2019–2020 School Accountability Report Card

School Accountability Report Card

Reported Using Data from the 2019–2020 School Year

California Department of Education
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC).The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
  • For more information about SARC requirements, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
  • For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
  • For additional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).

California School Dashboard

The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.

Ryan Kawika Chun, Director

  • Principal, Equitas Academy 5
Principal Photo

About Our School

Equitas Academy #5 is an ecosystem (EQ5ystem) in which scholars, families, and educators support, challenge, and celebrate one another to produce college graduates and change agents. Our goal is to equip and empower all stakeholders through trusting relationships, rigorous and culturally relevant practices, radically candid feedback, and opportunities for service and advocacy. In our first year of existence, we believe that a focus on constant improvement coupled with a growth mindset is the formula for success.  As we grow in the coming years up to fourth grade, we hope to embrace who we are, advocate for what we need, and commit to excellence in order to become a model school.

 

Kawika Chun

Contact

Equitas Academy 5
1050 Beacon Ave.
Los Angeles, CA 90015-1910

Phone: 213-201-0344
Email: kchun@equitasacademy.org




About This School

Contact Information (School Year 2020–2021)

District Contact Information (School Year 2020–2021)
District Name
Los Angeles Unified
Phone Number
(213) 241-1000
Superintendent
Austin Beutner
Email Address
austin.beutner@lausd.net
Website
www.lausd.net
School Contact Information (School Year 2020–2021)
School Name
Equitas Academy 5
Street
1050 Beacon Ave.
City, State, Zip
Los Angeles, Ca, 90015-1910
Phone Number
213-201-0344
Principal
Ryan Kawika Chun, Director
Email Address
kchun@equitasacademy.org
Website
http://eq5.equitasacademy.org
County-District-School (CDS) Code
19647330139121

Last updated: 1/31/2021



School Description and Mission Statement (School Year 2020–2021)

Equitas Academy provides a structured, achievement-based community that prepares students to graduate from four-year colleges and universities. Equitas Academy Charter School provides high-quality education and a challenging school experience. Our school model is based on:



High Expectations
Structured and disciplined classrooms, school-wide behavioral code of conduct, and school uniforms



College Readiness
Extended school day and year, enrichment activities, and preparation to enter top-performing middle, high schools and ultimately college



A Family Partnership
Ongoing communication with parents about academic and behavioral progress, at-home visits by staff, and family workshops



A Safe and Supportive School Community
We help our children make positive choices through our school values of integrity, perseverance, dignity, pride, respect, and compassion


 



The Equitas Academy core values are taken from the book, How Children Succeed by Paul Tough. Our Core Values for scholars are:



Curiosity
Taking an interest in experience and learning new things for its own sake; finding things fascinating



Optimism
Expecting the best in the future and working to achieve it



Gratitude
Being aware of and thankful for opportunities that one has and for good things that happen



Grit
Finishing what one starts; completing something despite obstacles; a combination of persistence and resilience



Self-control
Regulating what one feels and does; being self-disciplined



Social intelligence
Being aware of motives and feelings of other people and oneself; including the ability to reason within a large and small group



Zest
Approaching life with excitement and energy; feeling alive and activated


 



Our Core Values for staff are:



Curiosity
Taking an interest in experience and learning new things for its own sake; finding things fascinating.
• We research, seek out, and share best practices
• We commit to asking and answering questions
• We seek growth by exploring and taking risks to constantly challenge others and ourselves



Optimism
Expecting the best in the future and working to achieve it.
We celebrate every victory and success
We are solutions-oriented and face challenges with a smile
We use positive language



Gratitude
Being aware of and thankful for opportunities that one has and for good things that happen.
• We are specific and meaningful when expressing appreciation for experiences, opportunities, and others
• We give shout outs
• We celebrate growth and potential



Grit
Finishing what one starts; completing something despite obstacles; a combination of persistence and resilience.
• We embrace challenges and persevere through them
• We remain resilient in the pursuit of our goals



Professionalism
Regulating what one feels and does; being self-disciplined work • We model appropriate dress, countenance, and speech.
• We are responsible for our commitments and deadlines.
• We respect others' feelings and time.
• We hold ourselves and our team members accountable for upholding our core values.
• We assume the best intentions of our teammates and resolve any conflicts in a timely and positive matter, employing the 24/48 hour rule.



Teamwork
Being aware of motives and feelings of other people and oneself; including the ability to reason within large and small groups.
• We communicate, compromise, and collaborate to find solutions and accomplish our goals
• We give and receive feedback gracefully JOY Approaching life with excitement and energy; feeling alive and activated.
• We find fun!
• We celebrate wholeheartedly
• We enthusiastically approach our work

Last updated: 1/31/2021

Student Enrollment by Student Group (School Year 2019–2020)

Student Group Percent of Total Enrollment
Black or African American 2.50 %
American Indian or Alaska Native %
Asian 0.80 %
Filipino %
Hispanic or Latino 93.30 %
Native Hawaiian or Pacific Islander %
White 2.50 %
Two or More Races 0.80 %
Student Group (Other) Percent of Total Enrollment
Socioeconomically Disadvantaged 85.80 %
English Learners 55.00 %
Students with Disabilities %
Foster Youth 1.70 %
Homeless %

State Priority: Basic

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

  • Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
  • Pupils have access to standards-aligned instructional materials; and
  • School facilities are maintained in good repair

Teacher Credentials


Teachers		 School
2018–2019		 School
2019–2020		 School
2020–2021		 District
2020–2021
With Full Credential 4 4 4
Without Full Credential 0 0 0
Teachers Teaching Outside Subject Area of Competence (with full credential) 0 0 0

Last updated: 1/31/2021

Teacher Misassignments and Vacant Teacher Positions

Indicator 2018–2019 2019–2020 2020–2021
Misassignments of Teachers of English Learners 0 0
Total Teacher Misassignments* 0 0
Vacant Teacher Positions 0 0
Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Last updated: 1/31/2021


School Facility Conditions and Planned Improvements

Equitas Academy Charter School is dedicated to ensuring that every effort is made in providing our scholars with a safe and organized learning environment. The classroom is a bridge to learning and the instructional program, for these reasons there are procedures and regular routines that help keep our school safe. School safety and climate are a part of student life from day one. Students are expected to follow a set of rules, “The Equitas Way,” that facilitate student and school safety. The expectation is to always “be safe” which permeates through our school culture of not running, showing respect, and keeping hands to oneself by using the STAR position. Daily morning meetings that focus on developing core values and safety help further the internalization of an overall safe school climate and works as a prevention program. This school cultural environment along with regularly scheduled emergency drills are practiced to prepare students and staff for earthquake and fire evacuations.



The School Safety Plan is updated annually each August prior to the start of school and discussed with key stakeholders of the school community. The plan includes contact information, communication protocols, emergency drill information and locations, roles for each stakeholder, search team information, checklists for evacuation procedures, evacuation locations, and special instructions for earthquakes, fire, lockdowns, hazardous materials, etc. The plan also includes the responsibilities outlined for key team members and codes for various situations.

Last updated: 1/31/2021

School Facility Good Repair Status

Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
  • Determination of repair status for systems listed
  • Description of any needed maintenance to ensure good repair
  • The year and month in which the data were collected
  • The rate for each system inspected
  • The overall rating

Year and month of the most recent FIT report: January 2020

System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Good
Interior: Interior Surfaces Good
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good
Electrical: Electrical Good
Restrooms/Fountains: Restrooms, Sinks/Fountains Good
Safety: Fire Safety, Hazardous Materials Good
Structural: Structural Damage, Roofs Good
External: Playground/School Grounds, Windows/Doors/Gates/Fences Good

Overall Facility Rate

Year and month of the most recent FIT report: January 2020

Overall Rating Exemplary

Last updated: 1/31/2021


State Priority: Pupil Achievement

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

  • Statewide assessments (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and

  • The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.


CAASPP Test Results in ELA and Mathematics for All Students
Grades Three through Eight and Grade Eleven
Percentage of Students Meeting or Exceeding the State Standard

Subject		 School
2018–2019		 School
2019–2020		 District
2018–2019		 District
2019–2020		 State
2018–2019		 State
2019–2020
English Language Arts / Literacy (grades 3-8 and 11) N/A N/A 50% N/A
Mathematics (grades 3-8 and 11) N/A N/A 39% N/A

Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.

Last updated: 1/31/2021






State Priority: Other Pupil Outcomes

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

  • Pupil outcomes in the subject area of physical education



State Priority: Parental Involvement

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

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

Opportunities for Parental Involvement (School Year 2020–2021)

Parent engagement in a child’s education directly supports a child’s academic success. To support parental engagement, Equitas Academy provides family
orientations, home visits, parent workshops, family nights, school volunteer opportunities, Cafecitos (coffee talks), and School Site Council meetings. We
encourage participation with school field trips and attendance of any and all school events to promote family involvement in various ways. Nurturing and
strengthening our parent relationships is a strategy for facilitating our student academic success now and in the future.


For inquiries regarding our parent engagement program, please contact our Director of Parent Partnerships, Ms. Lilia Mitre, lmitre@equitasacademy.org.

Last updated: 1/31/2021


State Priority: Pupil Engagement

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

  • High school dropout rates; and
  • High school graduation rates

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


Indicator		 School
2016–2017		 School
2017–2018		 School
2018–2019		 District
2016–2017		 District
2017–2018		 District
2018–2019		 State
2016–2017		 State
2017–2018		 State
2018–2019
Dropout Rate -- -- -- -- 11.30% 10.90% 9.10% 9.60% 9.00%
Graduation Rate -- -- -- 79.70% 80.10% 81.50% 82.70% 83.00% 84.50%
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

Last updated: 1/31/2021


State Priority: School Climate

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

  • Pupil suspension rates;
  • Pupil expulsion rates; and
  • Other local measures on the sense of safety


Suspensions and Expulsions

(data collected between July through June, each full school year respectively)

Rate School
2017–2018		 School
2018–2019		 District
2017–2018		 District
2018–2019		 State
2017–2018		 State
2018–2019
Suspensions -- -- 0.80% 0.70% 3.50% 3.50%
Expulsions -- -- 0.00% 0.00% 0.10% 0.10%


Suspensions and Expulsions for School Year 2019–2020 Only

(data collected between July through February, partial school year due to the COVID-19 pandemic)

Rate School
2019–2020		 District
2019–2020		 State
2019–2020
Suspensions -- -- 2.50%
Expulsions -- -- 0.10%

Note: The 2019–2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019–2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019–2020 school year compared to prior years.

Last updated: 1/31/2021


School Safety Plan (School Year 2020–2021)

Equitas Academy Charter School is dedicated to ensuring that every effort is made in providing our scholars with a safe and organized learning environment. The
classroom is a bridge to learning and the instructional program, for these reasons there are procedures and regular routines that help keep our school safe. School
safety and climate are a part of student life from day one. Students are expected to follow a set of rules, “The Equitas Way,” that facilitate student and school
safety. The expectation is to always “be safe” which permeates through our school culture of not running, showing respect, and keeping hands to oneself by
using the STAR position. Daily morning meetings that focus on developing core values and safety help further the internalization of an overall safe school climate
and works as a prevention program. This school cultural environment along with regularly scheduled emergency drills are practiced to prepare students and staff
for earthquake and fire evacuations.


The School Safety Plan is updated annually each August prior to the start of school and discussed with key stakeholders of the school community. The plan
includes contact information, communication protocols, emergency drill information and locations, roles for each stakeholder, search team information, checklists
for evacuation procedures, evacuation locations, and special instructions for earthquakes, fire, lockdowns, hazardous materials, etc. The plan also includes the
responsibilities outlined for key team members and codes for various situations

Last updated: 1/31/2021

The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Average Class Size and Class Size Distribution (Elementary) School Year (2017–2018)

Grade Level Average Class Size Number of Classes *
1-20 		Number of Classes *
21-32 		Number of Classes *
33+
K
1
2
3
4
5
6
Other**

* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

Average Class Size and Class Size Distribution (Elementary) School Year (2018–2019)

Grade Level Average Class Size Number of Classes *
1-20 		Number of Classes *
21-32 		Number of Classes *
33+
K
1
2
3
4
5
6
Other**

* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

Average Class Size and Class Size Distribution (Elementary) School Year (2019–2020)

Grade Level Average Class Size Number of Classes *
1-20 		Number of Classes *
21-32 		Number of Classes *
33+
K 30.00 4
1
2
3
4
5
6
Other**
* Number of classes indicates how many classes fall into each size category (a range of total students per class).
** "Other" category is for multi-grade level classes.

Last updated: 1/31/2021


Ratio of Pupils to Academic Counselor (School Year 2019–2020)

Title Ratio
Pupils to Academic Counselor* 240.0

*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Last updated: 1/31/2021


Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)

Level Total Expenditures Per Pupil Expenditures Per Pupil
(Restricted) 		Expenditures Per Pupil
(Unrestricted) 		Average Teacher Salary
School Site -- -- -- --
District N/A N/A -- --
Percent Difference – School Site and District N/A N/A -- --
State N/A N/A $7750.12 $83052.00
Percent Difference – School Site and State N/A N/A -- --

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

Last updated: 2/1/2021


Teacher and Administrative Salaries (Fiscal Year 2018–2019)

Category District Amount State Average For Districts In Same Category
Beginning Teacher Salary $46,587 $50,029
Mid-Range Teacher Salary $74,412 $77,680
Highest Teacher Salary $92,389 $102,143
Average Principal Salary (Elementary) $117,849 $128,526
Average Principal Salary (Middle) $131,307 $133,574
Average Principal Salary (High) $135,702 $147,006
Superintendent Salary $350,000 $284,736
Percent of Budget for Teacher Salaries 29.00% 33.00%
Percent of Budget for Administrative Salaries 5.00% 5.00%

For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at https://www.cde.ca.gov/ds/fd/cs/ .

Teacher Salary Chart
Principal Salary Chart

Last updated: 1/31/2021


Professional Development

Measure 2018–2019 2019–2020 2020–2021
Number of school days dedicated to Staff Development and Continuous Improvement 8 8 8