies, including civil unrest, fires, earthquakes and related seismic safety.
 Training for all staff relative to preventing contact with blood-borne pathogens.
 Identification of specific staff that will be trained in the administration of prescription drugs and
other medications.
 A policy establishing that the school is a drug-, alcohol-, and tobacco-free workplace.
 Staff trainings in safety provisions for auxiliary services such as food services and transportation.
 Fingerprinting and criminal background check shall be conducted prior to employment of every
employee as required by Education Code Section 44237. Fingerprinting and criminal background
checks may also be conducted on volunteers who work directly with students out of the direct
supervision of a credentialed employee.
 ECMS administrators and employees are responsible for complying with the Child Abuse and
Neglect Reporting Act, California Penal Code Section 11164, and all staff participate in a
mandated reporter training during summer 2013 professional development days.
13
Environmental Charter Middle School - Gardena
Report Year: 2013-14
Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for
LCFF.
Adequate Yearly Progress Overall and by Criteria (School Year 2013–14)
AYP Criteria
School
No; Met 11 of 21
Yes
Yes
No
No
N/A
Made AYP Overall
Met Participation Rate - English-Language Arts
Met Participation Rate - Mathematics
Met Percent Proficient - English-Language Arts
Met Percent Proficient - Mathematics
Met Graduation Rate
District
No; Met 11 of 21
Yes
Yes
No
No
N/A
Federal Intervention Program (School Year 2014–15)
Indicator
Program Improvement Status
First Year of Program Improvement
Year in Program Improvement*
Number of Schools Currently in Program Improvement
Percent of Schools Currently in Program Improvement
School
In PI
2012-2013
Year 2
N/A
N/A
District
In PI
2012-2013
Year 2
N/A
N/A
Note: Cells with NA values do not require data.
* DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the
flexibility granted through the federal waiver process.
Average Class Size and Class Size Distribution (Elementary)
Avg.
Grade
Class
Level
Size
K
1
2
3
4
5
6
Other
N/A
N/A
N/A
N/A
N/A
N/A
19.5
N/A
2011–12
Number of
Classes*
1-20 21-32
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2
2
N/A
N/A
33+
N/A
N/A
N/A
N/A
N/A
N/A
0
N/A
Avg.
Class
Size
N/A
N/A
N/A
N/A
N/A
N/A
21.7
N/A
2012–13
Number of
Classes*
1-20 21-32
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
0
4
N/A
N/A
33+
N/A
N/A
N/A
N/A
N/A
N/A
0
N/A
Avg.
Class
Size
N/A
N/A
N/A
N/A
N/A
N/A
28.5
N/A
2013–14
Number of
Classes*
1-20 21-32
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
0
4
N/A
N/A
33+
N/A
N/A
N/A
N/A
N/A
N/A
0
N/A
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
14
Environmental Charter Middle School - Gardena
Report Year: 2013-14
Average Class Size and Class Size Distribution (Secondary)
Subject
English
Mathematics
Science
Social
Science
Avg.
Class
Size
25.5
25.5
25.5
25.5
2011–12
Number of
Classes*
1-22 23-32 33+
N/A
4
N/A
N/A
4
N/A
N/A
4
N/A
N/A
N/A
4
Avg.
Class
Size
29.0
29.0
29.0
29.0
2012–13
Number of
Classes*
1-22 23-32 33+
2
6
N/A
2
6
1
2
6
1
2
6
N/A
Avg.
Class
Size
28.5
28.5
28.5
28.5
2013–14
Number of
Classes*
1-22 23-32 33+
N/A
8
N/A
N/A
8
N/A
N/A
8
N/A
N/A
N/A
8
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the
secondary school level, this information is reported by subject area rather than grade level.
Academic Counselors and Other Support Staff (School Year 2013–14)
Title
Number of FTE*
Assigned to School
Average Number of
Students per
Academic Counselor
1.0
342
0
N/A
0
N/A
0
N/A
0
0
0
0
0
0
N/A
N/A
N/A
N/A
N/A
N/A
Academic Counselor
Counselor (Social/Behavioral or Career
Development)
Library Media Teacher (librarian)
Library Media Services Staff
(paraprofessional)
Psychologist
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other
Note: Cells with N/A values do not require data.
* One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who
each work 50 percent of full time.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012–13)
Level
School Site
District
Percent Difference – School Site
and District
State
Percent Difference – School Site
and State
$8,193.23
N/A
Expenditures
Per Pupil
(Supplemental/
Restricted)
$1989.47
N/A
Expenditures
Per Pupil
(Basic/
Unrestricted)
$6,203.76
$6,203.76
N/A
N/A
0%
0%
N/A
N/A
$7,643
$59,363
N/A
N/A
19%
16%
Total
Expenditures
Per Pupil
Average
Teacher
Salary
$49,607
$49,607
Note: Cells with N/A values do not require data.
15
Environmental Charter Middle School - Gardena
Report Year: 2013-14
Types of Services Funded (Fiscal Year 2013–14)
Programs and services that support and assist students include our Tribes Social Emotional Learning
program, After School enrichment program, a full-time Counselor, supplemental educational services, and
after school Math Lab and Literacy Lab classes.
Our teachers use the Tribes program to support students’ social and emotional development. During a
daily advisory period, students participate in Tribes activities that provide explicit instruction in expected
behaviors, develop students’ capacity to collaborate and mange differences, and build classroom
community. Our full-time counselor creates opportunities during the school day to build school spirit and
manages programs such as yearbook, peer mediation, drama-free zones, and conflict resolution. We
have individual and group counseling available and in-class workshops. We partner with LMU and
Antioch, who provide additional counseling services.
Ultimate Success Learning Program provided supplemental educational services. Our after school
program offers homework help, MESA, arts, music, dance, and athletics. Credentialed teachers teach
our after school Math Lab and Literacy Lab, which provides remediation to students.
Teacher and Administrative Salaries (Fiscal Year 2012–13)
Category
District
Amount
Beginning Teacher Salary
Mid-Range Teacher Salary
Highest Teacher Salary
Average Principal Salary (Elementary)
Average Principal Salary (Middle)
Average Principal Salary (High)
Superintendent Salary
Percent of Budget for Teacher Salaries
Percent of Budget for Administrative Salaries
$40,000
$49,607
$55,399
N/A
$90,000
N/A
$126,750
28.1%
7.62%
State Average
For Districts
In Same Category
$38,390
$55,793
$72,306
N/A
$92,801
N/A
$116,026
34%
6.64%
For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
Advanced Placement Courses (School Year 2013–14)
Subject
Computer Science
English
Fine and Performing Arts
Foreign Language
Mathematics
Science
Social Science
All courses
Number of
AP Courses Offered*
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Percent of Students
In AP Courses
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Note: Cells with N/A values do not require data.
* Where there are student course enrollments.
16
Environmental Charter Middle School - Gardena
Report Year: 2013-14
Professional Development – Most Recent Three Years
ECMS offers extensive professional development for the increase in content and pedagogical knowledge
related to the Best Practices upon which our teachers are evaluated. Our academic calendar provides
two weeks of training for returning staff and three weeks for new teachers. In each trimester there are
three days devoted entirely to IBM and unit planning, refining, and data analysis. Additionally, we have a
weekly Monday morning meeting, which alternates between all staff, grade level team, and department
time. There are also two days set aside for teacher field investigations and teams of teachers may
request sub days to further develop curriculum.
ECMS is pleased to be involved in a major university partnership for professional development program
for English Language Learners, Project STELLAR (Science Teaching for English Learners – Leveraging
Academic Rigor). The partnership is funded by the U.S. Department of Education as a National
Professional Development program and will provide intensive training in academic writing in
environmental science for teachers of English Learners over a five year period. Fully one-half of EMCS’
teaching staff is involved, such that each student at each grade level is participating in a research-based
English Language Development curriculum taught by teachers who are trained, observed, and coached in
effective ELL strategies in reading, writing, listening, and speaking.
ECMS is investing significant time and money into professional development on secondary intervention
programs related to increasing student achievement in math. In 2013-14, we invested heavily in a
research-based remedial math program from Marilyn Burns entitled “Do the Math Now.” This is a
secondary intervention program which uses manipulatives and games to build conceptual understanding
th
of multiplication, division, and fractions – skills our 6 grade students have traditionally lacked. We had a
full- day training for all staff in using this program. As a result, teachers outside the math department
have a better understanding of the types of basic math our students struggle with. The English
department has become more aware of the literacy requirements for completion of word problems. All
teachers have experimented incorporating more pattern-recognition and mental arithmetic games into
their courses. We spent three days throughout the year supporting teacher knowledge and skill in
teaching mathematics. Days 1 and 2 focused on the Connected Math Program, a problem-based
curriculum, and ST Math. Day 3 provided teachers the opportunity to observe teachers at local
successful public schools and debrief their experience.
In addition, we had two half-days of training on Spatial/Temporal Math’s Secondary Intervention Program
from the Mind Research Institute. ST Math is a Tier II intervention for students at the middle or high
school level who are performing below grade level. The first part of this program focused on
strengthening teachers’ own awareness of the importance of developing conceptual understanding for our
students. ST Math uses visual models and required students to persevere in independently exploring
math concepts rather than relying on teachers’ algorithms. The second part of this training focused on
using the high quality data generated by this program to develop our math program school-wide and in
individual classes.
While many districts have cut finding for new teacher induction, ECMS chose to pay for teachers to go
through LACOE’s BTSA program based on our need to improve instruction in math. Teams met more
than an hour per week and were constantly engaged in coaching, observing, and reflecting on practice.
At the time of the midyear check in, all teachers involved reported using a wider range of instructional
strategies because of the time to plan and debrief with colleagues, as well as increased use of formative
data to guide instruction.
17