Student Services & Accountability

The Assessment Program at S.E.A. Charter High School is designed to support the standards based curriculum and to give on-going feedback to staff, students and parents.  The results of assessments are used to measure student progress, to gauge the effectiveness of the instructional program, and to assist in improving the program for all students.

California Standards Tests are criterion-referenced tests in Language Arts, Mathematics, History-Social Science, and Science that are directly linked to the State of California adopted academic content standards.  The test measures how well students achieve on the state standards and compares the results to other students taking the same test.

California High School Exit Exam is designed to improve pupil achievement in high school and ensure that students who graduate from high school can demonstrate competency in reading, writing and mathematics.  The test is based upon the academic content standards that all high school students should master before graduating.

California English Language Development Test is designed to measure an English Learner’s level of English proficiency.  It is given to all EL students annually to assess their progress toward becoming English proficient.

Academic Performance Index (API) is a score computed by the California Department of Education, using data from the state assessment program, to measure the academic performance and progress of individual schools in California.  A school is expected to improve its API score based on the difference between the base score and ‘800’.  The growth target based on the 2004 API score of ‘367’, would be ‘22’ points.  The S.E.A. Charter High School improved its API score by ‘81’ points from 2004 to 2005, with an API score of ‘459’.

Local Assessments- the following assessments are used at each school site for placement and for monitoring student progress:

Computer Assisted Learning (CAL) This criterion-referenced and curriculum-based assessment is utilized for instructional placement and monitoring.  It is administered to each student upon enrollment. 

Star Advantage Program This criterion-referenced assessment is used to monitor student progress.  The Star Advantage is administered on the first day a student enrolls and on every 80th instructional day.

Assessment Plan - Students attending the S.E.A. Charter High School are assessed in each of the core academic skill areas using a combination of ongoing “authentic” assessments and standardized tests.  Authentic assessment is a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.  Student performance on a task is typically scored on a rubric to determine how successfully the student has met specific standards.  The use of student portfolios, which is a purposeful selection of student work collected over time in order to show progress toward an objective or goal, is one example of an authentic assessment technique.  

Each student who attends S.E.A. Charter High School has receives a written Individualized Learning Plan (ILP) that identifies specific achievement targets.  Progress toward these targets is mapped out and measured through weekly activity plans.  The weekly plans outline specific assignments for a student.  Communication between teachers and parents is ongoing as it relates to the ILP and conferences are held with whenever deemed necessary by either the teacher or the parent.

Performance indicators are part of each student’s ILP.  Testing and grading, as well as success in achieving the established targets in the students’ ILP provide measures of progress.  Unit and standardized testing are used as a secondary means of measuring progress related to the general population.

Student placement and graduation is another measure of progress.  S.E.A. Charter High School tracks success by placing students back in their home school or district, placement in a work-study or similar program, or high school graduation.  During the 2004 - 2005 school year, 172 students graduated from S.E.A. Charter High School program.

Reporting System - S.E.A. Charter High School communicates regularly in writing with students’ parents and/or guardians, which may include information regarding student progress, Standardized Tests, Special Education, English Learners and student behavior.  Individual conferences with parents are held twice a year and on an as-needed basis.  Each department also develops a comprehensive report, based on school data that is presented to the School Board of S.E.A. Inc. and S.E.A. Charter.  This information is disseminated to all S.E.A. Charter and S.E.A. Inc. Administration.

2004-2005 ASAM School Report

California Department of Education	PSAA ASAM Home page
Secondary, Postsecondary, and Adult Leadership Division
2004-05 Alternative Schools Accountability Model (ASAM) School Report
December 1, 2005

School:	Soledad Enrichment Action Charter School
District:	Los Angeles County Office of Education
County:	Los Angeles
CDS Code:	19-10199-1996008

Total Unduplicated Count of Students Enrolled:			2,618
Total Long-Term (90-day) Students Served:			676
	Grades K-6:1		0
	Grades 6-8:1		0
	Grades 9-12:		676

Base Indicator: The state test index is reported separately as an API.

Additional Locally Selected Indicators: Click on indicator name to view a complete indicator description. Performance Standards for each indicator were approved by the State Board of Education in July 2004.

Indicator 1: Student Behavior,2 the number of recommendations for suspension or expulsion for committing obscene acts, engaging in habitual profanity or vulgarity, disrupting school activities, or willfully defying school personnel as a percent of long-term student enrollment.

Indicator 6: Attendance, days of attendance by all long-term students as a percent of days enrolled.

Indicator 13A: Credit Completion, the percent of high school graduation credits attempted that were earned by long-term high school students

Footnotes:

1	Sixth-grade students were not double-counted, but were included in the grade range most appropriate for the reporting school.
2	Beginning with the 2003-04 school year, schools reported the total number of long-term students cited for inappropriate behavior and recommended for suspension or expulsion for these behaviors.