2019–2020 School Accountability Report Card
- 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
California School Dashboard
Lee Fleming, Head of School
- Principal, Samueli Academy
About Our School
Located in Santa Ana, Samueli Academy is a charter school serving approximately 800 students in grades 7-12. Our primary work is to provide a transformational learning experience for our students, especially those who live nearby and for whom an educational trajectory might be otherwise rooted in traditional practices. We strive to prepare students for 21st-century skills by virtue of Project-Based Learning, an inquiry approach meant to fuel students’ engagement and deepen their learning; use of technology; and school-wide learning outcomes aligned with careers: Knowledge and Thinking, Collaboration, Written and Oral Communication, and Agency. Combined, these efforts reflect our mission statement: To ignite the passion within all students to reach their greatest potential through a nurturing and innovative learning environment. We serve our mission statement and our students by developing a culture of trust, respect, and responsibility, which permeates our expectations of our peer-to-peer, peer-to-adult, and adult-to-adult connections on campus.
Programs Unique to Samueli Academy
Project-based Learning
Project-based learning (PBL) is at the heart of Samueli Academy’s instructional approach. In PBL, learning is contextual, creative, and shared. Students collaborate on meaningful projects that require critical thinking, creativity, and communication in order for them to answer challenging real-life questions or solve complex problems. Making learning relevant to students in this way, helps them see a purpose for mastering state-required skills and content concepts. Students aren’t just assessed on their understanding of academic content, but on their ability to successfully apply that content when solving authentic problems. Through this process, project-based learning gives students the opportunity to develop real-life skills that will propel them towards future college and career success.
Foster Youth Support
Foster youth are at the heart of Samueli Academy’s mission. We have a full time Student Success Coordinator who works solely with our foster youth to ensure their academic and social success. In addition, we have a full-time school psychologist who supports all our foster youth by providing social-emotional support and counseling services and conducting social-emotional learning groups weekly, essentially for our youth to gain access to their education. All school structures are designed with Foster Youth in mind knowing those structures will benefit all students on campus. Onsite dorms are available to our foster youth who are interested in living on campus.
Work-Based Learning (WBL):
As part of our focus on career preparation and life success outside of campus, all students are involved in work-based learning efforts. In grades 7 and 8, students participate in career presentations and field trips with exposure to different career industries and pathways. As 9th graders, students participate in four local industry field trips with their advisors for a wider understanding of how a company operates and the different positions within that company. As sophomores, they have an opportunity to work with industry-specific mentors and begin employment portfolios, which include things like resumes, cover letters, social media etiquette, email etiquette, professional dress, and soft and hard skills. Juniors refine their portfolios and prepare for their summer internships and seniors prepare a Senior Capstone project where they present their next steps after high school backed up by pieces of evidence that show their growth over the years. All 7-12 grade students attend grade-specific workshops throughout the year that support their growth, such as mental health, financial literacy, organizational skills, and more. Many WBL skills are infused within core classes as part of shared responsibility in preparing students for their future success.
Alumni Success:
Our full-time Alumni Success Director begins transitioning seniors to post-secondary endeavors in the spring semester. After graduating, former students network with each other and the school through social media channels, onsite events, and constant communication with the director.
Principal's Comment
Contact
Samueli Academy1901 North Fairview St.
Santa Ana, CA 92706-2205
Phone: 714-619-0215
Email: lfleming@samueliacademy.org
About This School
Contact Information (School Year 2020–2021)
Last updated: 2/5/2021
Student Enrollment by Grade Level (School Year 2019–2020)
Last updated: 2/5/2021
Student Enrollment by Student Group (School Year 2019–2020)
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
Last updated: 2/5/2021
Teacher Misassignments and Vacant Teacher Positions
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Last updated: 2/5/2021
Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020–2021)
Year and month in which the data were collected: August 2020
Note: Cells with N/A values do not require data.Last updated: 2/5/2021
School Facility Conditions and Planned Improvements
Last updated: 2/5/2021
School Facility Good Repair Status
- 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: December 2019
Overall Facility Rate
Year and month of the most recent FIT report: December 2019
Last updated: 2/5/2021
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
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: 2/5/2021
CAASPP Test Results in ELA by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
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.
Last updated: 2/2/2021
CAASPP Test Results in Mathematics by Student Group
Grades Three through Eight and Grade Eleven (School Year 2019–2020)
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 waives the requirement for statewide testing for the 2019–2020 school year.
Last updated: 2/2/2021
CAASPP Test Results in Science for All Students
Grades Five, Eight and High School
Percentage of Students Meeting or Exceeding the State Standard
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: The new California Science Test (CAST) was first administered operationally in the 2018–2019 school year.
Last updated: 2/2/2021
CAASPP Tests Results in Science by Student Group
Grades Five, Eight and High School (School Year 2019–2020)
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.
Last updated: 2/2/2021
Career Technical Education (CTE) Programs (School Year 2019–2020)
Last updated: 2/2/2021
Career Technical Education (CTE) Participation (School Year 2019–2020)
Last updated: 2/5/2021
Courses for University of California (UC) and/or California State University (CSU) Admission
Last updated: 2/5/2021
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
California Physical Fitness Test Results (School Year 2019–2020)
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-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.
Last updated: 2/2/2021
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)
Last updated: 2/2/2021
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)
Last updated: 2/2/2021
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
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: 2/2/2021
School Safety Plan (School Year 2020–2021)
Last updated: 2/2/2021
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
** "Other" category is for multi-grade level classes.
Last updated: 2/2/2021
Average Class Size and Class Size Distribution (Secondary) (School Year 2017–2018)
Class size averages for English and Social Science class size averages are mathematically inaccurate due to integrated classes at the 10-12 grades. These class have larger numbers but twice the number of teachers so the student: teacher ratio is lower than the averages reflect.
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.
Last updated: 2/2/2021
Ratio of Pupils to Academic Counselor (School Year 2019–2020)
*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: 2/2/2021
Student Support Services Staff (School Year 2019–2020)
*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: 2/2/2021
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)
Note: Cells with N/A values do not require data.
Last updated: 2/2/2021
Types of Services Funded (Fiscal Year 2019–2020)
Last updated: 2/2/2021
Advanced Placement (AP) Courses (School Year 2019–2020)
*Where there are student course enrollments of at least one student.
Last updated: 2/2/2021
Professional Development
Samueli Academy provides all teachers with evidence-based professional development aligned to the CA State Standards, the school's mission and educational program and is targeted to meet the needs of our students. Areas of focus include: social-emotional learning, equity, differentiation, data analysis/disaggregation, grading practices, project-based learning, and restorative practices.
Professional Learning Communities
Samueli Academy’s Professional Learning Communities are structured opportunities for departments to meet on an ongoing basis during professional development time. Each PLC has a teacher facilitator who supports the group in working on improving student outcomes within their classes. Each PLC sets their own goal and implements strategies to improve it. They look at student work to inform the effectiveness of their tested strategies.
Individualized Coaching
The Head of School and two Assistant Heads of School provide instructional coaching for all teachers on evidence-based instructional strategies including using data to inform instruction. All teachers are observed and provided feedback on a weekly basis to ensure strategies taught during professional development are implemented during instruction.
Igniter Meetings
The Samueli Igniter team is made up of lead support staff that represent primary school programs. Igniters meet weekly to discuss topics related to their programs; during meetings they give and receive feedback on presented content.