Capital City Independent School
Capital City Independent School7222 24th St. Sacramento, CA 95822 916.433.5187 Grades K-12Darrell Amerine, ty.scusd.edu/2016-17 School Accountability Report CardPublished During the 2017-18 School Year-------Sacramento City Unified SchoolDistrict5735 47th AvenueSacramento, CA 95824(916) 643-7400www.scusd.eduDistrict Governing BoardJay Hansen President, Area 1School DescriptionCapital City School is one of the most innovative schools in the Sacramento City Unified SchoolDistrict (SCUSD). Our goal is to customize a quality education program for students whose needsare best met through study outside the traditional setting. Our independent study strategy allowsteachers and students to confer one-on-one focusing on the student’s educational needs, interests,aptitudes and abilities.Capital City School serves students in grades K-12. Full accreditation (six years) from the WesternAssociation of Schools and Colleges (WASC) was granted to Capital City School in the year 2000. InFebruary 2013, we completed our WASC review and received six years accreditation with a renewaldate of June 30, 2019. Course material, assignment criteria, textbooks and standards adhere to acontinuity that allows students to return to the traditional school setting if they wish to do so.However, many students do make Capital City School their school of choice.Students and parents value the small school environment, one-on-one teaching strategy,individualized educational plans and high standards. Capital City School has proven to be a catalystfor building self-esteem and motivating students to get back on track. The staff’s hard work isevident in the changed attitudes and beliefs of students who were once underachievers. Morethan simply a means by which many students make up lost credits and complete their requirementsfor graduation, Capitol City’s safe, caring environment fosters academic and personal growth.Jessie Ryan, 1st VP, Area 7Darrel Woo 2nd VP, Area 6Ellen Cochrane, Area 2Christina Pritchett, Area 3Michael Minnick, Area 4Mai Vang, Area 5Sara Nguyen, Student MemberDistrict AdministrationJorge AguilarSuperintendentLisa AllenDeputy SuperintendentChad SweitzerInstructional AssistantSuperintendentTu Moua-CarrozInstructional AssistantSuperintendentOlga L. SimmsInstructional AssistantSuperintendentMary Hardin YoungInstructional AssistantSuperintendent2016-17 School Accountability Report Card for Capital City Independent SchoolPage 1 of 11
About the SARCA. Conditions of LearningBy February 1 of each year, every school in California is required by statelaw to publish a School Accountability Report Card (SARC). The SARCcontains information about the condition and performance of eachCalifornia public school. Under the Local Control Funding Formula (LCFF)all local educational agencies (LEAs) are required to prepare a Local Controland Accountability Plan (LCAP), which describes how they intend to meetannual school-specific goals for all pupils, with specific activities to addressstate and local priorities. Additionally, data reported in an LCAP is to beconsistent with data reported in the SARC. For more information about SARC requirements, see the CaliforniaDepartment of Education (CDE) SARC Web page athttp://www.cde.ca.gov/ta/ac/sa/. For more information about the LCFF or LCAP, see the CDE LCFFWeb page at http://www.cde.ca.gov/fg/aa/lc/. For additional information about the school, parents/guardians andcommunity members should contact the school principal or thedistrict office.2016-17 Student Enrollment by Grade LevelGrade LevelNumber of StudentsKindergarten3Grade 14Grade 25Grade 35Grade 44Grade 510Grade 610Grade 712Grade 823Grade 915Grade 1052Grade 1171Grade 12146Total Enrollment360State Priority: BasicThe SARC provides the following information relevant to the Statepriority: Basic (Priority 1): Degree to which teachers are appropriately assigned and fullycredentialed 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 CredentialsCapital City Independent School15-16 16-17 17-18With Full Credential221717Without Full Credential011Teaching Outside Subject Area of Competence000Sacramento City Unified School District15-16 16-17 17-18With Full Credential 1628Without Full Credential 79Teaching Outside Subject Area of Competence 14Teacher Misassignments and Vacant Teacher Positions at this SchoolCapital City Independent School15-1616-1717-18Teachers of English Learners000Total Teacher Misassignments000Vacant Teacher Positions100*“Misassignments” refers to the number of positions filled by teachers wholack legal authorization to teach that grade level, subject area, student group,etc. Total Teacher Misassignments includes the number of Misassignmentsof Teachers of English Learners.2016-17 Student Enrollment by GroupGroupBlack or African AmericanPercent of Total Enrollment17.5American Indian or Alaska Native1.7Asian13.3Filipino1.1Hispanic or Latino47.5Native Hawaiian or Pacific Islander2.5White12.5Two or More Races3.9Socioeconomically Disadvantaged60.8English Learners15.6Students with Disabilities1.9Foster Youth0.62016-17 School Accountability Report Card for Capital City Independent SchoolPage 2 of 11
Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2017-18)Textbooks and instructional materials are reviewed and then piloted across the district. Subsequent adoption by the Board of Education is consistentwith the cycle of textbook approval by the State, California School Board. Textbooks are chosen for their alignment with California Content Standards,California Frameworks, and appropriateness for Sacramento City Unified School District students. Textbook sufficiency data is collected annually.Textbooks and Instructional MaterialsYear and month in which data were collected: December 2016Core Curriculum AreaReading/Language ArtsTextbooks and Instructional Materials/Year of AdoptionHolt Literature and Language Arts, Course 3 English 9 2003Holt Literature and Language Arts, Course 4 English 10 2003Holt Literature and Language Arts, Course 5 English 11 2003Holt Literature and Language Arts, Course 6 English 12 2003Short Takes, Model Essays for Composition, Ninth Edition, Pearson Longman English 11 AP 2007The Well Crafted Argument, A Guide and Reader, Third Edition, Houghton Mifflin English 11 AP 2008Literature: Reading, Fiction, Poetry and Drama, 6th Edition, Glencoe/McGraw-Hill English 12 AP 2007Perrine’s Literature: Structure, Sound, and Sense, Tenth Edition, Wadsworth Cengage Learning English 12 AP2009The textbooks listed are from most recent adoption:YesPercent of students lacking their own assigned textbook: 0%MathematicsCCSS Integrated Pathway: Mathematics I, Walch Education Mathematics 2012Algebra and Trigonometry, Structure and Method, Book 2, McDougal Littell Advanced Algebra 2000Algebra 2, McDougal Littell Advanced Algebra 2001Geometry: Measuring Reasoning, McDougal Littell Geometry 2004Algebra 2 (California Edition), Pearson Prentice Hall Algebra 2 and/or Adv. Geometry 2004Introduction To Statistics and Data Analysis, AP Ed. Brooks/Cole Statistics 2010Precalculus with Unit-Circle Trigonometry, 4th ed., David Cohen, Thomson Brooks/Cole Pre Calculus 2006Precalculus 3rd ed., Robert Blitzer, Pearson Prentice Hall Pre Calculus 2007Precalculus with Limits 5th ed., Larsen, Hostetler and Edwards, Houghton Mifflin Pre Calculus 2008Algebra and Trigonometry with Analytic Geometry, 9th Edition, Brooks and Cole Advanced Pre Calculus 1997Calculus: Graphical, Numerical, Algebraic, 3rd ed (AP Edition) Pearson Prentice Hall Calculus AB or BC 2007Calculus: Single Variable with Vector Functions, 1st ed. Thomson Brooks/Cole Calculus AB or BC 2007Calculus of a Single Variable, 8th Edition, Houghton Mifflin Calculus AB or BC 2006The textbooks listed are from most recent adoption:YesPercent of students lacking their own assigned textbook: 0%ScienceInvitation to Psychology. Prentice Hall Psychology AP 2008Psychology, 7th Ed., Worth Psychology 2004Holt Earth Science, Holt, Rinehart and Winston Physical Science 2006Biology: The Dynamics of Life, Glencoe Biology/Biophysical Science 2005Modern Biology, Holt, Reinhart, and Winston Biology/Biophysical Science 2002Biology, Prentice Hall Biology/Biophysical Science 2004BSCS Biology: A Molecular Approach, 8th Edition, Glencoe Molecular Biology 2001BSCS Biology: A Molecular Approach, 9th Edition, Glencoe Molecular Biology 2006Biology, 8th ed. (AP) Pearson, Benjamin Cummings Biology AP 2008Chemistry, Matters and Change, Glencoe/McGraw-Hill Chemistry 2005Holt Modern Chemistry, Holt, Rinehart and Winston Chemistry 2006Chemistry: The Central Science, 11th Edition, Prentice Hall Chemistry AP 2008Chemistry, 7th ed, (AP Edition), Houghton Mifflin Chemistry AP 2007Chemistry in the Community, Freeman Chemistry 2000Conceptual Physics, 9th Edition, (Addison Wesley) Physics 2002Physics: Principles and Problems, Glencoe/McGraw-Hill Physics 2005Physics, 6th Edition, John Wiley and Son, Inc. Physics 2007Hole’s Essentials of Human Anatomy and Physiology, 8th Edition, McGraw-Hill Human Anatomy and Physiology2003The textbooks listed are from most recent adoption:YesPercent of students lacking their own assigned textbook: 0%2016-17 School Accountability Report Card for Capital City Independent SchoolPage 3 of 11
Textbooks and Instructional MaterialsYear and month in which data were collected: December 2016Core Curriculum AreaHistory-Social ScienceTextbooks and Instructional Materials/Year of AdoptionWorld Geography, McDougal Littell Geography 2006World Cultures and Geography, McDougal Littell Geography SDAIE 2003World Geography and Cultures, Globe Fearon Geography SDAIE 2002Human Legacy, Holt World History 2008World History, 5th ed. Duiker and Spielvogel, Thomson Wadsworth World History AP 2007American Anthem Modern American History, Holt, Rinehart and Winston U.S. History 2007The American Journey: A History of the United States, Prentice Hall U.S. History AP 2001Magruder’s American Government, Pearson Prentice Hall U.S. Government 2005American Government, 9th Edition, Houghton Mifflin U.S. Government AP 2004Economics Principles in Action, Pearson Prentice Hall Modern Economics 2007The textbooks listed are from most recent adoption:YesPercent of students lacking their own assigned textbook: 0%Foreign LanguageVisions, Levels Basic and A,Student Workbooks, Levels Basic and A, Heinle & Heinle English LanguageDevelopment 2003Visions, Levels Basic and B and C,Student Workbooks, Levels Basic and B and C, Heinle & Heinle EnglishLanguage Development 2003The textbooks listed are from most recent adoption:YesPercent of students lacking their own assigned textbook: 0%HealthLifetime Health, Holt 2004The textbooks listed are from most recent adoption:YesPercent of students lacking their own assigned textbook: 0%Visual and Performing ArtsPercent of students lacking their own assigned textbook: 0%Science Laboratory EquipmentN/AThe textbooks listed are from most recent adoption:N/ANote: Cells with N/A values do not require data.School Facility Conditions and Planned Improvements (Most Recent Year)The main campus was built in 2004. This school has eight portable classrooms including an administrative building.The district takes great efforts to ensure that all schools are clean, safe, and functional. District maintenance staff ensures that the repairs necessary tokeep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and thatemergency repairs are given the highest priority. The district governing board has adopted cleaning standards for all the schools in the district. A summaryof these standards is available at the school office, or at the district operations office. The principal works directly with the custodial staff to developcleaning schedules to ensure a clean and safe school.The State Legislature established the Deferred Maintenance Fund (DMF) in 1980 to assist districts in maintaining facilities and sites. The District hasparticipated in the Deferred Maintenance Program since its inception. The program requires both the local district and the State of California to shareequally in the cost of major deferred maintenance projects, with the maximum contribution from the State limited to approximately one-half of onepercent of the District’s General Fund and Adult Education Fund operating budgets. For fiscal years 2008-09 through 2012-13, the Deferred MaintenanceProgram has been included in the State’s Tier III Flexibility Program. Therefore, DMF funds received by the District are deposited in the General Fund,and are unrestricted. Due to state budget cuts for 2010-11 these unrestricted funds have not been designated to deferred maintenance purposes. Thefunds were used as part of the Tier III recommendations approved by the Board on the May 6, 2010 Board Meeting.System InspectedSchool Facility Good Repair Status (Most Recent Year)Year and month in which data were collected: 7/25/2017Repair StatusGoodSystems:Gas Leaks, Mechanical/HVAC, SewerXInterior:Interior SurfacesX2016-17 School Accountability Report Card for Capital City Independent SchoolFairPoorRepair Needed andAction Taken or PlannedPage 4 of 11
School Facility Good Repair Status (Most Recent Year)Year and month in which data were collected: 7/25/2017Repair StatusSystem InspectedGoodCleanliness:Overall Cleanliness, Pest/ Vermin ins:Restrooms, Sinks/ FountainsXSafety:Fire Safety, Hazardous MaterialsXStructural:Structural Damage, RoofsXExternal:Playground/School Grounds, Windows/ Doors/Gates/FencesXOverall RatingExemplary----------FairGoodRepair Needed andAction Taken or PlannedPoorFairPoorXWork orders have been submitted for allreported issuesB. Pupil OutcomesState Priority: Pupil AchievementThe SARC provides the following information relevant to the State priority:Pupil Achievement (Priority 4): Statewide assessments (i.e., California Assessment of StudentPerformance and Progress [CAASPP] System, which includes theSmarter Balanced Summative Assessments for students in the generaleducation population and the California Alternate Assessments[CAAs] for English language arts/literacy [ELA] and mathematics givenin grades three through eight and grade eleven. The CAAs havereplaced the California Alternate Performance Assessment [CAPA] forELA and mathematics, which were eliminated in 2015. Only eligiblestudents may participate in the administration of the CAAs. CAA itemsare aligned with alternate achievement standards, which are linkedwith the Common Core State Standards [CCSS] for students withsignificant cognitive disabilities); and The percentage of students who have successfully completed coursesthat satisfy the requirements for entrance to the University ofCalifornia and the California State University, or career technicaleducation sequences or programs of studyCAASPP Test Results in Science for All StudentsPercent of Students Scoring at Proficient or Advanced(meeting or exceeding the state -1614-1515-1614-1515-16161747476056Note: Science test results include California Standards Tests (CSTs), CaliforniaModified Assessment (CMA), and California Alternate Performance Assessment(CAPA) in grades five, eight, and ten.Note: Scores are not shown when the number of students tested is ten or less, eitherbecause the number of students in this category is too small for statistical accuracyor to protect student privacy.Note: The 2016-17 data are not available. The California Department of Educationis developing a new science assessment based on the Next Generation ScienceStandards for California Public Schools (CA NGSS). The new California Science Test(CAST) was piloted in spring 2017. The CST and CMA for Science will no longer beadministered.2016-17 CAASPP Results for All StudentsPercent of Students Meeting or Exceeding the State Standards(grades 3-8 and 1616-1715-1616-171820393948487430313637Percentages are not calculated when the number of students tested is ten orless, either because the number of students in this category is too small forstatistical accuracy or to protect student privacy.2016-17 School Accountability Report Card for Capital City Independent SchoolPage 5 of 11
2015-16 CAASPP Results by Student GroupScience (grades 5, 8, and 10)Number of StudentsGroupPercent of StudentsEnrolledwith Valid Scoresw/ Valid ScoresProficient or AdvancedAll .315.2Black or African American352365.78.7Asian201785.041.2Hispanic or y Disadvantaged1188975.412.4English Learners201680.06.3*Science test results include CSTs, CMA, and CAPA in grades five, eight, and ten. The “Proficient or Advanced” is calculated by taking the total number of studentswho scored at Proficient or Advanced on the science assessment divided by the total number of students with valid scores. Scores are not shown when the numberof 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.School Year 2016-17 CAASPP Assessment Results - English Language Arts (ELA)Disaggregated by Student Groups, Grades Three through Eight and entMet or ExceededAll 059893.3325.51Black or African American423788.113.51American Indian or Alaska ispanic or Latino827793.924.68Native Hawaiian or Pacific Islander--------White292586.2120Two or More Races--------Socioeconomically Disadvantaged13111890.0818.64English Learners444193.1812.2Students with Disabilities--------Students Receiving Migrant Education Services--------Student GroupNote: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who participated in both assessments.Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small for statisticalaccuracy or to protect student privacy.Note: The number of students tested includes all students who participated in the test whether they received a score or not; however, the number of students tested isnot the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who received scores.2016-17 School Accountability Report Card for Capital City Independent SchoolPage 6 of 11
School Year 2016-17 CAASPP Assessment Results - MathematicsDisaggregated by Student Groups, Grades Three through Eight and entMet or ExceededAll 9690.573.13Black or African American433683.720American Indian or Alaska ispanic or Latino827490.244.05Native Hawaiian or Pacific Islander--------White292275.864.55Two or More Races--------Socioeconomically Disadvantaged13211587.123.48English Learners443886.362.63Students with Disabilities--------Students Receiving Migrant Education Services--------Student GroupNote: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking th
Jan 17, 2018 · Biology: The Dynamics of Life, Glencoe Biology/Biophysical Science 2005 Modern Biology, Holt, Reinhart, and Winston Biology/Biophysical Science 2002 Biology, Prentice Hall Biology/Biophysical Science 2004 BSCS Biology: A Molecular Approach, 8th
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