SARC Report for Century Academy - Conejo Valley Unified ... SARC 2015.pdfMath Analysis H (Pre Calculus): Holt, Rinehart and Winston: Precalculus: A Graphing Approach Calculus: Prentice

Century Academy

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 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/.

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

California Department of Education

School Accountability Report CardReported Using Data from the 2013-14 School Year

Published During 2014-15

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

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

Last updated: 1/21/2015


About This School

Contact Information - Most Recent YearContact Information - Most Recent Year

School

School Name Century Academy

Street 1025 Old Farm School Rd.

City, State, Zip Thousand Oaks, Ca, 91360-4941

Phone Number 805-496-0286

Principal Mart in Manzer, Principal

E-mail Address [email protected]

Web Site www.conejousd.org/centuryacademy

County-District-School (CDS) Code

56737590123349

District

District Name Conejo Valley Unified

Phone Number (805) 497-9511

Web Site http://www.conejousd.org

SuperintendentFirst Name

Jeffrey

SuperintendentLast Name

Baarstad

E-mail Address [email protected]

School Description and Mission Statement (Most Recent Year)School Description and Mission Statement (Most Recent Year)

MISSION STATEMENT

Century Academy’s mission is to provide a modern, personalized approach to learning that w ill inspire our students to reach their full academic potent ial.

SCHOOL DESCRIPTION

Century Academy offers an alternat ive program for high school students in the Conejo Valley Unified School District . W ith outstanding support from the District ’sschool board and administrat ion and the comprehensive high schools, Century Academy is an alternat ive high school of choice in the Conejo Valley Unified SchoolDistrict . The school was created to address the increasing number of families residing w ithin our district boundaries that are looking for an alternat ive to thetradit ional high school. Some of these families have left or were considering leaving the district for other alternat ives in surrounding districts or charter schools. Forothers online learning or home schooling opt ions are attract ive. Century Academy tries to meet these needs by offering a more customized approach to learningwith flexible scheduling. Students are supported through a blended learning model ut ilizing online curriculum w ith tradit ional teacher support. All exams are takenin our supervised computer lab. Access to school community-building opportunit ies is available for students through field trips, seminars, act ivit ies and communityservice opportunit ies. Since Century Academy caters to the independent/self-motivated learner, the emphasis is college preparatory, but students that thrive asindependent learners at all levels are accepted if the student ’s academic needs can be met. Century Academy is able to provide a varied curriculum to meet theneeds of our students.

The model at Century Academy is designed as a partnership between students, parents, teachers and administrators to provide an educat ional experience thatcreates personal enthusiasm for knowledge, and act ively engages and empowers the student in the process of learning so that they may be better prepared toresponsibly part icipate in diverse, ever-changing democrat ic society. Century Academy is a student centered public program that partners students, parents, andstaff to provide a dynamic learning environment that promotes high academic achievement, personal and social responsibility and empowers students toindependently meet the challenges of an evolving world. Students select online or hybrid courses and may concurrent ly attend community college classes orpart icipate in the Regional Occupat ional Program (ROP). Often students who were not successful at the comprehensive high school thrive in this new alternat ivesett ing. Student programs are personalized and designed to meet the goals, and interests of each individual student.

Century Academy received a six year WASC accreditat ion in the spring of 2014 as well as the California Dist inguished School Award in 2013

2013-14 SARC - Century Academy

Page 2 of 22

mailto:[email protected]

www.conejousd.org/centuryacademy

http://www.conejousd.org

mailto:[email protected]



Student Enrollment by Grade Level (School Year 2013-14)Student Enrollment by Grade Level (School Year 2013-14)

Grade Level Number of Students

Grade 9 5

Grade 10 18

Grade 11 28

Grade 12 32

Total Enrollment 83

Grade 9 Grade 10 Grade 11 Grade 120

5

10

15

20

25

30

35

Student Enrollment by Student Group (School Year 2013-14)Student Enrollment by Student Group (School Year 2013-14)

Group Percent of Total Enrollment

Black or African American 0.0

American Indian or Alaska Nat ive 1.2

Asian 3.6

Filipino 1.2

Hispanic or Lat ino 14.5

Native Hawaiian or Pacific Islander 0.0

White 79.5

Two or More Races 0.0

Socioeconomically Disadvantaged 6.0

English Learners 0.0

Students w ith Disabilit ies 3.6

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

1%3%1%

14%

79%


Page 3 of 22



A. Conditions of Learning

State Priority: Basic

The SARC provides the follow ing information relevant to the Basic State Priority (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

2012-13

2013-14

2014-15

2014-15

With Full Credent ial 6 5 5 863

Without Full Credent ial 0 0 0 0

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

0 0 0 16

2012-13 2013-14 2014-150

1

2

3

4

5

6

7Teachers 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

Indicator2012-

132013-

142014-

15

Misassignments of Teachers of EnglishLearners

0 0 0

Total Teacher Misassignments* 0 0 0

Vacant Teacher Posit ions 0 0 0

2012-13 2013-14 2014-15-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments

Vacant Teacher Positions


Page 4 of 22


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: January 2015

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)

Location of ClassesPercent of Classes In Core Academic Subjects Taught by

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

Highly Qualified Teachers

This School 100 0

All Schools in District 100 0

High-Poverty Schoolsin District

100 0

Low-Poverty Schoolsin District

100 0

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

Subject Textbooks and Instructional Materials/year of Adoption

From MostRecent

Adoption?

PercentStudentsLacking

OwnAssigned

Copy

Reading/LanguageArts Grade 9: Prentice Hall: Literature: T imeless Voices – Gold; Core Literature: Of Mice and Men by John Steinbeck,

Romeo and Juliet by W illiam Shakespeare, To Kill a Mockingbird by Harper Lee; and one of the follow ing: A Raisin inthe Sun by Lorraine Hansberry, The Effect of Gamma rays on...by Paul Zindel; and one of the follow ing: A Tale oftwo Cit ies by Charles Dickens, Bean Trees by Barbara Kingsolver, House on Mango Street by Sandra Cisneros, I KnowWhy the Caged Bird Sings by Maya Angelou, Princess Bride by W illiam Goldman, The Hunger Games by SuzanneCollins, The Odessy by Homer

Grade 10 CP: Prentice Hall: Literature: T imeless Voices – Plat inum; Grade 10 H: Prentice Hall: Literature: Brit ishTradit ion; Core Literature: Ant igone by Sophocles, Lord of the Flies by W illiam Golding: and one of the follow ing:Jane Ayre by Charlotte Bronte (10H), Julius Caesar/MacBeth by W illiam Shakespeare (10H); Midsummer Night 's Dreamby W illiam Shakespeare, Taming of the Shrew by W illiam Shakespeare; and 2 of the follow ing: A Separate Place byJohn Knowles, A Thousand Pieces of Gold by Ruthanne Lum McCunn, Bless Me Ult ima by Rudolfo Anaya, Bless theBeasts and the Children by Glendon Swarthout, Cyrano de Bergerac by Edmond Rostand, Ender's Game by Orson S.Card, Glass Cast le by Jeannette Walls, Inherit the W ind by Lawrence and Lee, Old Man and the Sea by ErnestHemingway, Things Fall Apart by Chinua Achebe, Twelve Angry Men by Reginald Rose

Grade 11 CP: Prentice Hall: Literature: American Expanded, California Edit ion, Grade 11 AP: Wadsworth, Inc.:American Literature, Single Volume, 3rd edit ion, Prose Models 11th Edit ion; Core Literature: The Crucible by ArthurMiller; and one of the follow ing: Adventures of Huckleberry Finn by Mark Twain, The Great Gatsby by F. ScottFitzgerald; and one of the follow ing: Awakening by Kate Chopin, Bluest Eye by Toni Morrison, Catcher in the Rye byJ.D. Salinger, Snow Falling on Cedars by David Guterson, The Scarlet Letter by Nathaniel Hawthorne, Death of aSalesman by Arthur Miller, Streetcar Named Desire by Tennessee W iliamd, The Glass Menagerie by TennesseeW illiams, The Night Thoreau Spent in Jail by Jerome Lawrence, Into the World by Jon Krakauer

Grade 12 CP: Prentice Hall: Literature: Brit ish Tradit ion California Edit ion, Grade 12 AP: Prentice Hall: Literature:An Introduct ion to Fict ion, Poetry and Drama; Core Literature: one of the follow ing (Shakespeare): Hamlet,Macbeth, Taming of the Shrew; and one of the follow ing (19th Century): Dr. Jekyll and Mr. Hyde by Robert LouisStevenson, Dracula by Bram Stoker, Frankenstein by Mary Shelley, Jane Eyre by Charlotte Bronte, Pride and Prejudiceby Jane Aust in; and one of the follow ing (Drama): Pygmalion by George Bernard Shaw, Rosencrantz andGuildenstern are Dead by Tom Stoppard, Wait ing for Godot by Samuel Beckett; and one of the follow ing(Contemporary Novel): 1984 by George Orwell, Brave New World by Aldous Huxley, Childhood's End by ArthurCharles Clark, The Kite Runner by Khalad Hosseini, The Stranger by Albert Camus

Yes 0.0

MathematicsAlgebra 1 CP: Glencoe Publishing Co.: California Algebra 1: Concepts, Skills, and Problem Solving

Algebra 2: Glencoe Publishing Co.: Concepts, Skills, and Problem Solving

Focus on Algebra 2: McDougal Littell: Concepts and Skills

Algebra H: Key Curriculum Press: Discovering Advanced Algebra

Focus on Geometry: McDougall Littell: Geometry: Concepts and Skills

Geometry: Glencoe Publishing Co.: Geometry California Edit ion

Yes 0.0


Page 5 of 22

Geometry H: McDougall Littell: Geometry California Edit ion

Functions, Statistics and Trigonometry: Houghton Mifflin Harcourt: Algebra and Trigonometry

Math Analysis CP: Glencoe Publishing Co.: Advanced Math Concepts

Math Analysis H (Pre Calculus): Holt, Rinehart and Winston: Precalculus: A Graphing Approach

Calculus: Prentice Hall: Calculus for Business, Economics, Life Sciences and Social Sciences,

Calculus AP: Houghton Mifflin Harcourt: Calculus of the Single Variable

Computer Science AP: John Wiley and Sons, Inc.: Java Concepts for AP Computer Science

Statistics AP and CP: W.H. Freeman: Pract ices of Stat ist ics:TI-83/84/89 Enhanced

ScienceBiology CP: Glencoe Publishing Co: Biology – California Edit ion

Biology H: Glencoe Publishing Co: Biology: A Molecular Approach (Blue Version)

Biology AP: Benjamin-Cummings Publishing Co.: Biology (AP Edit ion)

Chemistry CP: Prentice Hall School Division: Chemistry – California Edit ion

Chemistry H: Glencoe/Macmillan/McGraw-Hill: Chemistry: Matter and Change

Chemistry AP: McGraw: Chemistry AP Edit ion

Geoscience: Prentice Hall School Division: Earth Science – California Edit ion

Environmental Science AP: Brooks/Cole Publishing Co.: Living in the Environment: Principles, Connect ions andSolut ions

Marine Biology CP: McGraw-Hill Publishing Co.: Marine Biology – Nasta Edit ion

Physics CP: Glencoe Publishing Co: Physics: Principles and Problems

Physics AP: Brooks/Cole Publishing Co.: College Physics

Yes 0.0

History-SocialScience World History: Prentice Hall School Division: World History – California Edit ion: The Modern World

European History AP: Bedford Books: Making of the West; Peoples and Cultures

US History CP: McDougal Littell: Americans: Reconstruct ion to the 21st Century – California Edit ion

US History AP: Cengage: America’s History, The American Pageant

US Government CP: McDougal Littell: Americans: Reconstruct ion to the 21st Century – California Edit ion

US Government AP: Longman, Inc.: Government in America (NASTA Edit ion)

Economics CP/H: Prentice Hall School Division: Economics: Principles in Act ion-California Edit ion

Human Geography AP: John Wiley & Sons, Inc.: Human Geography: People, Place, and Culture

Psychology CP: Worth Publishers, Inc.: Exploring Psychology

Psychology AP: Worth Publishers, Inc.: Psychology

Sociology CP: Wadsworth, Inc.: Sociology in Our t imes

Yes 0.0

Foreign LanguageSpanish 1, 2, 3 CP: Holt, Rinehart & Winston: Expresate! Spanish 1,2,3

Spanish 4 AP: Prentice Hall: Abriendo Paso Lectura

French 1, 2, 3 CP: Holt, Rinehart & Winston: Bien Dit! French 1, 2, 3

French 4 AP: Prentice Hall School Division: Allons Au Dela, Reseau

Chinese 1, 2, 3, 4: Cheng & Tsui Co,: Ni Hao 1- Introductory Level, Ni Hao 2; Ni Hao 3, Intermediate Level; Ni Hao4, Advanced

Japanese: Heinle & Heinle Publishers, Inc.: Nakama 1b: Introductory Japanese- Communicat ion, Culture, Context

American Sign Language: T.J. Publishers, Inc.: Basic Course in American Sign Language

Yes 0.0

HealthGlencoe: Glencoe Health

Yes 0.0

Visual andPerforming Arts Harcourt Brace-Art History; Gardner's Art Through the Ages

Hayden Books-Adobe Illustrator Classroom in a Book, Adobe Photoshop Classroom in a Book; Adobe Systems:Adobe Illustrator (Software, Document and Licenses), Adobe Photoshop (Software, Documents and Licenses),Adobe Pagemaker

Yes 0.0


Page 6 of 22


McGraw Hill: Creat ing and Understanding Draw ings, Tonal Harmony;

National Textbook: Black and White Photography

Wadsworth Publishing: A Creat ive Approach to Music Fundamentals, 7th Edit ion, Video Basics II;

Watson Guptil: The Art of Watercolor;

Glencoe Publishing Company: Art Talk, Art in Focus;

Glencoe/McGraw Hill: Television Product ion Today;

Davis Publications: Discovering Draw ing, Claywork, Crafts, Focus on Photography, The Photographic Eye,Exploring Paint ing, A Beginner’s Guide to Video Communicat ion

Harcourt Brace College Publishers: Design, Principles and Problems; Putnam: Draw ing on the Right Side of theBrain

NTC/Contemporary: Journalism Today

Iowa State University Press: Scholast ic Journalism

Alfred Music: Strict ly Strings

ScienceLaboratoryEquipment(grades 9-12)

Prentice Hall: Chemistry: The Central Science Laboratory Experiments

Allyn and Bacon-Laboratory Manual - Taffel

Yes 0.0


Page 7 of 22



School Facility Good Repair Status - Most Recent Year

Overall Facility Rate - Most Recent Year

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

Each fall, all schools in the Conejo Valley Unified School District are inspected by a team which consists of all or many of the follow ing personnel; Site Administrator,Director of Maintenance & Operat ions, Director of Planning & New Construct ion, and the Assistant Superintendent. A facilit ies evaluat ion is completeddocumenting the condit ion of the school in a variety of areas, including the cleanliness of restrooms, condit ion of roofs, paving and walkways, HVAC systems,landscape maintenance, etc. Any condit ion observed, that represents a threat to the health and safety of students and staff, is annotated for immediatecorrect ion. Items noted which could improve the ut ility, appearance or safety of the school are recorded and evaluated for potent ial placement on the District ’sannual Major Projects List . The projects included on the final Major Projects List are based upon a priority assessment of all ident ified District school needs, and thefunds available to address those needs. The final list is approved by the Board of Educat ion in the Spring, w ith the majority of projects completed the follow ingSummer. Each year the District part icipates in the State’s Deferred Maintenance Program, and these funds have been a major source of support for the annualMajor Projects List in recent years. The District revises and submits a Five-Year Deferred Maintenance Plan to the Office of Public School Construct ion (OPSC). TheDistrict has not been required to make its normal contribut ion to the Deferred Maintenance Fund since the 2008-09 school year, and the State’s annualcontribut ion has been allowed to be used for other “educat ional purposes”, w ith this flexibility cont inuing through the current year. Deferred MaintenanceProgram projects w ill be priorit ized and funded w ith carryover funds from previous budgets, or as augmented by future funding. The school was inspected by theDistrict Site Inspect ion Team on November 14, 2014.

Century Academy School was opened in 2010 as the district ’s second Alternat ive Cont inuat ion School. The facility consists of mult iple portable classrooms andoffice space. The current student enrollment is 65 students. The District has developed architectural plans for the construct ion of a Community Learning to serveas the new home for Conejo Valley High and Century Academy Schools. Construct ion w ill begin follow ing final agency approvals and when funding is available.

System Inspected RatingRepair Needed and Action

Taken or Planned

Systems: Gas Leaks,Mechanical/HVAC, Sewer

FairCampus plumbing infrastructureneeds modernizing as funding isavailable.

Interior: Interior Surfaces Good

Cleanliness: Overall Cleanliness,Pest/Vermin Infestat ion

Good

Electrical: Electrical Good

Restrooms/Fountains: Restrooms,Sinks/Fountains

Good

Safety: Fire Safety, HazardousMaterials

Good

Structural: Structural Damage,Roofs

Good

External: Playground/SchoolGrounds,W indows/Doors/Gates/Fences

Good

Overall Rat ing Good


Page 8 of 22


B. Pupil Outcomes

State Priority: Pupil Achievement

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

Statew ide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Test ing and Report ing Program);The Academic Performance Index; 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: 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 stat ist icalaccuracy or to protect student privacy.

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 stat ist icalaccuracy or to protect student privacy.

California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for AllCalifornia Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All

Students in Science – Three-Year ComparisonStudents in Science – Three-Year Comparison

Subject

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

Science (grades 5, 8, and 10) 85 62 61 81 83 82 60 59 60

California Assessment of Student Performance and Progress Results by Student Group in Science (School YearCalifornia Assessment of Student Performance and Progress Results by Student Group in Science (School Year

2013-14)2013-14)

Group Percent of Students Scoring at Proficient or Advanced

All Students in the LEA 82

All Students at the School 61

Male

Female


American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino


White 69

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilit ies

Students Receiving Migrant Educat ion Services


Page 9 of 22





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 ofstudents in this category is too small for stat ist ical accuracy or to protect student privacy.

Note: For 2014 and subsequent years, the statew ide and similar schools ranks w ill no longer be produced.

Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or targetinformation. “C” means the school had significant demographic changes and there is no Growth or target information.

Standardized Testing and Reporting Results for All Students - Three-Year ComparisonStandardized 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)


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

English-Language Arts 58% 67% 73% 76% 77% 77% 54% 56% 55%

Mathematics 28% 26% 10% 66% 66% 66% 49% 50% 50%

History-Social Science 40% 60% 47% 72% 71% 75% 48% 49% 49%

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

API Rank 2011 2012 2013

Statew ide 5 9 8

Similar Schools

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

Group Actual API Change 2011 Actual API Change 2012 Actual API Change 2013

All Students at the School B 105 -41


American Indian or Alaska Nat ive

Asian

Filipino

Hispanic or Lat ino


White

Two or More Races

Socioeconomically Disadvantaged

English Learners

Students w ith Disabilit ies


Page 10 of 22

Career Technical Education Programs (School Year 2013-14)Career Technical Education Programs (School Year 2013-14)

Instruct ional units throughout the K-12 curriculum provide career technical educat ion and vocat ional awareness and the basic and expanded skills current lydemanded of entry-level workers. Basic skills conveyed to each student through their coursework include understanding, interpret ing and composing written andoral material and solving mathematical problems. Expanded skills include problem solving, decision-making, interpersonal communicat ion, leadership skills, conflictresolut ion, adaptability, and init iat ive.

The Regional Occupat ion Program (ROP), together w ith local programs, provides on-the-job entry-level skills training for juniors and seniors in 34 areas. Coursesare also available at other sites as part of the Ventura County Superintendent of Schools Office. Attendance, att itude and work habits are stressed. Uponcomplet ion of the ROP program, students receive a Cert ificate of Proficiency and help in finding a job. ROP courses are offered at each comprehensive high schooland are available for any District student to attend as part of the Specialized Course Program described below.

The CVUSD is an act ive part icipant in the East Ventura County Career Technical Educat ion Leadership Council. This group meets on a monthly basis. Oneobject ive is to encourage new working arrangements w ith the business community, Moorpark College, and the Regional Occupat ional Program (ROP) in VenturaCounty. Several art iculat ion agreements have already been signed involving the CVUSD, Moorpark College, and ROP, w ith others planned in the near future.

Century Academy students take part in the ROP programs that are offered at both the county site and at our high school sites.

Newbury Park High School

Cabinet Making (ROP)

Culinary Arts (ROP)

Web Page Design 1

Thousand Oaks High School

Architectural Design 1, 2

Computer Aided Draft ing

Economics - Virtual Enterprise

Fashion Retail Merchandising (ROP)

Japanese 1, 2, 3

Metals Manufacturing (ROP)

Scient ific Research CP

Sports and Entertainment Market ing

Video Product ion (ROP)

Westlake High School

Academic Peer Mentor

Advanced Anatomy H

Advanced Computer Graphics


Page 11 of 22



Career Technical Education Participation (School Year 2013-14)Career Technical Education Participation (School Year 2013-14)

Measure CTE Program Participation

Number of pupils part icipat ing in CTE 0

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

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

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

UC/CSU Course Measure Percent

2013-14 Students Enrolled in Courses Required for UC/CSU Admission 65.1

2012-13 Graduates Who Completed All Courses Required for UC/CSU Admission 21.7


Page 12 of 22



State Priority: Other Pupil Outcomes

The SARC provides the follow ing information relevant to the Other Pupil Outcomes State Priority (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 High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (ifCalifornia High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if

applicable)applicable)

Subject

Percent of Students Scoring at Proficient or Advanced


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

English-Language Arts 71% 78% 68% 75% 79% 56% 56% 57% 56%

Mathematics 75% 44% 55% 76% 75% 58% 58% 60% 62%

English-Language Arts Percent of Students Scoring at Proficient orAdvanced

2011-12 2012-13 2013-14

0

10

20

30

40

50

60

70

80

Mathematics Percent of Students Scoring at Proficient or Advanced

2011-12 2012-13 2013-14

0

10

20

30

40

50

60

70

80


Page 13 of 22





California High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (ifCalifornia High School Exit Examination Grade Ten Results by Student Group (School Year 2013-14) (if

applicable)applicable)

Group

English-Language Arts Mathematics

Percent NotProficient

PercentProficient

PercentAdvanced

Percent NotProficient

PercentProficient

PercentAdvanced

All Students in the LEA 26% 26% 48% 23% 39% 38%

All Students at the School 32% 16% 53% 45% 25% 30%

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

Female 27% N/A 73% 42% 25% 33%

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

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

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

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

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

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

White 33% 11% 56% 42% 26% 32%

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

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

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

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

Students Receiving Migrant Educat ionServices

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

California Physical Fitness Test Results (School Year 2013-14)California Physical Fitness Test Results (School Year 2013-14)

Grade level

Percent of Students Meeting Fitness Standards

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

9 N/A N/A N/A


Page 14 of 22



C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing 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 schoolsite.

State Priority: Pupil Engagement

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

High school dropout rates; andHigh school graduat ion rates.

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

At Century Academy, parents are encouraged to part icipate in the School Site Council, District Advisory Council and at Parent Nights in the fall and spring. Theyare also invited to part icipate in community service projects and special events through Parent Link Naviance and our consistent ly updated website. Please visit ourwebsite www.conejousd.org/centuryacademy or contact the school secretary for further information at 496-0286 x 100.

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

Indicator


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

Dropout Rate 22.2 0.0 12.0 3.7 2.3 2.2 14.7 13.1 11.4

Graduat ion Rate 77.78 100 88 94.77 96.19 96.32 77.14 78.87 80.44

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

2010-11 2011-12 2012-130

20

40

60

80

100

120Dropout Rate

Graduation Rate


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http://www.conejousd.org/centuryacademy

Completion of High School Graduation RequirementsCompletion of High School Graduation Requirements

Group

Graduating Class of 2013


All Students 92 96 84

Black or African American 89 75

American Indian or Alaska Nat ive 94 77

Asian 100 92

Filipino 96 92

Hispanic or Lat ino 150 94 80

Native Hawaiian or Pacific Islander 80 84

White 82 97 90

Two or More Races 93 89

Socioeconomically Disadvantaged 50 92 82

English Learners 46 53

Students w ith Disabilit ies 88 60


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State Priority: School Climate

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

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

Suspensions and ExpulsionsSuspensions and Expulsions


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

Suspensions 0.00 0.90 0.00 3.60 3.00 3.10 5.70 5.10 4.40

Expulsions 0.00 0.00 0.00 0.20 0.10 0.00 0.10 0.10 0.10

Suspensions

2011-12 2012-13 2013-140

1

2

3

4

5

6School Suspensions

District Suspensions

State Suspensions

Expulsions

2011-12 2012-13 2013-140.00

0.05

0.10

0.15

0.20

0.25School Expulsions

District Expulsions

State Expulsions

School Safety Plan - Most Recent YearSchool Safety Plan - Most Recent Year

Approved, site specific, District Disaster Preparedness Plans and School Safety Plans covering all district and school site facilit ies are reviewed w ith staff andupdated at the beginning of each school year. Safety plans address: a) child neglect and abuse report ing; b) disaster procedures; c) policies and proceduresregarding dangerous students and bullying/harassment d) sexual harassment & nondiscriminat ion policies; e) dress code; f) safe ingress/egress; g) school rulesrelated to discipline and safe schools. District policies and administrat ive regulat ions are reviewed and updated on a regular basis to remain current and consistentw ith new law.

A well-planned communicat ion equipment system consist ing of intra-district two-way radios and walkie-talkies is located at all sites in preparat ion for possibleemergency use. Moreover, through recent major technology upgrades at each school site, new alarm systems and telephones in every classroom are available foremergency use.

The District ’s Human Resources department provides training on an ongoing basis to cert ificated and classified staff. Each year, new employees are offered CPRand First Aid Training through organizat ions such as the American Red Cross and American Lung Associat ion. Through a generous donat ion, the District has alsoinstalled Automated External Defibrillators.

The District also has partnered w ith the City of Thousand Oaks, the Conejo Recreat ion and Park District and the Ventura County Sheriff's Department forcoordinat ing response and resource allocat ions in major emergencies. Addit ionally, w ith the generous support of the City of Thousand Oaks each comprehensivehigh school enjoys the services of a Student Resource Officer (TOPD).


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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.

* DW (determinat ion waiver) indicates that the PI status of the school was carried over from the prior year in accordance w ith the flexibility granted through the federalwaiver process.

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

Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)

AYP Criteria School District

Made AYP Overall Yes N/A

Met Part icipat ion Rate - English-Language Arts Yes N/A

Met Part icipat ion Rate - Mathematics Yes N/A

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

Met Percent Proficient - Mathematics Yes N/A

Met Graduat ion Rate N/A N/A

Federal Intervention Program (School Year 2014-15)Federal Intervention Program (School Year 2014-15)

Indicator School District

Program Improvement Status Not in PI In PI

First Year of Program Improvement 2010-2011

Year in Program Improvement * Year 3

Number of Schools Current ly in Program Improvement N/A 4

Percent of Schools Current ly in Program Improvement N/A 100.0%

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

2011-12 2012-13 2013-14

Subject Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

Average Class Size

Number of Classes *

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

English 17.7 6 0 1 7.0 9 1 13.0 6 1

Mathematics 27.0 1 0 1 6.0 10 6.0 12

Science 7.5 2 0 0 4.0 10 8.0 8

Social Science 6.8 4 1 0 5.0 18 10.0 10 1


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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.


Academic Counselors and Other Support Staff (School Year 2013-14)Academic Counselors and Other Support Staff (School Year 2013-14)

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

Academic Counselor 1.0 83.0

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

Library Media Teacher (librarian) N/A

Library Media Services Staff (paraprofessional) 0.6 N/A

Psychologist N/A

Social Worker N/A

Nurse 0.1 N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) N/A

Other 0.0 N/A

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)

LevelTotal Expenditures Per

PupilExpenditures Per Pupil

(Supplemental/Restricted)

Expenditures PerPupil

(Basic/Unrestricted)Average Teacher

Salary

School Site $10,976 $38 $10,937 $55,625

District N/A N/A $4,805 $69,918

Percent Difference – School Site andDistrict

N/A N/A 128.00% -20.00%

State N/A N/A $4,690 $69,360

Percent Difference – School Site and State N/A N/A 133.00% -20.00%


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

Types of Services Funded (Fiscal Year 2013-14)Types of Services Funded (Fiscal Year 2013-14)

The per pupil expenditures include funds spent for all educat ional services including transportat ion, food services, health services, instruct ional materials andmaintenance. Funding was allocated from district general funds, designated one-t ime allocat ions for special needs, and special categorical funds from state andfederal resources. The main programs funded from Categorical and Specialized Funds were: School Enhancement Program (SEP) – (High Schools); EconomicImpact Aid (EIA) - (All schools); Tobacco Use Prevent ion Educat ion Program (TUPE) - (Middle and High schools); School Improvement Program (All Schools);School Safety Program (Middle and High Schools); Gifted and Talented Educat ion (All schools); T it le I Services including PI transportat ion (school choice) andSupplemental Educat ional Services (Four elementary schools); T it le IIA - (All schools); and T it le III - English Language Learners (All schools).

Teacher and Administrative Salaries (Fiscal Year 2012-13)Teacher and Administrative Salaries (Fiscal Year 2012-13)

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $40,699 $41,318

Mid-Range Teacher Salary $66,218 $65,615

Highest Teacher Salary $83,846 $84,981

Average Principal Salary (Elementary) $108,076 $107,624

Average Principal Salary (Middle) $110,939 $112,817

Average Principal Salary (High) $116,222 $121,455

Superintendent Salary $183,002 $206,292

Percent of Budget for Teacher Salaries 43.0% 40.0%

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

90000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

20000

40000

60000

80000

100000

120000


Page 21 of 22

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




*Where there are student course enrollments.

Advanced Placement Courses (School Year 2013-14)Advanced Placement Courses (School Year 2013-14)

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

Computer Science N/A

English 2 N/A

Fine and Performing Arts N/A

Foreign Language N/A

Mathematics 1 N/A

Science 1 N/A

Social Science 3 N/A

All Courses 7 1.0

Professional Development – Most Recent Three YearsProfessional Development – Most Recent Three Years

Conejo Valley Unified School District is committed to providing professional development act ivit ies for all teachers and administrators. Both groups cont inue toenhance the skills necessary to deliver effect ive instruct ion through the implementat ion of Common Core Standards and beyond. A robust professionaldevelopment effort includes opportunit ies in researched-based instruct ional strategies, technological competencies and Professional Learning Communit ies. Thedistrict also provides an induct ion program (Beginning Teacher Support and Assessment - BTSA) for first year and second year teachers, as well as a variety ofprofessional development act ivit ies that are grade level or content specific.

Professional development strategies such as workshops, inst itutes and academies, as well as job-embedded act ivit ies are related to College and Career Readiness,Smarter Balanced Assessments and other proficiencies required to meet the needs of all students.

The Ventura County Superintendent of Schools Office offers a professional development series that is specifically designed for district and site administrators.Administrators attend workshops in Common Core Standards, Response to Intervent ion, performance assessment, literacy intervent ion technology, supervision,evaluat ion, and leadership.

In addit ion to professional development act ivit ies offered to the district 's teachers and administrators, classified employees receive training that is specific to theirassignments.

The District is committed to providing professional development act ivit ies to every educator to improve the instruct ional process and enhance studentachievement. The District provides two full days of staff development for all teachers. Teachers part icipate in addit ional full day and part ial day staff developmentact ivit ies related to curriculum, assessment, report cards, and serving special populat ions.


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