Address:

13330 Vaughn St., San Fernando, CA, 91340-2216

Phone:

(818) 896-7461

Principal:

Anita Zepeda, Executive Director

Grade Span:

P-12

Vaughn Next Century Learning Center’s community is an urban area of 12 square miles that is surrounded by 18 schools and encompasses the cities of Pacoima and part of San Fernando (zip codes: 91331, 91340). This area has about 60,000 residents, a third of whom are under the age of 17.  During the 1990’s, the population rose by 38% with Latinos accounting for the largest number of births and new residents.  Currently, our community serves residents of the following backgrounds: 89.9% Latino, 8.3% African-American, 1.4% Asian, 0.4% American Indian and 0.0% White. Over 71% are first generation immigrants.  Although efforts to designate Pacoima as a National Enterprise Zone succeeded, it is clear that economic needs remain significant.  Vaughn Next Century Learning Center’s target population draws from this geographic area: 

1. = 59,962                                  Without high school diploma  = 65.8%

Number of households = 12,198                     Average annual household income = $11,485

Median age  = 25.8                                    Below age 17 = 36%

Household size  = 4.71                                      Unemployed = 10.5%

Other comparative findings include:

$1·         This is a very “young” area with median age significantly below the national average

$1·         There is an above-average number of infant/preschool, and school-age children

$1·         A large share of the population are foreign-born and many are undocumented

$1·         Many residents have no medical insurance

$1·         There is a high drop-out and school suspension/expulsion rate

$1·         There are overcrowded schools on multi-track calendars

$1·         Very few families have a college graduate in the household

$1·         There are inadequate library services in the neighborhood.

$1·         There are few programs for children and no theaters, museums, malls, etc.

The information listed has been derived from the following sources: the City of Los Angeles Commission of Children, Youth and Families, and County records on Health and Social Service.  Data is based on the last census and associated surveys and may not reflect the most current conditions.  Data related to our families’ unemployment rate and annual income have especially been impacted during the last few years.

Vaughn Next Century Learning Center, located in Pacoima, is a large urban public school within the Los Angeles Unified School District.  In 1993, tired of being helpless and hopeless, Vaughn’s staff and community organized and became the first conversion charter school in the nation.  The charter was authorized by LAUSD in 1993 and was renewed in 1998, 2003 and again in 2008.  Vaughn Next Century Learning Center was awarded the California Distinguished Schools Award in 1996 and the National Blue Ribbon Schools Award in 1997.

This previously failing, elementary public school is now a full-service, community-based, PreK-12^th grade charter school.  The school serves 2,731 Pre-K-12^th grade neighborhood students who live in overcrowded and high poverty conditions.  They include:

• 98% eligible for free and reduced meals
• 80.5% English learners in Grades K-5, 36% English learners schoolwide, 
• 7.3% Students with Disabilities
• 97.1% Hispanic, 1.9% African-American, 0.5% Asian, 0.4% White, 0.1% American Indian 

During the past sixteen years, “The Little School That Could” pushed public school reform to its limits.  Vaughn Next Century Learning Center has effectively implemented solutions to many urban public school challenges and provides maximum learning opportunities to neighborhood students.  Opportunities for students, staff and families include:

$1·         A coherent educational system that offers a Preschool-12th standards-based instruction

$1·         Full-day universal preschool education integrating State Preschool, Federal Head Start and the First 5/LA School Readiness Programs

$1·         Full-day kindergarten

$1·         Class Size Reduction (20:1 in Grades Pk-3, 26:1 in Grades 4-5, and a maximum of 28:1 in Grades 6-12)

$1·         Accelerated English learning and school-wide literacy program

$1·         Response To Intervention system and special education inclusion program

$1·         Extended school year with 200 instructional days from Pre-K-12^th grade

$1·         International studies and world languages for high school students in partnership with Asia Society and the Bill and Melinda Gates Foundation

$1·         Early College design in partnership with Mission College and Unihealth Foundation

$1·         Travel study for eligible high school students

$1·         Structured after school program till 6:00 p.m. daily serving more than 400 students

$1·         Highly qualified teachers and support staff

$1·         Onsite University Professional Development Center in collaboration with UCLA and California State University, Northridge

$1·         Peer assistance and review process and performance pay plan and incentives for all full-time staff

$1·         Universal Child Nutrition Program and California Nutrition Network activities

$1·         School-based health clinic staffed by the Los Angeles County Department of Health.

$1·         Counseling Center and fully staffed Case Management

$1·         Interagency Partnerships for student, family and community assistance

$1·         Family Center

$1·         Home-school compact, parent involvement/education and home visit program

$1·         New school facilities and small learning environment serving each grade span

Group

Enrollment

Number of students

2,259

Black or African American

0.8%

American Indian or Alaska Native

0.0%

Asian

0.3%

Filipino

0.0%

Hispanic or Latino

98.5%

Native Hawaiian or Pacific Islander

0.0%

White

0.4%

Two or More Races

0.1%

Socioeconomically Disadvantaged

99.7%

English Learners

60.3%

Students with Disabilities

4.9%

Indicator

Teachers

Teachers with full credential

110

Teachers without full credential

0

Teachers Teaching Outside Subject Area of Competence

0

Misassignments of Teachers of English Learners

0

Total Teacher Misassignments

0

Subject

Students Proficient and Above on STAR* Program Results

English-Language Arts

54.5%

Mathematics

62.4%

Science

67%

History-Social Science

54%

Indicator

Result

2012 Growth API Score (from 2012 Growth API Report)

807

Statewide Rank (from 2011 Base API Report)

5

Met All 2012 AYP Requirements

no

Number of AYP Criteria Met Out of the Total Number of Criteria Possible

Met 13 of 18

2012–13 Program Improvement Status (PI Year)

Year 5

Our last facilities report was submitted by LAUSD in March of 2012.  The report provided an overall positive evaluation of both Vaughn’s exterior and interior facilities.  The general comments/feedback provided included the following: Four of Vaughn’s five buildings are quite new, including the high school that opened most recently.  The school/community has worked to provide an attractive environment for students and staff.  Generally the classrooms are neatly organized, although some required attention to ensure safety by clearing materials stored above file cabinets and cupboards and in front of emergency exits and doors.  There are checks and/or cleaning of restroom facilities every hour.  The staff of Vaughn has stressed emergency preparedness by providing classroom bins with emergency supplies, a comprehensive safety plan, and recent trainings on emergency procedures.  Evacuation maps were recommended to be posted rather than located in the emergency bins.  Safety preparedness is evident in the high school science classes with the availability of fire blankets, gas shut-offs and strategic location of sinks.  Most cleaning materials are stored in an outside container. 

None were recommended at this time.

Evacuation maps are posted on walls by exit doors of every classroom.  All staff has received directives regarding correct storage of materials and the importance of maintaining all exits and doors clear of obstruction.  Monitoring is on-going to ensure that safety code is adhered to. Custodial staff was hired to maintain more frequent checks/cleaning during high use times of restrooms.  Staff receives direction and reminders regarding the need to keep emergency exits clear of obstacles.  Administration performs ongoing inspection.  All cleaning supplies and materials are stored in identified locations on each campus and kept in locked storage closets or rooms.

Core Curriculum Area

Pupils Who Lack Textbooks and Instructional Materials

Reading/Language Arts

0%

Mathematics

0%

Science

0%

History-Social Science

0%

Foreign Language

0%

Health

0%

Visual and Performing Arts

0%

Science Laboratory Equipment (grades 9-12)

0%

Level

Expenditures Per Pupil (Unrestricted Sources Only)

School Site

$10,562

District

$10,562

State

$5,455

Indicator

Result

Graduation Rate (if applicable)

90.32

Measure

Percent

Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma

0%

Graduates Who Completed All Courses Required for University of California or California State University Admission

62.4%

School

District

School Name

Vaughn Next Century Learning Center

District Name

Los Angeles Unified

Street

13330 Vaughn St.

Phone Number

(213) 241-1000

City, State, Zip

San Fernando, CA, 91340-2216

Web Site

www.lausd.net

Phone Number

(818) 896-7461

Superintendent

John Deasy

Principal

Anita Zepeda, Executive Director

E-mail Address

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E-mail Address

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CDS Code

19647336019715

Mission Statement

Vaughn is a large, urban, full-service, public charter school that provides maximum learning opportunities to students (Preschool - Grade 12) so they will be successful academically, physically, and socially; specifically, Vaughn will:

$1·         Prepare students to master grade level standards, think critically, and be ready for post-secondary learning

$1·         Reduce social stressors that negatively impact child and family development

$1·         Create a professional and caring community among students, staff, families, and community

$1·         Become a model for school reform locally, nationally and globally.

Vision
Our students will possess proficient literacy skills, English fluency and technological competence. They will demonstrate knowledge and application of the arts, cultures, literature, history and social science, health, mathematics, communication, science, problem solving and work ethics. They will value friendship, responsibility, cultural diversity, quality of life and the democratic process. They will become well informed of our interconnected world, pursue higher education and seek a professional career.

The Vaughn school community has established the following expected school wide learning outcomes:

$1·         The percent of students identified as proficient in all subject areas will increase annually by at least 3% as measured by state assessment programs

$1·         Vaughn will meet annual California Academic Performance growth targets as measured by state criteria

$1·         Actual student attendance will be maintained at 97% or better as measured by state-defined average daily attendance procedures

$1·         All students will possess technological competence as measured by student work including projects, portfolios, and research utilizing the Internet.

$1·         The drop-out rate in high school will be nonexistent

Vaughn graduates will be prepared for post-secondary opportunities as measured by college testing data, college attainment, and follow up records on career development.

Positive home-school relations exist where families feel comfortable interacting with school personnel.  Parent involvement continues at a high level. All correspondence and communication is provided in English and Spanish. Parent education classes (ESL, GED, Parenting, Mother Read, Monthly Forums, Literacy Nights, Nutrition Strengthening Families, etc.) continue at a high rate of participation.  We have 100% attendance at Parent Conferences and countless parent volunteers are on campus on a daily basis.  Independent evaluations from partnering agencies have consistently found that parents are highly satisfied with Vaughn and our high school students feel their curriculum is challenging and rigorous.  Furthermore, our students feel safe in our school and feel that they have adults that they can confide in.  Our Family Center, school-site clinic, case managers and community agency partners all help in serving the “whole child”. 

Vaughn believes in the power of family. Families are resources and support to their children, to other families, to school programs, and to the community at large. The school affirms and strengthens its families’ cultural and linguistic identities by creating quality interaction and strong connections with families.   This is done, in part, by involving as many parents as possible in the decision making process at Vaughn Charter School. Through the use of our annual Home-School Compact, families become decision makers, educational partners, supporters and advocates. A system is in place to involve parents as decision-makers, educational partners, supporters and advocates by ensuring that all activities and communications are available in the primary language of our families. In addition to the Partnership Committee, a decision making body of our governance structure, Vaughn employs a Home-School Compact.  The Home-School Compact is an agreement between Vaughn and parents that is presented and signed annually. 

Our on-site Family Center works with families to reduce out-of-school barriers by distributing basic needs (clothing, food, water, diapers, etc.), providing drop-in counseling, accessing community resources, offering parent leadership training, coordinating support groups, building inter group relationships, and providing adult literacy classes.  The Center serves 200-250 families each year.  We encourage parent-child “out-of-school” experiences by exploring with parents, educational opportunities that can be visited and strategies on how to help their children academically.  When needed, we attempt to arrange transportation.

Grade Level

Number of Students

Grade Level

Number of Students

Kindergarten

239

Grade 8

139

Grade 1

240

Ungraded Elementary

0

Grade 2

218

Grade 9

154

Grade 3

219

Grade 10

139

Grade 4

200

Grade 11

120

Grade 5

174

Grade 12

101

Grade 6

162

Ungraded Secondary

0

Grade 7

154

Total Enrollment

2,259

Group

Percent of Total Enrollment

Black or African American

0.8%

American Indian or Alaska Native

0.0%

Asian

0.3%

Filipino

0.0%

Hispanic or Latino

98.5%

Native Hawaiian or Pacific Islander

0.0%

White

0.4%

Two or More Races

0.1%

Socioeconomically Disadvantaged

99.7%

English Learners

60.3%

Students with Disabilities

4.9%

Grade Level

Avg. Class Size

2009–10 Number of Classes*

Avg. Class Size

2010–11 Number of Classes*

Avg. Class Size

2011–12 Number of Classes*

1-20

21-32

33+

1-20

21-32

33+

1-20

21-32

33+

K

20.0

12

0

0

19.9

9

0

0

1

20.0

11

0

0

20.0

10

0

0

2

19.6

11

0

0

20.0

8

0

0

3

19.8

11

0

0

20.0

11

0

0

4

24.6

0

6

0

25.0

0

9

0

5

23.6

0

8

0

25.0

0

8

0

6

31.0

0

5

0

26.7

0

6

0

Other

0.0

9

0

0

Subject

Avg. Class Size

2009–10 Number of Classes*

Avg. Class Size

2010–11 Number of Classes*

Avg. Class Size

2011–12 Number of Classes*

1-22

23-32

33+

1-22

23-32

33+

1-22

23-32

33+

English

LEA Provided

LEA Provided

LEA Provided

LEA Provided

23.0

14

25

1

22.7

17

21

4

Mathematics

LEA Provided

LEA Provided

LEA Provided

LEA Provided

23.5

14

19

0

24.6

12

20

2

Science

LEA Provided

LEA Provided

LEA Provided

LEA Provided

26.9

3

17

4

27.0

4

19

2

Social Science

LEA Provided

LEA Provided

LEA Provided

LEA Provided

25.9

7

17

0

26.5

6

16

3

Vaughn’s School Safety Plan is updated annually and is available for review in the Main Office.  Our plan is comprehensive and addresses violence prevention, emergency preparedness, traffic safety, crises intervention and coordinated school health.  We adhere to all mandated training and reporting requirements.  Our school Partnership Committee meets one to two times monthly to provide on-going recommendations for improving the overall safety and health of our students and of our school/community environment.

Vaughn has consistently maintained an attendance pattern of 97.5% or higher due to our daily vigilance and follow-up of our student’s attendance.  We are proactive in serving the needs of our students which has resulted in an extremely low expulsion/suspension rate.  We have a school wide uniform policy that is enforced and adhered to. We maintain 100% participation during parent-teacher conferences primarily due to the parent-teacher relationship that is established early on and to the outreach that is done.  We have more applicants to our school than we can accommodate and a high percentage of our parents commit and meet the parent engagement hours that are recommended in our school compact.  We consistently practice all emergency preparedness drills and other procedures to ensure the safety of our students, community and staff.  We have extended a large number of human and material resources in order to be proactively prepared.  We partner with several community agencies to build a larger network of services for the security, health and education of all stakeholders.  We partner with LA city, EDD, LAPD to establish the best possible Safe School Zone for our students.  We have established a plan where crossing guards and valet service is available on a daily basis and our security guards patrol our facilities for safe passage to and from school.  As our school has grown we have encountered the continuous need to work on minimizing traffic congestion and the dangers of street travel.  We therefore, continue to need the support of the city to assist us in making the streets surrounding our school safer.  Our improvement goals are dynamic as the assessed needs are identified.

Some of the additional prevention programs currently in place include:

Adult Role Models

Adult modeling promotes a sense of community, tolerance and respect for diversity.  Students see that parents and teachers work hand-in-hand in the classrooms and on the playground.  Adults from diverse cultural and language backgrounds participate in decision-making committees, receive training, resolve conflicts and make continuous improvements together.   Our cafeteria collaborates with New Horizons, the U.S. Department of Rehabilitation and Welfare-to-Work to train disabled adults in transition to work programs at Vaughn Next Century Learning Center.  Visitors, speakers, parents and families foster community building and respect for diversity through cultural celebrations and presentations.  A sense of community among staff and students is further developed through daily school wide assemblies on the playground, countless opportunities for parent connections and involvement and through long-term relationships.

School-wide Student Discipline Plan

Our school wide student discipline plan developed by parents and staff promotes student self-discipline, attendance, school uniform policy, and respect for personal and school property.  We have increased adult supervision through class size reduction, recruitment of more parent educators, and organized teaching teams.  Support personnel provide immediate intervention when necessary.  School-wide discipline plans are reviewed annually with parents and students during a Saturday institute before school begins.           

Teachers and students establish their classroom management system with clear rules, incentives and consequences (i.e., tangible rewards, group rewards, congratulatory notes to parents, certificates, progress reports, contracts, time away/time-out, home intervention).  Regularly scheduled grade level assemblies highlight student achievement (overall and specific areas), attendance, civic responsibilities, and citizenship awards in the presence of family members.  We also showcase student accomplishments at Science Fairs, Young Authors, Back-to-School night and Open House.   At all times, we attempt to build pride and intrinsic gratification.  For at-risk students who are not receptive to the above, additional interventions include individual contracts with administrators or the school counselor, connections with adult mentors, work with service providers, and referrals for parents and students to attend Saturday classes.  We are achieving close to perfect student attendance. 

Counseling and Mental Health

To avoid fragmentation of services, our School Counselors and Case Manager lead a “safety-net” team called the Student Success Team (SST) which meets regularly to develop assistance and/or intervention plans for students being referred by teachers, parents or other staff.  This Team is responsible for screening referrals (academic, behavioral), developing intervention plans, and forging interagency relationships and assistance.  Coordinated services include classroom program modifications, home visits, student and family counseling, parent education, home-school activities and access of all on-site and community mental health and social resources.  To expand the mental health services available to students, our Mental Health Center is staffed with 4 full-time School Counselors, two full-time Psychologists, 2 Case Managers, interns from CSUN, as well as part time support staff contracted from or assigned by agencies including El Nido and Hathaway.  We realize the importance of early intervention.  Early intervention for students includes individual and/or small group counseling, case management and follow up services.  We also have a Special Support Team that meets once a month to review and analyze the needs of the school. 

Advisement (P.R.I.D.E.)

All middle and high school students are provided with advisement that focuses on the development of life-skills.  If adolescents are to solve problems related to human relationships, develop healthy lifestyles, cultivate intellectual curiosity, access the social systems they need, and meet the demands of the workplace, they must learn certain basic skills for everyday life.  Training in interpersonal relations, decision-making, self-help, and coping skills will help students resist pressures to engage in high-risk behaviors from peers, irresponsible adults or from the media.  These skills will increase their self-control, help reduce stress and anxiety, teach ways to make friends if they are isolated and to assert themselves without resorting to violence.  Systematic instruction of these life skills will be incorporated into the college and work ready program.  Students with specific needs will be able to practice these skills through role playing and group problem solving with an adviser as a before, or after school activity.  Students know who to contact if they have needs.  They are supported within and outside the classroom.  A formal process is being developed for regular review of student and school wide profiles, identifying and finding solutions to student personal, academic and behavioral problems.  Students with special interests are connected to extra-curricular activities.

Nutrition, Health and Wellness

Vaughn Next Century Learning Center has participated in the statewide Nutrition Network Program sponsored by the California State Department of Health since October 2000.  Our students participate in various network activities.

The main objectives of our Nutrition Education Program include:

• Develop and maintain a comprehensive site-based nutrition service that promotes children’s health and readiness to learn.
• Provide nutritious meals three times daily.
• Encourage the consumption of 5 fruits and 5 vegetables daily.
• Promote nutrition education in classrooms and afterschool.
• Build partnerships within the school and community that support a comprehensive nutrition program.

Curriculum activities include:

• Conduct needs assessments related to fruit and vegetable intake and possible barriers, including cultural barriers.
• Utilize the Nutrition Discovery Corner in our community library, which is well-stocked with materials, audiovisual resources, current news on nutrition and health, and literature related to nutrition and health.
• Join our school-wide Nutrition Network Student Council that develops and sponsors monthly student activities and promotes enthusiasm for eating fruits and vegetables among the entire student body.
• Implement gardening and cooking activities to enhance nutrition education.
• Conduct periodic food taste-testing, learn menu planning, market selection, consumer choices, and food shopping as homework assignments.
• Publish a monthly Nutrition "Wellness and You" newsletter; a joint project between cafeteria staff and students.  The newsletter is to be distributed to all students and parents.

Student Government

Students form a Student Leadership Council as well as a Student Court.  Each year, Council officials are elected.  The Student Leadership Council provides input and feedback to school leaders on policies, programs and student activities.  The Student Court acts as a mediation group.  Student leaders participate in the annual planning of experiential learning activities.

Sustained Student-Teacher Relationship

Every student must be able to rely on a small, caring group of adults who work closely with each other to provide coordinated, meaningful, and challenging educational experiences.  In turn, teachers must have the opportunity to get to know every one of their students well enough to understand and teach them as individuals.  Currently at Vaughn Next Century Learning Center, each instructional team (known as a Clan) is housed together, is led by a Clan Leader and is supervised by an Administrator.   All adults within the Clan (grade level) attempt to know the names and needs of each student.  The teachers work together to strengthen their own subject areas and to develop a more integrated curriculum.  Teachers of each grade level control the scheduling within their Clan, they arrange special learning opportunities that extend beyond the traditional class period, regroup students frequently for special interest projects, maintain close relationship with the students, facilitate interdisciplinary units and courses, and quickly adjust for student needs or requests.  In addition, some of our current elementary teachers choose to move with their students to middle school.  They know the students well and form meaningful and long-lasting bonds. Throughout the day, the playground and buildings are filled with caring adults. Students are welcomed in the office, cafeteria, library, clinic, counseling center, Family Center, and resource rooms.  Many of these adults have worked with the students since preschool.  Our neighbors and neighboring businesses keep an eye on our children as they walk to and from school.  We have two full-time security guards that routinely supervise our grounds and facilities. In addition, we partner with the EDD Senior employment program by employing seniors from the community to assist with the valet program and school check-in procedures. All adults involved help to ensure the safety of our students.

Rate*

School 2009–10

School 2010–11

School 2011–12

District 2009–10

District 2010–11

District 2011–12

Suspensions

0.01

1.4

13

LEA provided

LEA provided

LEA provided

Expulsions

0

0

               0

LEA provided

LEA provided

LEA provided

Our last facilities report provided an overall positive review of both Vaughn’s exterior and interior facilities.  The general comments/feedback provided included the following: Three of Vaughn’s four buildings are quite new, including the high school that opened most recently.  The school/community has worked to provide an attractive environment for students and staff. Generally the classrooms are neatly organized. There are checks and/or cleaning of restroom facilities every hour. 

Currently, there are 3 new classrooms being added to the high school whose design is rated as a 3g, environmentally sound facility.  We have built a new 3G, language academy elementary school on Herrick Ave approximately 1 mile from our current location. 

System Inspected

Repair Status

Repair Needed and Action Taken or Planned

Exemplary

Good

Fair

Poor

Systems: Gas Leaks, Mechanical/HVAC, Sewer

X

None required

Interior: Interior Surfaces

X

Rooms consistently checked for painting repair

Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation

X

We contract Ecolab to maintain our kitchens clear of pest/vermin infestation.  We use pest strips in all rooms for insects and roaches.

Electrical: Electrical

X

None required

Restrooms/Fountains: Restrooms, Sinks/ Fountains

X

Designated water taps on the Main campus require 30 seconds of daily flushing each morning in order to bring lead levels within acceptable limits; all other items are in good working order.

Safety: Fire Safety, Hazardous Materials

X

None required

Structural: Structural Damage, Roofs

X

None required

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

X

None required

Overall Rating

X

Teachers

School 2009–10

School 2010–11

School 2011–12

District 2011–12

With Full Credential

104

107

110

Without Full Credential

0

0

0

Teaching Outside Subject Area of Competence (with full credential)

0

0

0

Indicator

2010–11

2011–12

2012–13

Misassignments of Teachers of English Learners 

0

0

0

Total Teacher Misassignments*

0

0

0

Vacant Teacher Positions

0

0

0

Location of Classes

Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers

Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers

This School 

100%

0%

All Schools in District

100%

0%

High-Poverty Schools in District

0%

0%

Low-Poverty Schools in District

0%

0%

Title

Number of FTE* Assigned to School

Average Number of Students per Academic Counselor

Academic Counselor

1

487

Counselor (Social/Behavioral or Career Development)

3

Library Media Teacher (librarian)

3

Library Media Services Staff (paraprofessional)

1

Psychologist

2

Social Worker

0

Nurse

1.5

Speech/Language/Hearing Specialist

1

Resource Specialist (non-teaching)

5

Other

1

Core Curriculum Area

Textbooks and instructional materials/year of adoption

From most recent adoption?

Percent students lacking own assigned copy

Reading/Language Arts

100% of Students have current, state adopted ELA texts along with related supplemental materials including literature books, Avenues, English at Your Command and Read 180

yes

0

Mathematics

100% of Students have current, state adopted Math texts along with related supplemental resources

yes

0

Science

100% of Students have current, state adopted science texts along with related supplemental resources

yes

0

History-Social Science

100% of Students have current, state adopted history/social studies texts along with related supplemental resources

yes

0

Foreign Language

All students enrolled in Spanish and Chinese classes have a textbook available

yes

0

Health

All students enrolled in health class have texts available along with related supplemental resources

yes

0

Visual and Performing Arts

All students enrolled in music and art classes are provided with new and gently used instruments, art supplies along with related supplemental resources

yes

0

Science Laboratory Equipment (grades 9-12)

All science lab equipment is current and consumable supplies restocked annually for students in grades 9-12.

yes

0

Level

Total Expenditures Per Pupil

Expenditures Per Pupil (Supplemental / Restricted)

Expenditures Per Pupil (Basic / Unrestricted)

Average Teacher Salary

School Site

$10,562

$62,512

District

$10,053

$66,584

Percent Difference – School Site and District

+4.82

$-4072.00

State

$5,455

$68,835

Percent Difference – School Site and State

+48.35

-9.67

Vaughn offers a 200 day calendar which provides 15 additional days and 20 additional minutes daily of supplemental instruction annually.  We provide before and after school tutoring and Saturday school to targeted students in need of intervention or CAHSEE preparation.  Intensive academic, after school tutoring is also provided to designated students. Partnering educational agencies provide evening classes on campus to students who are credit deficient.  Academic support during the school day is provided through teacher teaming in addition to assistance by 4 full-time intervention teachers and 1 intervention assistant.  We implement an extensive RtI2 plan with support team meetings scheduled monthly to articulate and plan for identified student needs.  We implement a full inclusion model to deliver special education services to identified IWENS and to Tier 3 students.  We currently have 4 RST’s and 6 special education TA’s.  Our support team includes: Case managers, RST’s, intervention teachers, counselors, psychologists, speech and language specialist, APE, OT, county clinic liaisons and administrators.

Category

District Amount

State Average For Districts In Same Category

Beginning Teacher Salary

$39,788

$41,455

Mid-Range Teacher Salary

$63,553

$66,043

Highest Teacher Salary

$78,906

$85,397

Average Principal Salary (Elementary)

$106,214

$106,714

Average Principal Salary (Middle)

$116,011

$111,101

Average Principal Salary (High)

$113,459

$121,754

Superintendent Salary

N/A

$223,357

Percent of Budget for Teacher Salaries

35.00%

39.00%

Percent of Budget for Administrative Salaries

5.00%

5.00%

Subject

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

School

District

State

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

English-Language Arts

44%

49%

54.5%

41%

44%

48%

52%

54%

56%

Mathematics

45%

52%

62.4%

39%

43%

44%

48%

50%

51%

Science

59%

62%

67%

43%

47%

51%

54%

57%

60%

History-Social Science

53%

53%

54%

33%

37%

39%

44%

48%

49%

Group

Percent of Students Scoring at Proficient or Advanced

English- Language Arts

Mathematics

Science

History- Social Science

All Students in the LEA

54.5%

62.4%

51%

39%

All Students at the School

54.5%

62.4%

67%

54%

Male

51%

52%

70%

68%

Female

56%

49%

64%

43%

Black or African American

40%

27%

0%

0%

American Indian or Alaska Native

Asian

0%

0%

0%

0%

Filipino

0%

0%

0%

0%

Hispanic or Latino

54.4%

62.5%

67%

53%

Native Hawaiian or Pacific Islander

White

0%

0%

0%

0%

Two or More Races

0%

0%

0%

0%

Socioeconomically Disadvantaged

54.5%

62.5%

67%

53%

English Learners

44.9%

58.8%

31%

7%

Students with Disabilities

30.4%

47.9%

0%

5%

Students Receiving Migrant Education Services

Subject

Percent of Students Scoring at Proficient or Advanced

School

District

State

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

2009–10

2010–11

2011–12

English-Language Arts

48%

59%

63%

41%

47%

45%

54%

59%

56%

Mathematics

55%

55%

57%

42%

46%

50%

54%

56%

58%

Group

English-Language Arts

Mathematics

Not Proficient

Proficient

Advanced

Not Proficient

Proficient

Advanced

All Students in the LEA

55%

63%

22%

50%

57%

16%

All Students at the School

37%

63%

26%

43%

57%

15%

Male

45%

31%

24%

37%

48%

15%

Female

31%

42%

28%

49%

36%

15%

Black or African American

0%

0%

0%

0%

0%

0%

American Indian or Alaska Native

0%

0%

0%

0%

0%

0%

Asian

0%

0%

0%

0%

0%

0%

Filipino

0%

0%

0%

0%

0%

0%

Hispanic or Latino

37%

37%

26%

43%

42%

15%

Native Hawaiian or Pacific Islander

0%

0%

0%

0%

0%

0%

White

0%

0%

0%

0%

0%

0%

Two or More Races

0%

0%

0%

0%

0%

0%

Socioeconomically Disadvantaged

37%

37%

26%

43%

42%

15%

English Learners

Students with Disabilities

Students Receiving Migrant Education Services

Grade Level

Percent of Students Meeting Fitness Standards

Four of Six Standards

Five of Six Standards

Six of Six Standards

5

25.10%

22.30%

32.60%

7

19.10%

20.40%

17.20%

9

21.30%

20.70%

36.00%

API Rank

2009

2010

2011

Statewide

4

4

5

Similar Schools

10

10

9

Group

Actual API Change 2009–10

Actual API Change 2010–11

Actual API Change 2011–12

All Students at the School

22

22

11

Black or African American

American Indian or Alaska Native

Asian

Filipino

Hispanic or Latino

21

23

12

Native Hawaiian or Pacific Islander

White

Two or More Races

Socioeconomically Disadvantaged

27

21

12

English Learners

19

25

11

Students with Disabilities

4

Group

2012 Growth API

Number of Students

School

Number of Students

LEA

Number of Students

State

All Students at the School

1,651

807

416,460

745

4,664,264

788

Black or African American

14

758

36,627

696

313,201

710

American Indian or Alaska Native

0

1,395

754

31,606

742

Asian

6

16,488

909

404,670

905

Filipino

1

10,318

863

124,824

869

Hispanic or Latino

1,620

807

312,515

723

2,425,230

740

Native Hawaiian or Pacific Islander

0

1,443

792

26,563

775

White

6

36,849

874

1,221,860

853

Two or More Races

2

600

805

88,428

849

Socioeconomically Disadvantaged

1,647

807

344,647

728

2,779,680

737

English Learners

1,002

775

197,134

677

1,530,297

716

Students with Disabilities

135

648

53,956

554

530,935

607

AYP Criteria

School

District

Made AYP Overall

No

No

Met Participation Rate - English-Language Arts

Yes

Yes

Met Participation Rate - Mathematics

Yes

Yes

Met Percent Proficient - English-Language Arts

No

No

Met Percent Proficient - Mathematics

No

No

Met API Criteria

Yes

Yes

Met Graduation Rate

Yes

No

Indicator

School

District

Program Improvement Status

In PI

In PI

First Year of Program Improvement

2006-2007

2004-2005

Year in Program Improvement

Year 5

Year 3

Number of Schools Currently in Program Improvement

603

Percent of Schools Currently in Program Improvement

64.4%

Indicator

School

District

State

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

2008–09

2009–10

2010–11

Dropout Rate

6.7

8.6

24.7

20.7

16.6

14.4

Graduation Rate

88.76

90.32

62.43

61.09

74.72

76.26

Group

Graduating Class of 2012

School

District

State

All Students

90.32%

LEA Provided

N/D

Black or African American

LEA Provided

N/D

American Indian or Alaska Native

LEA Provided

N/D

Asian

LEA Provided

N/D

Filipino

LEA Provided

N/D

Hispanic or Latino

90.32%

LEA Provided

N/D

Native Hawaiian or Pacific Islander

LEA Provided

N/D

White

LEA Provided

N/D

Two or More Races

LEA Provided

N/D

Socioeconomically Disadvantaged

90.32%

LEA Provided

N/D

English Learners

40%

LEA Provided

N/D

Students with Disabilities

3%

LEA Provided

N/D

Our high school curriculum is standards-based and uses globally themed units of study. The units are interconnected across disciplines when appropriate, and are organized around big ideas and essential questions.   Teachers regularly use standards aligned resources and units of study that are drawn from a wide variety of global sources (e.g. articles, biographies, primary sources, fieldwork).  All students study a world language in addition to their native language (English, Spanish, Chinese).  Students demonstrate intercultural competence.  Electives contain a global focus or make an explicit international connection.  The advisory program is consistent and strengthens social skills. Students have the opportunity to earn up to two years of college credit through the Vaughn-Mission College Partnership.

VISA continues its partnership with Los Angeles Mission College (LAMC) and Pacoima skill Center as part of the Early College High School program.  Early College High Schools prepares students for a successful career and educational future through full integration of high school, college, and the world of work, improved academic performance, wellness and self-concept, and increased graduation rates of high school and college/university programs.  Students may enroll in any class that LAMC offers so long as all prerequisites are met.

Career technical education pathways are currently being developed.

Measure

CTE Program Participation

Number of pupils participating in CTE

0

Percent of pupils completing a CTE program and earning a high school diploma

0

Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education

0

UC/CSU Course Measure

Percent

2011-12 Students Enrolled in Courses Required for UC/CSU Admission

49.8%

2010-11 Graduates Who Completed All Courses Required for UC/CSU Admission

62.4%

Subject

Number of AP Courses Offered*

Percent of Students In AP Courses

Computer Science

0

English

0

Fine and Performing Arts

0

Foreign Language

0

Mathematics

1

Science

0

Social Science

0

All courses

0

0.0%

Four pupil free days are designated annually specifically for staff development.  In addition, our school calendar has incorporated shortened days on Tuesdays for the purpose of providing time for governance meetings and staff development.  The usual pattern of designated time is: 1 meeting per month for governance and 3 for staff development. 

Vaughn Next Century Learning Center

School Accountability Report Card, 2011-2012

Los Angeles Unified

Provided by the Ed-Data Partnership

For more information visit www.ed-data.org