Language Academy of Sacramento/Academia de Idiomas de Sacramento A Two-Way Spanish Immersion Public Charter School/Una Escuela Pública de Inmersión Dual en Español 2850 49 th Street, Sacramento, CA 95817 Agenda/Agenda BOARD MEETING/ REUNIÓN DE LA MESA Friday, January 22, 2021/viernes, 22 de enero del 2021 5:30pm (accessible via Zoom only)/5:30pm (Solamente accesible por medio de Zoom) This meeting will be by teleconference pursuant to Executive Orders N-25-20 and N-29-20. The Board of Directors (“Board”) and employees of the Language Academy of Sacramento shall meet via the Zoom meeting platform. Members of the public who wish to access this Board meeting may do so at: https://zoom.us/j/91200680381?pwd=QmNra0NLaG1PdVU4c0E5anVONlkyQT09 You may also call in using the Zoom phone number: (669) 900-6833; Meeting ID: 912 0068 0381 Passcode: 777292 Members of the public who wish to comment during the Board meeting may use the “raise hand” tool on the Zoom platform. Member s of the public calling in will be given the opportunity to address the Board during the meeting. Individual comments will be limited to three (3) minutes. If an interpreter is needed for comments, they will be translated to English and the time limit shall be six (6) minutes. The Board may limit the total time for public comment to a reasonable time. The Board reserves the right to mute or remove a participant from the meeting if the participant unreasonably disrupts the Board meeting (see additional information regarding (IIA) Oral Communications below. I. PRELIMINARY/PRELIMINARIO A. CALL TO ORDER/Convocatoria Meeting was called to order by/La junta fue convocada por ________________________at ____:____p.m. B. ROLL CALL/Asistencia Name/Nombre Role/Miembro Present/ Presente Absent/ Ausente 1. Nailah Kokayi Parent/Padre (19-21) 2. Fernando Aceves Parent/Padre (19-22) Vice President/Vice Presidente 3 Cristian García Parent/Padre (20-23) Secretary/Secretario 4. Gemma Jáuregui Teacher/Maestra (18-21) 5. Pedro León Teacher/Maestro (19-22) President/Presidente 6. Vacant Staff/Personal (20-23) 7. Nadeen Ruíz Community Member/Miembro Comunitario (18-21) 8. Julissa de González Community Member/Miembro Comunitario (19-22) Treasurer/Tesorera 9. Nina Sylvains Community Member/Miembro Comunitario (20-23) 10. Student Representative Student Council President/Presidente del Concilio Estudiantil 11. Teejay Bersola Director of Academic Accountability/Directora de Responsabilidad Académica 12. Judy Morales Director of Business and Operations /Directora de negocios y operaciones 13. Eduardo de León Executive Director/Director Ejecutivo C. APPROVAL OF AGENDA/Aprobación de la Agenda It is recommended that the Board discuss and/or approve Agenda Item/ Se recomienda que la Mesa Directiva discuta y/o apruebe. Motion:____ Second:____ Vote:___ D. APPROVAL OF BOARD MEETING MINUTES/Aprobación de las Minutas de la Mesa Directiva a. December 18, 2020 minutes/minutas del mes de diciembre 18 del 2020 It is recommended that the Board discuss and/or approve Agenda Item/Se recomienda que la Mesa Directiva discuta y/o apruebe. Motion: ____ Second: ____ Vote: ___ 1
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Language Academy of Sacramento/Academia de Idiomas de Sacramento A Two-Way Spanish Immersion Public Charter School/Una Escuela Pública de Inmersión Dual en Español
2850 49th Street, Sacramento, CA 95817
Agenda/Agenda
BOARD MEETING/ REUNIÓN DE LA MESA
Friday, January 22, 2021/viernes, 22 de enero del 2021
5:30pm (accessible via Zoom only)/5:30pm (Solamente accesible por medio de Zoom)
This meeting will be by teleconference pursuant to Executive Orders N-25-20 and N-29-20. The Board of Directors (“Board”) and employees of the Language Academy of Sacramento shall meet via the Zoom meeting platform.
Members of the public who wish to access this Board meeting may do so at:
You may also call in using the Zoom phone number: (669) 900-6833; Meeting ID: 912 0068 0381
Passcode: 777292
Members of the public who wish to comment during the Board meeting may use the “raise hand” tool on the Zoom platform. Members of the public calling in will be
given the opportunity to address the Board during the meeting. Individual comments will be limited to three (3) minutes. If an interpreter is needed for comments, they will be translated to English and the time limit shall be six (6) minutes. The Board may limit the total time for public comment to a reasonable time. The Board reserves
the right to mute or remove a participant from the meeting if the participant unreasonably disrupts the Board meeting (see additional information regarding (IIA) Oral
Communications below.
I. PRELIMINARY/PRELIMINARIO
A. CALL TO ORDER/Convocatoria
Meeting was called to order by/La junta fue convocada por ________________________at ____:____p.m.
B. ROLL CALL/Asistencia
Name/Nombre Role/Miembro Present/
Presente
Absent/
Ausente
1. Nailah Kokayi Parent/Padre (19-21)
2. Fernando Aceves Parent/Padre (19-22) Vice President/Vice Presidente
3 Cristian García Parent/Padre (20-23) Secretary/Secretario
4. Gemma Jáuregui Teacher/Maestra (18-21)
5. Pedro León Teacher/Maestro (19-22) President/Presidente
6. Vacant Staff/Personal (20-23)
7. Nadeen Ruíz Community Member/Miembro Comunitario (18-21)
8. Julissa de González Community Member/Miembro Comunitario (19-22)
Treasurer/Tesorera
9. Nina Sylvains Community Member/Miembro Comunitario (20-23)
10. Student Representative Student Council President/Presidente del Concilio Estudiantil
11. Teejay Bersola Director of Academic Accountability/Directora de
Responsabilidad Académica
12. Judy Morales Director of Business and Operations /Directora de negocios y
operaciones
13. Eduardo de León Executive Director/Director Ejecutivo
C. APPROVAL OF AGENDA/Aprobación de la Agenda
It is recommended that the Board discuss and/or approve Agenda Item/Se recomienda que la Mesa
Directiva discuta y/o apruebe.
Motion:____ Second:____ Vote:___
D. APPROVAL OF BOARD MEETING MINUTES/Aprobación de las Minutas de la Mesa Directiva
a. December 18, 2020 minutes/minutas del mes de diciembre 18 del 2020
It is recommended that the Board discuss and/or approve Agenda Item/Se recomienda que la Mesa Directiva
IV. ITEMS SCHEDULED FOR DISCUSSION AND/OR ACTION – ARTICULOS PROGRAMADOS PARA
DISCUSIÓN Y/O ACCIÓN
A. LAS Distance Learning (DiLe) Plan - PACT.O 2.0 (Progress, Attendance, Communication, Teamwork,
Opportunities) Update & Return to LAS Plan (Part 4)/Actualización del Plan de Aprendizaje a Distancia (DiLe)
de LAS – PACT.O 2.0 (Progreso, Asistencia, Comunicación, Trabajo en Equipo, Oportunidades) y Plan de Regreso
a LAS (parte 4) –School Leadership/Liderazgo escolar (15 min.)
i. Public Comments (maximum of three (3) minutes per speaker)/Comentarios Públicos (máximo de 3 minutos por
persona)
It is recommended that the Board discuss and/or approve Agenda Item/Se recomienda que la Mesa
Directiva discuta y/o apruebe.
Motion:____ Second:____ Vote:___
B. LAS Academic Accountability 101: School Accountability Report Card (SARC) – Información básica de
responsabilidad académica: Reporte de contabilidad escolar (SARC) – School Leadership (15 min.)
i. Public Comments (maximum of three (3) minutes per speaker)/Comentarios Públicos (máximo de 3 minutos por
persona)
It is recommended that the Board discuss and/or approve Agenda Item/Se recomienda que la Mesa
Directiva discuta y/o apruebe.
Motion:____ Second:____ Vote:___
It is recommended that the Board discuss and/or approve Agenda Item/Se recomienda que la Mesa Directiva
discuta y/o apruebe.
Motion: ____ Second: ____ Vote: ___
2
C. Anti-Racism at LAS –Anti-racismo en LAS – School Leadership/Liderazgo (10 min.)
i. Public Comments (maximum of three (3) minutes per speaker)/Comentarios Públicos (máximo de 3 minutos por
persona)
It is recommended that the Board discuss and/or approve Agenda Item/Se recomienda que la Mesa
Directiva discuta y/o apruebe.
Motion:____ Second:____ Vote:___
D. Monthly Financial Update/Resumen financiero del mes – School Leadership/Liderazgo (10 min)
i. Public Comments (maximum of three (3) minutes per speaker)/Comentarios Públicos (máximo de 3 minutos por
persona)
It is recommended that the Board discuss and/or approve Agenda Item /Se recomienda que la Mesa
Directiva discuta y/o apruebe.
Motion:____ Second:____ Vote:___
E. December Check Register/Registro de la cuenta bancaria de diciembre – School Leadership/Liderazgo (10 min)
i. Public Comments (maximum of three (3) minutes per speaker)/Comentarios Públicos (máximo de 3 minutos por
persona)
It is recommended that the Board discuss and/or approve Agenda Item /Se recomienda que la Mesa
Directiva discuta y/o apruebe.
Motion:____ Second:____ Vote:___
F. Board Development: Future Retreat Dates/Desarrollo de la mesa directiva: fechas para futuros retiros – Board
Executive Members/Miembros ejecutivos de la mesa (10 min)
i. Public Comments (maximum of three (3) minutes per speaker)/Comentarios Públicos (máximo de 3 minutos por
persona)
It is recommended that the Board discuss and/or approve Agenda Item /Se recomienda que la Mesa
Directiva discuta y/o apruebe.
Motion:____ Second:____ Vote:___
V. FUTURE MEETINGS/Próxima Junta A.) Regular Meeting: Friday, February 26, 2021 at 5:30pm – viernes, 26 de febrero de 2021 a las 5:30pm
VI. FUTURE AGENDA ITEMS/Temas para agendas futuras
VII. ADJOURNMENT/Clausura
The meeting was adjourned at ____:_____p.m./La junta terminó a las ____:_____ p.m.
In compliance with the Americans with Disabilities Act (ADA) and upon request, the School may furnish reasonable auxiliary aids and services to qualified individuals with disabilities. Individuals
who require appropriate alternative modifications of the agenda in order to participate in Board meetings are invited to contact the LAS office. En conformidad con la Acta de Americanos
Incapacitados (ADA) y con el pedido formal, la escuela puede proveer servicios o la ayuda a individuos con incapacidades. Individuos que requieren servicios especiales para participar en la
junta de la Mesa Directiva están invitados comunicarse con la directora para hacer arreglos.
Language Academy of Sacramento/Academia de Idiomas de Sacramento A Two-Way Spanish Immersion Public Charter School/Una Escuela Pública de Inmersión Dual en Español
2850 49th Street, Sacramento, CA 95817
Minutes/Minutas
BOARD MEETING/REUNIÓN DE LA MESA DIRECTIVA
Friday, December 18, 2020/ viernes, 18 de diciembre del 2020
5:30 pm through Zoom/ 5:30PM a travez de Zoom
I. PRELIMINARY/PRELIMINARIO I.A & B Meeting was called to order by Gemma Jáuregui at 5:39 PM. Roll call was taken./ La junta fue convocada por
Gemma Jáuregui a las 5:39 PM. Se tomó lista.
Name/ Nombre Role/ Papel Present/
Presente
Absent/
Ausente
1. Nailah Kokayi Parent/Madre (19-20) X
2. Fernando Aceves Parent/Madre (19-22) X
3. Cristian García Parent/Madre (20-23) X
5:50 PM
4. Gemma Jáuregui Teacher/Maestra (18-21)Vice President/Vice President X
5. Pedro León Teacher/Maestro (19-22) Secretary/Secretario X
6. Vacant Staff/Personal (20-23) X
7. Nadeen Ruiz Community Member/Miembro Comunitario (18-21) X
8. Julissa de González Community Member/Miembro Comunitario (19-22) X
5:52 PM
9. Nina Sylvains Community Member/Miembro Comunitario (20-23) X
5:50 PM
10. Student Representative Student Council President/Presidente del Concilio Estudiantil X
11. Teejay Bersola Director of Academic Accountability/Directora de
Responsabilidad Académica
X
12. Judy Morales Director of Business and Operations/Directora de Negocios y
Operaciones
X
13. Eduardo de León Executive Director/Director Ejecutivo X
Agenda/Agenda Action/Acción I.C Approval of Agenda
Aprobación de la Agenda
A motion was made to approve the November 20, 2020 agenda.
Se hizo una moción para aprobar la agenda del 20 de noviembre del 2020
1st Motion/1a Moción: Pedro León
2nd Motion/2a Moción: Nadeen Ruiz
Absences/Ausencias: Cristián García, Julissa de González, Nina Sylvains
Abstentions/Abstenciones: None/ninguna
The motion passed with four votes. / La moción pasó con cuatro votos.
I.D. Approval of November Board
Meeting Minutes
Aprobación de los Minutos de la
Mesa Directiva
A motion was made to approve the September 25, 2020 minutes
Se hizo una moción para aprobar las minutas del 25 de septiembre del 2020
1st Motion/1a Moción: Nadeen Ruiz
2nd Motion/2a Moción: Fernando Aceves
Absences/Ausencias: Cristián García, Julissa de González, Nina Sylvains
Abstentions/Abstenciones: None/ninguna
The motion passed with four votes. / La moción pasó con cuatro votos.
I.E Mission
Misión
The mission was read aloud. / La misión fue leída en voz alta.
II. COMMUNICATIONS NORMS/NORMAS DE COMUNICACIÓN II.A. Public Comments
Comentarios Públicos
None/Ninguno
III. INFORMATIONAL ITEMS/ARTÍCULOS DE INFORMACIÓN: III.1 Parent Council/Association
Representative
Eduardo de León shared an update regarding Parent Council and Parent
Association.
4
Representante del concilio y
asociación de padres
Eduardo de León compartió un reporte sobre actividades del Concilio de padres
y Asociación de padres.
Governing Board member Kokayi, Eduardo de León and representatives from
Parent Council met to discuss ways in which to maximize communication and
cooperation between the Governing Board, Parent Council and the parent
community at LAS.
La miembro de la Mesa Directiva Kokayi, Eduardo de León y representantes del
Cocilio de Padres se reunieron para discutir formas de maximizar la
comunicación y cooperación entre la Mesa Directiva, el Cocilio de Padres y la
comunidad de padres en LAS.
III.2 Student Council/
Concilio estudiantil
Student Council representative, Sherlyne Gómez, presented a summary of the
work happening in student council. / La representante del consejo estudiantil,
Sherlyne Gómez, presentó un resumen del trabajo que está sucediendo en el
concilio estudiantil.
IV. ITEMS SCHEDULED FOR DISCUSSION AND/OR ACTION
ARTÍCULOS PROGRAMADOS PARA DISCUSIÓN Y/O ACCIÓN IV.A LAS Distance Learning (DiLe)
Plan - PACT.O 2.0 (Progress,
Attendance, Communication,
Teamwork, Opportunities)
Update & Return to LAS Plan
(Part 3)/Actualización del Plan
de Aprendizaje a Distancia
(DiLe) de LAS – PACT.O 2.0
(Progreso, Asistencia,
Comunicación, Trabajo en
Equipo, Oportunidades) y Plan
de Regreso a LAS (parte 3)
School Leadership provided the Governing Board with updates from the County
Department of Public Health as well as information about possible legislation
being introduced that would be important when considering a return to campus.
Teejay Bersola shared results from the latest staff and parent surveys. The board
engaged in discussion regarding a possible return to LAS.
El liderazgo escolar proporcionó a la Mesa Directiva noticias recientes del
Departamento de Salud Pública del Condado, así como información sobre la
posible introducción de legislación que sería importante al considerar el regreso
al campus. Teejay Bersola compartió los resultados de las últimas encuestas de
padres y personal. La Mesa Directiva habló sobre un posible regreso a LAS.
A motion was made to suspend the transition to a hybrid model in January or
February, and instead commit to making an announcement to the school
community about plans by Friday, March 5, 2021.
Se hizo una moción para suspender la transición a un modelo de aprendizaje
híbrido en enero o febrero y, en cambio, comprometerse a hacer un anuncio a la
comunidad escolar para el viernes 5 de marzo de 2021.
1st Motion/1a Moción: Pedro León
2nd Motion/2a Moción: Nadeen Ruiz
Absences/Ausencias: None/ninguna
Abstentions/Abstenciones: None/ninguna
The motion passed with eight votes. / La moción pasó con ocho votos.
Public Comments
Comentarios Públicos
None/Ninguno
IV.B Comprehensive Coordinated
Early Intervening Services
Plan/ Plan Integral de Servicios
Coordinados de Intervención
Temprana
Isela Mendez, LAS Special Education Coordinator, gave a presentation about the
Comprehensive Coordinated Early Intervening Services Plan. The plan addresses
the disproportionate identification of Hispanic students in the area of Speech and
language based on 2018-2019 data.
Isela Méndez, Coordinadora de Educación Especial de LAS, hizo una
presentación sobre el Plan Integral de Servicios Coordinados de Intervención
Temprana. El plan aborda la identificación desproporcionada de estudiantes
hispanos en el área del habla y el lenguaje según los datos de 2018-2019.
A motion was made to approve the LAS Comprehensive Coordinated Early
Intervening Services Plan.
Se hizo una moción para aprobar el Plan Integral de Servicios Coordinados de
Intervención Temprana.
1st Motion/1a Moción: Nadeen Ruiz
2nd Motion/2a Moción: Fernando Aceves
Absences/Ausencias: None/ninguna
Abstentions/Abstenciones: None/ninguna
The motion passed with eight votes. / La moción pasó con ocho votos. 5
Public Comments
Comentarios Públicos
None/Ninguno
IV.C LAS Academic Accountability
101: Annual Progress Report
Información básica de
responsabilidad académica:
informe de progreso anual
Teejay Bersola shared information about the Annual Progress Report (APR), an
accountability report which is submitted to SCUSD on an annual basis.
Teejay Bersola compartió información sobre el Informe de progreso anual
(APR), un informe de contabilidad que se entrega al SCUSD anualmente.
Public Comments
Comentarios Públicos
None/Ninguno
IV.D Anti-Racism at LAS Anti-racismo en LAS
School Leadership provided an update regarding Anti-Racism at LAS. Claudia
Ochoa and Eduardo de León spoke with Sonia Lewis about how to bring Anti-
Racism work and conversations to our school community. / El liderazgo escolar
compartió un reporte sobre el trabajo de anti-racismo que se está llevando a
cabo en LAS. Claudia Ochoa y Eduardo de León hablaron con Sonia Lewis sobre
cómo llevar el trabajo y las conversaciones sobre el anti-racismo a nuestra
comunidad escolar.
Public Comments
Comentarios Públicos
None/Ninguno
IV.E Curriculum Design Committee Gemma Jáuregui provided an update about the work being done by the
Curriculum Design Team. / Gemma Jáuregui brindó una actualización sobre el
trabajo que está realizando el Equipo de Diseño Curricular.
Public Comments
Comentarios Públicos
None/Ninguno
IV.F November Check Register
Registros de la cuenta bancaria
del mes de noviembre
A motion was made to approve the November 2020 Check Register.
Se hizo una moción para aprobar los registros de las cuentas bancarias del mes
de octubre del 2020.
1st Motion/1a Moción: Nadeen Ruiz
2nd Motion/2a Moción: Fernando Aceves
Absences/Ausencias: None/ninguna
Abstentions/Abstenciones: Pedro León
Motion passed with seven votes. / La moción pasó con siete votos.
Public Comments
Comentarios Públicos
None/Ninguno
VIII. FUTURE MEETINGS/PRÓXIMA JUNTA 1. Saturday, January 16, 2021 Governing Board Retreat / sabado 16 de enero de 2021
2. Friday, January 22, 2021 Regular Board Meeting/viernes 22 de enero del 2021 Junta Regular de la Mesa Directiva
V.II FUTURE AGENDA ITEMS/TEMAS PARA AGENDAS FUTURAS
VIII. ADJOURNMENT/CLAUSURA A motion was made to adjourn the board meeting. / Se hizo una moción para terminar la reunión de la Mesa.
1st Motion/ 1a Moción: Pedro León
2nd Motion / 2a Moción: Gemma Jáuregui
Absences / Ausencias: None / Ninguna
Abstentions / Abstenciones: None / Ninguna
The motion passed with eight votes. / La moción pasó con ocho votos.
The board meeting was adjourned at 7:34PM. / La reunión de la Mesa se terminó a las 7:34PM.
6
Academia de Idiomas de Sacramento
Language Academy of Sacramento A Two-Way Spanish Immersion Charter School
SARC HomeSARC Home »» The Language Academy of SacramentoThe Language Academy of Sacramento
2019–2020 School Accountability Report Card
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 LocalControl Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and AccountabilityPlan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to addressstate 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 athttps://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 orthe district office.
DataQuest
School Accountability Report Card
Reported Using Data from the 2019–2020 School YearCalifornia Department of Education
DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ thatcontains 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).
The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability andcontinuous improvement system and provides information about how LEAs and schools are meeting the needs of California’sdiverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups ona set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.
About This SchoolAbout This School
District Contact Information (School Year 2020–2021)
School Description and Mission Statement (School Year 2020–2021)
Student Enrollment by Grade Level (School Year 2019–2020)
Website http://www.language-academy-sac.com
County-District-School(CDS) Code
34674390106898
The LAS mission is to create a learning environment where students: 1) Utilize bilingualism and biliteracy (Spanish andEnglish) to achieve academic excellence and apply skills in real-world situations and diverse settings. (BILITERACY); 2)Develop and exhibit positive self-esteem, pride, confidence, and respect for themselves and others. (CONFIDENCE ANDLIFE SKILLS); and, 3) Demonstrate leadership skills in order to build bridges between communities and apply criticalthinking skills to solve problems, promote social justice, and create change in society. (LEADERSHIP AND CRITICALTHINKING)
Student Enrollment by Student Group (School Year 2019–2020)
State Priority: BasicThe 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 areteaching;Pupils have access to standards-aligned instructional materials; andSchool facilities are maintained in good repair
Teacher Misassignments and Vacant Teacher Positions
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.
Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020–2021)
Year and month in which the data were collected: October 2019
Indicator 2018–2019 2019–2020 2020–2021
Misassignments of Teachers of English Learners 0
Total Teacher Misassignments* 0
Vacant Teacher Positions 0
2018–2019 2019–2020 2020–2021-1.0
-0.5
0.0
0.5
1.0Misassignments of Teachers of English Learners
Total Teacher Misassignments*
Vacant Teacher Positions
SubjectTextbooks and Other Instructional Materials/year of
Adoption
From MostRecent
Adoption?
Percent StudentsLacking Own
Assigned Copy19
1/19/2021 - School Accountability Report Card (CA Dept of Education)
Last updated: 1/11/2021Note: Cells with N/A values do not require data.
School Facility Conditions and Planned Improvements
SubjectTextbooks and Other Instructional Materials/year of
Adoption
From MostRecent
Adoption?
Percent StudentsLacking Own
Assigned Copy
Reading/LanguageArts
GrK-5 McmillanMcGraw Hill Treasures, Columbia UniversityTeacher's College Reading and Writing Projects (TCRWP) Units
of Study Curriculum
Gr6-Gr8 McDougal Littell, TCRWP Units of Study, ERWC
Yes 0.00 %
Mathematics GrK-5 Eureka Math
Gr6-Gr8 College Preperatory Mathematics
Yes 0.00 %
Science Gr4-Gr5 Harcourt Brace
Gr6-Gr8 Holt and Prentice Hall (Research/Pilot FY20)
Yes 0.00 %
History-SocialScience
Gr4-Gr5 Harcourt Brace
Gr6-Gr8 McDougal Littell
Yes 0.00 %
Foreign Language Spanish Literacy:
GrK-Gr6 Macmillan McGraw Hill Tesoros, TCRWP Units of Studu
Gr7-Gr8 McDougal Littell (Language and AP Literature), TCRWPUnits of Study, ERWC
Yes 0.00 %
Health 0.00 %
Visual andPerforming Arts
0.0 %
Science LabEqpmt (Grades 9-12)
N/A N/A 0.0 %
Core building areas (classrooms A-Q, MP, kitchen, office and bathrooms) are in fair to poor condition. LAS rehabilitationand new construction area are on great condition.
Site require a number of improvements beginning with, but not limited to, 1. Replacement of Mammoth rooftop airhandlers. Air chillers are old and in poor condition and should be replaced. 2. Air handlers are old, weathered and indesperate need of replacement. The existing electric resistance heating is very costly to the school.3. Replacement ofi l l fi i S l th h t th it h h d t l k ith ili ll i d i20
1/19/2021 - School Accountability Report Card (CA Dept of Education)
Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:Determination of repair status for systems listedDescription of any needed maintenance to ensure good repairThe year and month in which the data were collectedThe rate for each system inspectedThe overall rating
Year and month of the most recent FIT report: October 2020
single ply roofing is necessary. Serval areas throughout the core site have had water leaks with ceiling collapsing duringpeak rain months.4. Poor drainage, as a result grass and weeds grow along the roof top creating a spongy feel under
roofing.5. Increase water efficiency surrounding core building, including replacement of drinking fountains in poorcondition.6. Kinder play structure requires shade, ADA compliant ramp, replacement of wood fiber and hardtop. 7. Boys,Girls and in desperate need of modernization, including but not limited to leaking faucets, floor mounted stalls (non-compliant), upgrading of fixture for water and energy efficacy. 8. Adult bathrooms in desperate need of modernization,current stalls are non CBC complaint, fan in bathrooms in poor condition (no-air flow). 9. Multi-purpose room Entry waysare no CBC Compliant, water damage throughout, serving counter needs to be modernized to be accessible.
LAS seeks the monetary support of the district to rehabilitate and mondernize the remaining Core building areas: HVACand roof. This is heightened importance due to COVID-19.
Rehabilitation and modernization of the Core building, Library, boys bathroom and girls bathroom is currently until furthernotice.
System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Fair Core building HVAC needs modernizstion updates.
Year and month of the most recent FIT report: October 2020
State Priority: Pupil AchievementThe 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, whichincludes the Smarter Balanced Summative Assessments for students in the general education population and the CaliforniaAlternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eightand grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned withalternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the mostsignificant cognitive disabilities); and
The percentage of students who have successfully completed courses that satisfy the requirements for entrance to theUniversity 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
Research indicates that the full benefits of two-way immersion instruction do not become evident until the sixth and seventh grades(Thomas & Collier, 2002; Lindholm-Leary , 2011). Since formal instruction in English literacy typically begins in the third grade, two-way students often lag behind their peers on standardized tests in English in the primary and intermediate grades.
As students move into middle school, the gap decreases and, eventually, the achievement of two-way students surpasses that ofstudents in English-only programs. Indeed, teachers in the two-way Spanish immersion program at LAS have found that, in theprimary grades, standardized tests in Spanish have greater validity in reflecting students’ knowledge and skills than standardizedtests in English.
By the sixth, seventh, and eighth grades, however, students begin to outscore their counterparts in English-only programs onstandardized tests in English. It is precisely for this reason that the LAS school design extends through the eighth grade.
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 waivedthe requirement for statewide testing for the 2019–2020 school year
Overall Rating Good
Subject
School 2018–2019
School 2019–2020
District 2018–2019
District 2019–2020
State 2018–2019
State 2019–2020
English Language Arts / Literacy (grades 3-8and 11)
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 orExceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter BalancedSummative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAsdivided by the total number of students who participated in both assessments.
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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 waivedthe requirement for statewide testing for the 2019–2020 school year.
Student GroupTotal
EnrollmentNumberTested
PercentTested
Percent NotTested
Percent Met orExceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
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 waivesthe requirement for statewide testing for the 2019–2020 school year.
Student GroupTotal
EnrollmentNumberTested
PercentTested
Percent NotTested
Percent Met orExceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
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 waivedthe 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.
CAASPP Tests Results in Science by Student Group Grades Five, Eight and High School (School Year 2019–2020)
Subject
School2018–2019
School2019–2020
District 2018–2019
District 2019–2020
State 2018–2019
State 2019–2020
Science (grades 5, 8, and high school) 26 N/A 25 N/A 30 N/A
Student GroupTotal
EnrollmentNumberTested
PercentTested
Percent NotTested
Percent Met orExceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A 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 waivedthe requirement for statewide testing for the 2019–2020 school year.
State Priority: Other Pupil OutcomesThe 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 waivedthe requirement to administer the physical fitness performance test for the 2019–2020 school year.
State Priority: Parental InvolvementThe 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)
Student GroupTotal
EnrollmentNumberTested
PercentTested
Percent NotTested
Percent Met orExceeded
Students Receiving MigrantEducation Services
N/A N/A N/A N/A N/A
Foster Youth N/A N/A N/A N/A N/A
Homeless N/A N/A N/A N/A N/A
GradeLevel
Percentage of Students MeetingFour of Six Fitness Standards
Percentage of Students MeetingFive of Six Fitness Standards
Percentage of Students MeetingSix of Six Fitness Standards
Governing Board The Governing Board is responsible for adopting a school-wide vision with programmatic goals, aligned school policiesand procedures, and the yearly budget. The Board is composed of nine voting members elected by their peers and/or theLAS Community: three community members, three parent representatives, and three teacher/staff representatives. Thecombination of staff, parent, and community membership ensures that the voice of each group of stakeholders is takeninto consideration. The Governing Board meets monthly; Board agendas are posted at the school office, on the schoolwebsite (www.lasac.info), hard copies are available upon request at the school. Parents and community members areencouraged to attend Board meetings. Information on how to give input at Board meetings is available at all Boardmeetings.
Parent Council/Parent Association The Parent Council is the elected body representing LAS parents and the organization responsible for involving parents in27
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State Priority: Pupil EngagementThe SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):
High school dropout rates; andHigh school graduation rates
State Priority: School ClimateThe SARC provides the following information relevant to the State priority: School Climate (Priority 6):
Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety
y p g p g p g pthe activities of the school for the purpose of strengthening the LAS community. The Parent Council consists of non-voting officers such as President, Vice-President, Secretary, Treasurer that are elected by the existing Parent CouncilMembers. In addition, voting classroom representative for each grade level that are elected by Language Academyparents. A language balance is sought within the Parent Council. All parents are encouraged to attend Parent Councilmeetings. Parent Council events will be attended by the School Administration, teachers, parents, and students.All parents of LAS students are members of the Parent Association. The sole purpose of the Parent Association is tosupport the mission of the Language Academy of Sacramento. Parent Association meetings will be held monthly, and willbe planned and led by School Leadership and the Parent Council. The Parent Council will generate topics of interest fromparents for these meetings. These meetings will provide an opportunity for parents to communicate with school staff andget to know other parents. Academic and artistic events will be developed and organized by the administrators, the teachers, the Parent Council,and other volunteers. Examples of academic and artistic events include: Family Literacy Night, Winter Festival, Healthand Science Fair, Día del Niño, Student Enrichment Presentations, as well as others.
Participation in Advisory Councils A parent or guardian has the right to participate as a member of the English Language Advisory Committee, a ParentalCouncil, School Site Council or Governing Board in accordance with the rules governing parent or guardian membershipsin those organizations.
English Learners Advisory Committee The Language Academy of Sacramento, in conjunction with other parent and school advisory councils, annuallyconvenes the English Learners Advisory Committee (ELAC). The ELAC serves as the advisory body on the developmentof English Learners’ curriculum, progress, training of teachers and attendance policies. The school works with the parentsof English Learners and English speaking students to develop and adopt policies and strategies.
Suspensions and Expulsions(data collected between July through June, each full school year respectively)
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Note: The 2019–2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019–2020 schoolyear is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates ofsuspensions and expulsions in the 2019–2020 school year compared to prior years.
School Safety Plan (School Year 2020–2021)
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 2017–2018
School 2018–2019
District 2017–2018
District 2018–2019
State 2017–2018
State 2018–2019
Suspensions
0.80%
1.20%
6.20%
5.60%
3.50%
3.50%
Expulsions
0.00%
0.00%
0.00%
0.00%
0.10%
0.10%
Rate
School 2019–2020
District 2019–2020
State 2019–2020
Suspensions
1.20%
5.60%
--
Expulsions
0.00%
0.04%
--
The Language Academy of Sacramento has adopted and implemented a comprehensive set of health, safety, and riskmanagement policies. These policies were developed in consultation with the school’s insurance carriers, applicable lawsand regulations, and approved by the LAS Governing Board. IMMUNIZATIONS All LAS staff and students enrolled shall be required to provide records documenting immunizations as is required atpublic schools. Health and Safety Code Sections 120325-120375, and Title 17, CA Code of Regulations Sections 6000-6075. SCREENINGS LAS adheres to the requirement regarding screening of pupils for vision, hearing, and scoliosis as applicable to gradelevels served by the school. Ed Code 49450, et seq. ADMINISTRATION OF MEDICATIONS LAS adheres to the requirement regarding administration of medication in school per the California Department ofEducation’s guidance and applicable law. Ed Code 49423. ZERO TOLERANCE FOR USE OF DRUGS AND TOBACCO29
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ZERO TOLERANCE FOR USE OF DRUGS AND TOBACCO LAS shall function as a drug, alcohol, marijuana, and tobacco free workplace.
BACKGROUND CHECK LAS adheres to the requirement that each employee of the school submits to a criminal background check and furnishesa criminal record summary as required by Education Code Section 44237. MANDATED REPORTING LAS adheres to the requirement that all staff, including teachers and non-teachers, shall be mandated child abusereporters, and will be required to complete training on “Child Abuse: Mandatory Reporting,” and will follow all applicablereporting laws. EARTHQUAKE AND NATURAL DISASTER PREPAREDNESS LAS adheres to the requirement that staff participate in school-wide training in response to natural disasters and otheremergencies, including flood, civil unrest, fires, and earthquakes. BLOODBORNE PATHOGENS LAS adheres to the state and federal standards that address prevention of contact with bloodborne pathogens. STAFF TRAINING TO INCLUDE EMERGENCY AND FIRST AID RESPONSE LAS adheres to the requirement that staff are trained in emergency response, including appropriate “first responder”training or its equivalent. SAFETY TRAINING LAS shall comply with safety protocols such as conducting fire drills as required under Ed Code 32001 and check that thesprinkler system, fire extinguishers and fire alarms are in operable conditions. LAS shall conduct fire drills per required bylaw. FACILITIES ADA COMPLIANCE AND SEISMIC SAFETY LAS leases its facility from SCUSD and receives certification through SCUSD that school facilities have received stateFire Marshal approval and have been evaluated by a qualified structural engineer who has determined that the facilitiespresent no substantial seismic safety hazard. The school has facilities improvement plans to ensure that the school isaccessible to all staff and students. TUBERCULOSIS LAS adheres to the requirement that all faculty and staff shall be tested/examined for tuberculosis prior to commencingemployment. Ed. Code 49406
COVID-19 Safety Protocols: Posted on the school website
The information in this section is required to be in the SARC but is not included inThe information in this section is required to be in the SARC but is not included in
the state priorities for LCFF.the state priorities for LCFF.
Average Class Size and Class Size Distribution (Elementary) School Year (2017–2018)
* Number of classes indicates how many classes fall into each size category (a range of total students perclass).
Grade Level
Average Class Size
Number of Classes * 1-20
Number of Classes * 21-32
Number of Classes * 33+
K
21.00
1
3
1
22.00
3
2
22.00
3
3
22.00
3
4
22.00
3
5
22.00
3
6
32.00
5
4
Other**
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Last updated: 1/11/2021* 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 (Secondary) (School Year 2017–2018)
** "Other" category is for multi-grade level classes.
Average Class Size and Class Size Distribution (Elementary) School Year (2018–2019)
* Number of classes indicates how many classes fall into each size category (a range of total students perclass). ** "Other" category is for multi-grade level classes.
Average Class Size and Class Size Distribution (Elementary) School Year (2019–2020)
33
Grade Level
Average Class Size
Number of Classes * 1-20
Number of Classes * 21-32
Number of Classes * 33+
K
21.00
1
3
1
22.00
3
2
22.00
3
3
22.00
3
4
22.00
3
5
22.00
3
6
27.00
6
Other**
Grade Level
Average Class Size
Number of Classes * 1-20
Number of Classes * 21-32
Number of Classes * 33+
K
21.00
1
3
1
22.00
3
2
22.00
3
3
22.00
3
4
22.00
3
5
22.00
3
6
18.00
19
10
3
Other**
* Number of classes indicates how many classrooms fall into each size category (a range of total studentsper classroom). At the secondary school level, this information is reported by subject area rather thangrade level
Subject
Average Class Size
Number of Classes * 1-22
Number of Classes * 23-32
Number of Classes * 33+
English
20.00
2
4
Mathematics
20.00
2
3
Science
16.00
7
Social Science
17.00
8
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* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At thesecondary school level, this information is reported by subject area rather than grade level.
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 whoeach work 50 percent of full time.
grade level.
Average Class Size and Class Size Distribution (Secondary) (School Year 2018–2019)
* Number of classes indicates how many classrooms fall into each size category (a range of total studentsper classroom). At the secondary school level, this information is reported by subject area rather thangrade level.
Average Class Size and Class Size Distribution (Secondary) (School Year 2019–2020)
Subject
Average Class Size
Number of Classes * 1-22
Number of Classes * 23-32
Number of Classes * 33+
English
21.00
5
3
Mathematics
16.00
7
1
Science
18.00
5
2
Social Science
18.00
6
2
Subject
Average Class Size
Number of Classes * 1-22
Number of Classes * 23-32
Number of Classes * 33+
English
21.00
5
2
Mathematics
21.00
5
1
Science
16.00
8
Social Science
14.00
11
Title Ratio
Pupils to Academic Counselor* 609.0
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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 whoeach work 50 percent of full time.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)
Note: Cells with N/A values do not require data.
Professional Development
Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 1.00
Library Media Teacher (Librarian) 0.80
Library Media Services Staff (Paraprofessional)
Psychologist 1.00
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other 2.70
LevelTotal Expenditures
Per Pupil
Expenditures PerPupil
(Restricted)
Expenditures PerPupil
(Unrestricted)Average Teacher
Salary
School Site -- -- -- --
District N/A N/A -- $75296.00
Percent Difference – School Siteand District
N/A N/A -- --
State N/A N/A $7750.12 $83052.00
Percent Difference – School Siteand State
N/A N/A -- --
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Inicio del SARC Inicio del SARC »» La Academia de Idiomas de SacramentoLa Academia de Idiomas de Sacramento
Informe de responsabilidad escolar 2019-2020
Para el 1 de febrero de cada año, la ley estatal exige que todas las escuelas de California publiquen un Informe de responsabilidad escolar (SARC). El SARC contiene información sobre la condición yel rendimiento de cada escuela pública de California. Bajo la Fórmula de Financiamiento de Control Local (LCFF), todas las agencias educativas locales (LEA) deben preparar un Plan deResponsabilidad y Control Local (LCAP), que describe cómo pretenden cumplir con las metas anuales específicas de la escuela para todos los alumnos, con actividades específicas para abordar lasprioridades estatales y locales.
Para obtener más información sobre los requisitos del SARC, consulte la página web del SARC del Departamento de Educación de California (CDE) en https://www.cde.ca.gov/ta/ac/sa/ .
Para obtener más información sobre LCFF o LCAP, consulte la página web de CDE LCFF en https://www.cde.ca.gov/fg/aa/lc/ .
Para obtener información adicional sobre la escuela, los padres / tutores y miembros de la comunidad deben comunicarse con el director de la escuela o la oficina del distrito.
DataQuest
Panel de control de la escuela de California
Contact Information (School Year 2020–2021)
Informe de responsabilidad escolar
Reportado usando datos del año escolar 2019-2020Departamento de Educación de California
Además, los datos reportados en un LCAP deben ser consistentes con los datos reportados en el SARC.
DataQuest es una herramienta de datos en línea ubicada en la página web de CDE DataQuest en https://dq.cde.ca.gov/dataquest/ que contiene información adicional sobre esta escuela ycomparaciones de la escuela con el distrito y el condado. Específicamente, DataQuest es un sistema dinámico que proporciona informes para la rendición de cuentas (por ejemplo, datos deexámenes, inscripción, graduados de la escuela secundaria, abandonos, inscripciones en cursos, dotación de personal y datos sobre los estudiantes de inglés).
The California School Dashboard (Dashboard) https://www.caschooldashboard.org/ reflects California’s new accountability and continuous improvement system and provides information about howLEAs 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 stateand local measures to assist in identifying strengths, challenges, and areas in need of improvement.
About This SchoolAbout This School
District Contact Information (School Year 2020–2021)
The LAS mission is to create a learning environment where students: 1) Utilize bilingualism and biliteracy (Spanish and English) to achieve academic excellence and apply skills in real-worldsituations and diverse settings. (BILITERACY); 2) Develop and exhibit positive self-esteem, pride, confidence, and respect for themselves and others. (CONFIDENCE AND LIFE SKILLS); and,3) Demonstrate leadership skills in order to build bridges between communities and apply critical thinking skills to solve problems, promote social justice, and create change in society.(LEADERSHIP AND CRITICAL THINKING)
Student Enrollment by Student Group (School Year 2019–2020)
State Priority: BasicThe 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; andSchool facilities are maintained in good repair
Teacher Misassignments and Vacant Teacher Positions
Nota: “Asignaciones incorrectas” se refiere a la cantidad de puestos ocupados por maestros que carecen de autorización legal para enseñar ese nivel de grado, materia, grupo de estudiantes, etc. * Las asignaciones incorrectas de maestros incluyen la cantidad de asignaciones incorrectas de maestros de estudiantes de inglés.
Calidad, vigencia, disponibilidad de libros de texto y otros materiales educativos (año escolar 2020-2021)
Año y mes en que se recopilaron los datos: octubre de 2019
Student Group
Percent of Total Enrollment
Black or African American
2.00 %
American Indian or Alaska Native
%
Asian
0.20 %
Filipino
0.20 %
Hispanic or Latino
92.90 %
Native Hawaiian or Pacific Islander
%
White
3.60 %
Two or More Ra
1.10 %
Student Group (Other)
Percent of Total Enrollment
Socioeconomically Disadvantaged
73.90 %
English Learners
41.20 %
Students with Disabilities
12.60 %
Foster Youth
%
Homeless
0.50 %
Indicator 2018–2019 2019–2020 2020–2021
Misassignments of Teachers of English Learners 0
Total Teacher Misassignments* 0
Vacant Teacher Positions 0
2018–2019 2019–2020 2020–2021-1.0
-0.5
0.0
0.5
1.0Misassignments of Teachers of English Learners
Total Teacher Misassignments*
Vacant Teacher Positions
Tema Libros de texto y otros materiales didácticos / año de adopción¿De la adopciónmás reciente?
Porcentaje de estudiantes sincopia propia asignada
Lectura / Artes dellenguaje
GrK-5 McmillanMcGraw Hill Treasures, Universidad de Columbia Teacher's College Reading and WritingProjects (TCRWP) Unidades de estudio del plan de estudios
Gr6-Gr8 McDougal Littell, Unidades de estudio de TCRWP, ERWC
si 0,00%
Matemáticas GrK-5 Eureka Math
Matemáticas preparatorias universitarias de grados 6 a 8
si 0,00%
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Nota: las celdas con valores N / A no requieren datos.
Condiciones de las instalaciones escolares y mejoras planificadas
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 listedDescription of any needed maintenance to ensure good repairThe year and month in which the data were collectedThe rate for each system inspectedThe overall rating
Year and month of the most recent FIT report: October 2020
Tema Libros de texto y otros materiales didácticos / año de adopción¿De la adopciónmás reciente?
Porcentaje de estudiantes sincopia propia asignada
Ciencias Brazalete Harcourt Gr4-Gr5
Gr6-Gr8 Holt y Prentice Hall (Investigación / Piloto FY20)
si 0,00%
Historia-CienciasSociales
Brazalete Harcourt Gr4-Gr5
Gr6-Gr8 McDougal Littell
si 0,00%
Idioma extranjero Alfabetización en español:
GrK-Gr6 Macmillan McGraw Hill Tesoros, Unidades TCRWP de Studu
Gr7-Gr8 McDougal Littell (Lenguaje y literatura AP), Unidades de estudio de TCRWP, ERWC
si 0,00%
Salud 0,00%
Artes visuales yescénicas
0,0%
Science Lab Eqpmt(grados 9-12)
N / A N / A 0,0%
Las áreas centrales del edificio (aulas AQ, MP, cocina, oficina y baños) están en condiciones regulares a malas. Las áreas de rehabilitación y nueva construcción de LAS están en excelentescondiciones.
Site require a number of improvements beginning with, but not limited to, 1. Replacement of Mammoth rooftop air handlers. Air chillers are old and in poor condition and should be replaced. 2.Air handlers are old, weathered and in desperate need of replacement. The existing electric resistance heating is very costly to the school.3. Replacement of single ply roofing is necessary.Serval areas throughout the core site have had water leaks with ceiling collapsing during peak rain months.4. Poor drainage, as a result grass and weeds grow along the roof top creating aspongy feel under roofing.5. Increase water efficiency surrounding core building, including replacement of drinking fountains in poor condition.6. Kinder play structure requires shade, ADAcompliant ramp, replacement of wood fiber and hardtop. 7. Boys, Girls and in desperate need of modernization, including but not limited to leaking faucets, floor mounted stalls (non-compliant), upgrading of fixture for water and energy efficacy. 8. Adult bathrooms in desperate need of modernization, current stalls are non CBC complaint, fan in bathrooms in poor condition(no-air flow). 9. Multi-purpose room Entry ways are no CBC Compliant, water damage throughout, serving counter needs to be modernized to be accessible.
LAS seeks the monetary support of the district to rehabilitate and mondernize the remaining Core building areas: HVAC and roof. This is heightened importance due to COVID-19.
Rehabilitation and modernization of the Core building, Library, boys bathroom and girls bathroom is currently until further notice.
System Inspected Rating Repair Needed and Action Taken or Planned
Systems: Gas Leaks, Mechanical/HVAC, Sewer Fair Core building HVAC needs modernizstion updates.
Interior: Interior Surfaces Fair
Cleanliness: Overall Cleanliness, Pest/Vermin Infestation Good
Electrical: Electrical Good Core building needs to be modernized to align with increading technology use in the classroom
Restrooms/Fountains: Restrooms, Sinks/Fountains Good
Safety: Fire Safety Hazardous Materials Good 38
1/19/2021 - Informe de responsabilidad escolar (Departamento de Educación de CA)
Year and month of the most recent FIT report: October 2020
State Priority: Pupil AchievementThe 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 thegeneral 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. Onlyeligible 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 technicaleducation 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
Research indicates that the full benefits of two-way immersion instruction do not become evident until the sixth and seventh grades (Thomas & Collier, 2002; Lindholm-Leary , 2011). Since formalinstruction in English literacy typically begins in the third grade, two-way students often lag behind their peers on standardized tests in English in the primary and intermediate grades.
As students move into middle school, the gap decreases and, eventually, the achievement of two-way students surpasses that of students in English-only programs. Indeed, teachers in the two-waySpanish immersion program at LAS have found that, in the primary grades, standardized tests in Spanish have greater validity in reflecting students’ knowledge and skills than standardized tests inEnglish.
By the sixth, seventh, and eighth grades, however, students begin to outscore their counterparts in English-only programs on standardized tests in English. It is precisely for this reason that the LASschool design extends through the eighth grade.
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 studentprivacy. 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 whomet 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 thetotal number of students who participated in both assessments.
System Inspected Rating Repair Needed and Action Taken or PlannedSafety: Fire Safety, Hazardous Materials Good
Structural: Structural Damage, Roofs Fair Core building roofing need to be modernized.
External: Playground/School Grounds, Windows/Doors/Gates/Fences Good
Overall Rating Good
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) 43.0% N/A 43.0% N/A 50% N/A
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.
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
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.
Student Group Total Enrollment Number Tested Percent Tested Percent Not Tested Percent Met or Exceeded
All Students N/A N/A N/A N/A N/A
Male N/A N/A N/A N/A N/A
Female N/A N/A N/A N/A N/A
Black or African American N/A N/A N/A N/A N/A
American Indian or Alaska Native N/A N/A N/A N/A N/A
Asian N/A N/A N/A N/A N/A
Filipino N/A N/A N/A N/A N/A
Hispanic or Latino N/A N/A N/A N/A N/A
Native Hawaiian or Pacific Islander N/A N/A N/A N/A N/A
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.
Resultados de las pruebas CAASPP en ciencias por grupo de estudiantes de quinto, octavo grado y escuela secundaria (año escolar 2019-2020)
Nota: las celdas con valores N / A no requieren datos. Nota: Los datos de 2019-2020 no están disponibles. Debido a la pandemia de COVID-19, se emitió la Orden Ejecutiva N-30-20 que eximió el requisito de exámenes estatales para el año escolar 2019-2020.
State Priority: Other Pupil OutcomesThe 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 forthe 2019–2020 school year.
Subject
School2018–2019
School2019–2020
District 2018–2019
District 2019–2020
State 2018–2019
State 2019–2020
Science (grades 5, 8, and high school) 26 N/A 25 N/A 30 N/A
Grupo de estudiantes Matrícula Total Número probado Porcentaje probado Porcentaje no probado Porcentaje alcanzado o superado
Todos los estudiantes N / A N / A N / A N / A N / A
Masculino N / A N / A N / A N / A N / A
Hembra N / A N / A N / A N / A N / A
Negro o afroamericano N / A N / A N / A N / A N / A
Indio americano o nativo de Alaska N / A N / A N / A N / A N / A
asiático N / A N / A N / A N / A N / A
Filipino N / A N / A N / A N / A N / A
hispano o latino N / A N / A N / A N / A N / A
Nativo de Hawái o de las islas del Pacífico N / A N / A N / A N / A N / A
Blanco N / A N / A N / A N / A N / A
Dos o mas carreras N / A N / A N / A N / A N / A
En desventaja socioeconómica N / A N / A N / A N / A N / A
Aprendices de ingles N / A N / A N / A N / A N / A
Estudiantes con discapacidades N / A N / A N / A N / A N / A
Estudiantes que reciben servicios de educación migrante N / A N / A N / A N / A N / A
Juventud de crianza N / A N / A N / A N / A N / A
Vagabundo N / A N / A N / A N / A N / A
GradeLevel
Percentage of Students Meeting Four of Six FitnessStandards
Percentage of Students Meeting Five of Six FitnessStandards
Percentage of Students Meeting Six of Six FitnessStandards
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1/19/2021 - Informe de responsabilidad escolar (Departamento de Educación de CA)
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)
State Priority: Pupil EngagementThe SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):
High school dropout rates; andHigh school graduation rates
State Priority: School ClimateThe SARC provides the following information relevant to the State priority: School Climate (Priority 6):
Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety
Governing Board The Governing Board is responsible for adopting a school-wide vision with programmatic goals, aligned school policies and procedures, and the yearly budget. The Board is composed of ninevoting members elected by their peers and/or the LAS Community: three community members, three parent representatives, and three teacher/staff representatives. The combination of staff,parent, and community membership ensures that the voice of each group of stakeholders is taken into consideration. The Governing Board meets monthly; Board agendas are posted at theschool office, on the school website (www.lasac.info), hard copies are available upon request at the school. Parents and community members are encouraged to attend Board meetings.Information on how to give input at Board meetings is available at all Board meetings.
Parent Council/Parent Association The Parent Council is the elected body representing LAS parents and the organization responsible for involving parents in the activities of the school for the purpose of strengthening the LAScommunity. The Parent Council consists of non-voting officers such as President, Vice-President, Secretary, Treasurer that are elected by the existing Parent Council Members. In addition,voting classroom representative for each grade level that are elected by Language Academy parents. A language balance is sought within the Parent Council. All parents are encouraged toattend Parent Council meetings. Parent Council events will be attended by the School Administration, teachers, parents, and students. All parents of LAS students are members of the Parent Association. The sole purpose of the Parent Association is to support the mission of the Language Academy of Sacramento. ParentAssociation meetings will be held monthly, and will be planned and led by School Leadership and the Parent Council. The Parent Council will generate topics of interest from parents for thesemeetings. These meetings will provide an opportunity for parents to communicate with school staff and get to know other parents. Academic and artistic events will be developed and organized by the administrators, the teachers, the Parent Council, and other volunteers. Examples of academic and artistic events include:Family Literacy Night, Winter Festival, Health and Science Fair, Día del Niño, Student Enrichment Presentations, as well as others.
Participation in Advisory Councils A parent or guardian has the right to participate as a member of the English Language Advisory Committee, a Parental Council, School Site Council or Governing Board in accordance with therules governing parent or guardian memberships in those organizations.
English Learners Advisory Committee The Language Academy of Sacramento, in conjunction with other parent and school advisory councils, annually convenes the English Learners Advisory Committee (ELAC). The ELAC servesas the advisory body on the development of English Learners’ curriculum, progress, training of teachers and attendance policies. The school works with the parents of English Learners andEnglish speaking students to develop and adopt policies and strategies.
Suspensions and Expulsions(data collected between July through June, each full school year respectively)
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 2017–2018
School 2018–2019
District 2017–2018
District 2018–2019
State 2017–2018
State 2018–2019
Suspensions
0.80%
1.20%
6.20%
5.60%
3.50%
3.50%
Expulsions
0.00%
0.00%
0.00%
0.00%
0.10%
0.10%
43
1/19/2021 - Informe de responsabilidad escolar (Departamento de Educación de CA)
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, itwould be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019–2020 school year compared to prior years.
School Safety Plan (School Year 2020–2021)
Rate
School 2019–2020
District 2019–2020
State 2019–2020
Suspensions
1.20%
5.60%
--
Expulsions
0.00%
0.04%
--
The Language Academy of Sacramento has adopted and implemented a comprehensive set of health, safety, and risk management policies. These policies were developed in consultationwith the school’s insurance carriers, applicable laws and regulations, and approved by the LAS Governing Board. IMMUNIZATIONS All LAS staff and students enrolled shall be required to provide records documenting immunizations as is required at public schools. Health and Safety Code Sections 120325-120375, andTitle 17, CA Code of Regulations Sections 6000-6075. SCREENINGS LAS adheres to the requirement regarding screening of pupils for vision, hearing, and scoliosis as applicable to grade levels served by the school. Ed Code 49450, et seq. ADMINISTRATION OF MEDICATIONS LAS adheres to the requirement regarding administration of medication in school per the California Department of Education’s guidance and applicable law. Ed Code 49423. ZERO TOLERANCE FOR USE OF DRUGS AND TOBACCO LAS shall function as a drug, alcohol, marijuana, and tobacco free workplace. BACKGROUND CHECK LAS adheres to the requirement that each employee of the school submits to a criminal background check and furnishes a criminal record summary as required by Education Code Section44237. MANDATED REPORTING LAS adheres to the requirement that all staff, including teachers and non-teachers, shall be mandated child abuse reporters, and will be required to complete training on “Child Abuse:Mandatory Reporting,” and will follow all applicable reporting laws. EARTHQUAKE AND NATURAL DISASTER PREPAREDNESS LAS adheres to the requirement that staff participate in school-wide training in response to natural disasters and other emergencies, including flood, civil unrest, fires, and earthquakes. BLOODBORNE PATHOGENS LAS adheres to the state and federal standards that address prevention of contact with bloodborne pathogens. STAFF TRAINING TO INCLUDE EMERGENCY AND FIRST AID RESPONSE LAS adheres to the requirement that staff are trained in emergency response, including appropriate “first responder” training or its equivalent. SAFETY TRAINING LAS shall comply with safety protocols such as conducting fire drills as required under Ed Code 32001 and check that the sprinkler system, fire extinguishers and fire alarms are in operableconditions. LAS shall conduct fire drills per required by law. FACILITIES ADA COMPLIANCE AND SEISMIC SAFETY LAS leases its facility from SCUSD and receives certification through SCUSD that school facilities have received state Fire Marshal approval and have been evaluated by a qualified structuralengineer who has determined that the facilities present no substantial seismic safety hazard. The school has facilities improvement plans to ensure that the school is accessible to all staff andstudents. TUBERCULOSIS LAS adheres to the requirement that all faculty and staff shall be tested/examined for tuberculosis prior to commencing employment. Ed. Code 49406
COVID-19 Safety Protocols: Posted on the school website
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.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)
* 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
21.00
1
3
1
22.00
3
2
22.00
3
3
22.00
3
4
22.00
3
5
22.00
3
6
32.00
5
4
Other**
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1/19/2021 - Informe de responsabilidad escolar (Departamento de Educación de CA)
Última actualización: 1/11/2021* El número de clases indica cuántas clases caen en cada categoría de tamaño (un rango del total de estudiantes por clase). ** La categoría "Otro" es para clases de niveles de varios grados.
Tamaño promedio de clase y distribución del tamaño de clase (secundaria) (año escolar 2017-2018)
* 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
21.00
1
3
1
22.00
3
2
22.00
3
3
22.00
3
4
22.00
3
5
22.00
3
6
27.00
6
Other**
Grade Level
Average Class Size
Number of Classes * 1-20
Number of Classes * 21-32
Number of Classes * 33+
K
21.00
1
3
1
22.00
3
2
22.00
3
3
22.00
3
4
22.00
3
5
22.00
3
6
18.00
19
10
3
Other**
* 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 informationis reported by subject area rather than grade level.
Average Class Size and Class Size Distribution (Secondary) (School Year 2018–2019)
* 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 isreported by subject area rather than grade level.
Average Class Size and Class Size Distribution (Secondary) (School Year 2019–2020)
Tema
Tamaño promedio de clase
Número de clases * 1-22
Número de clases * 23-32
Número de clases * 33+
English
20.00
2
4
Mathematics
20.00
2
3
Science
16.00
7
Social Science
17.00
8
Subject
Average Class Size
Number of Classes * 1-22
Number of Classes * 23-32
Number of Classes * 33+
English
21.00
5
3
Mathematics
16.00
7
1
Science
18.00
5
2
Social Science
18.00
6
2
English
21.00
5
2
Mathematics
21.00
5
1
Science
16.00
8
Social Science
14.00
11
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1/19/2021 - Informe de responsabilidad escolar (Departamento de Educación de CA)
* 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 arearather than grade level.
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.
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.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)
Nota: las celdas con valores N / A no requieren datos.
Desarrollo profesional
Subject
Average Class Size
Number of Classes * 1-22
Number of Classes * 23-32
Number of Classes * 33+
Title Ratio
Pupils to Academic Counselor* 609.0
Number of FTE* Assigned to School
Counselor (Academic, Social/Behavioral or Career Development) 1.00
Library Media Teacher (Librarian) 0.80
Library Media Services Staff (Paraprofessional)
Psychologist 1.00
Social Worker
Nurse
Speech/Language/Hearing Specialist
Resource Specialist (non-teaching)
Other 2.70
Level Total Expenditures Per PupilExpenditures Per Pupil
(Restricted)Expenditures Per Pupil
(Unrestricted) Average Teacher Salary
School Site -- -- -- --
District N/A N/A -- $75296.00
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 -- --
Medida 2018-2019 2019-2020 2020–202146
1/19/2021 - Informe de responsabilidad escolar (Departamento de Educación de CA)
Durante la junta de la mesa directiva que se llevó acabo el 18 de noviembre, el liderazgo escolar compartió algunos
pasos que se han tomado para poder aplicar con confianza las palabras, conceptos, metáforas y marcos anti-racistas en
todos los aspectos del trabajo en LAS.
Al seguir desarrollando un marco de referencia anti-racista en LAS, los siguientes son pasos se han tomado o que se
tomarán:
El personal de LAS se reunió para una junta de desarrollo profesional con el Dr. Dale Allender el 15 de enero
de 2020. La próxima reunión se llevará a cabo el 16 de abril de 2021.
El liderazgo escolar y Claudia Ochoa siguen en comunicación con Sonia Lewis, presidenta y directora ejecutiva
de Ascribe Consulting, para planear un programa educativo antirracista para padres de LAS. Información se
compartirá con la comunidad en las próximas semanas.
El liderazgo escolar continúa con el compromiso de proveer reportes actualizados sobre nuestra agenda enfocada en al
anti-racismo a nuestra comunidad de una forma regular.
Estimated Time of Presentation: 10 min
Submitted By: School Leadership
Date: 01192021
Pertinent Pages in
( ) Charter, pages
( ) MOU, pages
49
Academia de Idiomas de Sacramento
Language Academy of Sacramento A Two-Way Spanish Immersion Charter School
A California Public School
Agenda Item# IVD Board Meeting Date: January 22, 2021 Subject: Monthly Financials – November 2020
Information Item Only Approval on Consent Agenda Conference (for discussion only) Conference/First Reading (Action Anticipated: ) Conference/Action Action
Committee: School Leadership Summary: No notable expense variances for the month of November. Cash deferrals continue to be implemented by the State. The impact of these deferrals are minimal due to the school’s strong reserve. School Leadership, in partnership with EdTec, will present the closure of the LLMF funds and Annual Audit report at the February Board Meeting. Documents Attached:
1. Monthly Financials YTD – November 2020 2. Monthly Cash Flow – November 2020 3. Monthly Balance Sheet – November 2020
Estimated Time of Presentation: 5 min Submitted By: School Leadership Date: 01/20/21
Language Academy of Sacramento A Two-Way Spanish Immersion Charter School
A California Public School
Agenda Artículo# IVD Fecha de la Reunión: 22 de enero del 2021
Tema: Estados Financieros Mensuales – Noviembre 2020
Artículo de información Aprobación en la Agenda de Consentimiento Conferencia (solo para discutir) Conferencia/Primera lectura (Acción Anticipado: ) Conferencia/Acción Acción
Comité: Liderazgo Escolar
Resumen: El mes de noviembre no tuvo variaciones de gastos notables. Los aplazamientos de fondos continúan aplicándose en el Estado. El impacto de estos aplazamientos es mínimo debido a la fuerte reserva de la escuela. El liderazgo escolar, en conjunto con EdTec, presentará el reporte final de los fondos LLMF y el informe del reviso fiscal anual en la reunión de la Mesa de Directivo de febrero.
Documento adjunto:
1. Finanzas mensuales hasta la fecha - noviembre de 2020 2. Flujo de caja mensual - noviembre de 2020 3. Balance mensual - noviembre de 2020
Language Academy of Sacramento A Two-Way Spanish Immersion Charter School
A California Public School
Agenda Item#IVE Board Meeting Date: January 22, 2021 Subject: December 2020 Check Register
Information Item Only Approval on Consent Agenda Conference (for discussion only) Conference/First Reading (Action Anticipated: ) Conference/Action Action
Committee: School Leadership Recommendation: School Leadership requests that the Governing Board review and approve the December 2020 check register. Documents Attached:
1. December 2020 Check Register
December 2020
Members
Ay
e
Na
y
Ab
sta
in
Ab
sen
t
Ruiz, Nadeen
De González, Julissa
Sylvains, Nina
Kokayi, Nailah
Aceves, Fernando
García, Cristian
Jáuregui, Gemma
Leon, Pedro
Vacant
Totals:
Estimated Time of Presentation: 5 min Submitted By: School Leadership Date: 1/20/2021
Language Academy of Sacramento A Two-Way Spanish Immersion Charter School
A California Public School
Agenda Artículo#IVE Fecha de la Reunión: 22 de enero del 2021
Tema: Registros de la cuenta bancaria diciembre 2020
Artículo de información Aprobación en la Agenda de Consentimiento Conferencia (solo para discutir) Conferencia/Primera lectura (Acción Anticipado: ) Conferencia/Acción Acción
Comité: Liderazgo Escolar
Recomendación: El Liderazgo Escolar solicita que la Mesa Directiva revise y apruebe el registro de la cuenta bancaria de diciembre 2020.
Documento adjunto:
1. Registro de la cuenta bancaria del mes de diciembre 2020.
diciembre 2020
Members
Ay
e
Na
y
Ab
sta
in
Ab
sen
t
Ruiz, Nadeen
De Gonzalez,
Julissa
Sylvains, Nina
Kokayi, Nailah
Aceves, Fernando
García, Cristian
Jáuregui, Gemma
Leon, Pedro
Vacant
Totals:
Tiempo estimado para la presentación: 5 min. Entregado por: Liderazgo Escolar Fecha: 1/20/20212