sarc report for charter school of san diego...charter school of san diego 10170 huennekens st. san...

Charter School of San Diego

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 aboutthe condit ion and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educat ional agencies (LEAs) are required toprepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, w ith specific act ivit ies toaddress state and local priorit ies. Addit ionally, data reported in an LCAP is to be consistent w ith data reported in the SARC.

For more information about SARC requirements, see the California Department of Educat ion (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 addit ional information about the school, parents/guardians and community members should contact the school principal or the district office.

DataQuest

Internet Access

School Accountability Report CardReported Using Data from the 2017—18 School Year

California Department of Education

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

Internet access is available at public libraries and other locat ions that are publicly accessible (e.g., the California State Library). Access to the Internet at librariesand public locat ions is generally provided on a first-come, first-served basis. Other use restrict ions may include the hours of operat ion, the length of t ime that aworkstat ion may be used (depending on availability), the types of software programs available on a workstat ion, and the ability to print documents.

Tim Tuter, Executive DirectorPrincipal, Charter School of San Diego

The Charter School of San Diego (CSSD) is an innovat ive, role model public school that dares to make a significantdifference in the lives of students in grades 6 through 12. Offering an opt ion to tradit ional schools, CSSD has innovated adifferent way of managing educat ional systems, both in instruct ion and operat ions. We serve as a role model because offive factors:

• We transform the lives of students who are “at risk” in the educational system – taking many from failureto college bound. • We run CSSD with strategic init iatives, action plans and the ability to set and measure results. • We are innovative, responsive and agile. • We hold teachers accountable for students’ learning and success. • We are a successful prototype for educational reform.

This futurist ic public school is designed for students in grades 7-12 who seek an alternat ive to the tradit ional approach toeducat ion. Independent study is the primary method of instruct ion, along w ith online courses, guest speakers, tutoring,and field trips to provide skills development and enrichment in the core curriculum.

Students can enroll in The Charter School of San Diego w ith parent request any day throughout the year.

Student opt ions include returning to comprehensive schools, earning a High School diploma, passing the California HighSchool Proficiency Exam (CHSPE) passing the GED, or passing the High School Equivalency Test (HiSET). Each studentreceives a Pathways Personalized Educat ion Plan supported through an extensive group of partnerships and allianceswhich provide services such as job development, pre-employment training, health maintenance, case-management, socialand personal services and tutoring.

Please Note: CSSD is a DASS school and does not receive Statewide or Similar Schools ranks. As analternative option, students enroll with CSSD to address credit deficiencies before returning to a traditionalschool or may choose to complete the GED or HiSET, which are not factored into the four-year cohortgraduation rate.

About Our SchoolAbout Our School

https://www.cde.ca.gov/ta/ac/sa/

https://www.cde.ca.gov/fg/aa/lc/

https://dq.cde.ca.gov/dataquest/

Charter School of San Diego10170 Huennekens St.San Diego, CA 92121-2964

Phone: 858-678-2050E-mail: [email protected]

ContactContact

2017-18 SARC - Charter School of San Diego

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mailto:[email protected]

Last updated: 2/1/2019

About This SchoolContact Information (School Year 2018—19)

School Description and Mission Statement (School Year 2018—19)

District Contact Information (School Year 2018—19)

District Name San Diego Unified

Phone Number (619) 725-8000

Superintendent Cindy Marten

E-mail Address [email protected]

Web Site www.sandi.net

School Contact Information (School Year 2018—19)

School Name Charter School of San Diego

Street 10170 Huennekens St.

City, State, Zip San Diego, Ca, 92121-2964

Phone Number 858-678-2050

Principal Tim Tuter, Execut ive Director

E-mail Address [email protected]

Web Site www.charterschool-sandiego.net

County-District-School(CDS) Code

37683383730959

The Vision

The educat ional community known as The Charter School of San Diego-Student Success Programs is committed to the development of a personalizedinstruct ional program that demonstrates posit ive outcomes for each student. The Charter School of San Diego is dedicated to the creat ion of instruct ional,service, organizat ional, and governance models that can serve as prototypes for educat ional reform. The Charter School of San Diego is committed to collaborat iveefforts to improve the quality of life for students, their families, and the community it serves.

The Mission

The Charter School of San Diego w ill implement personalized educat ional programs to facilitate student achievement. These educat ional programs w illdemonstrate that standards-based educat ional reform can provide a prototype for changing the way teachers teach and students learn in the future.

Basic Values

• Kids come first .

• Educat ion at CSSD is personalized, individualized, and high quality.

• CSSD is made up of a community of highly professional people. These committed individuals are independent, self-motivated, high-energy people who speak forthemselves. They work to create a posit ive, challenging environment that is centered on teaching and learning.

• CSSD uses business principles in managing the school.

• CSSD is committed to the creat ion of educat ional reform models centered on how effect ive educat ional organizat ions run, how teachers teach, and studentslearn.

• CSSD employees are accountable for their work.

• People-centered teams focus on support ing quality teaching and learning. Performance is measured on a variety of indicators that include product ivity, credit


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www.sandi.net


www.charterschool-sandiego.net


rat io, auditability, quality, performance, and commitment to the vision of CSSD.

• CSSD is committed to the improvement of the quality of life for students, their families, and the community it serves.


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Student Enrollment by Grade Level (School Year 2017—18)

Student Enrollment by Student Group (School Year 2017—18)

Grade Level Number of Students

Grade 7 39

Grade 8 60

Grade 9 283

Grade 10 322

Grade 11 85

Grade 12 647

Total Enrollment 1436

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 120

100

200

300

400

500

600

700

Student Group Percent of Total Enrollment

Black or African American 7.5 %

American Indian or Alaska Nat ive 0.2 %

Asian 1.4 %

Filipino 1.9 %

Hispanic or Lat ino 63.0 %

Native Hawaiian or Pacific Islander 0.4 %

White 18.8 %

Two or More Races 4.9 %

Other 1.9 %

Student Group (Other) Percent of Total Enrollment

Socioeconomically Disadvantaged 76.6 %

English Learners 13.7 %

Students w ith Disabilit ies 22.6 %

Foster Youth 0.3 %


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A. Conditions of Learning

State Priority: Basic

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

Degree to which teachers are appropriately assigned and fully credent ialed in the subject area and for the pupils they are teaching;Pupils have access to standards-aligned instruct ional materials; andSchool facilit ies are maintained in good repair

Teacher Credentials

Teacher Misassignments and Vacant Teacher Positions

Note: “Misassignments” refers to the number of posit ions filled by teachers who lack legal authorizat ion to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Teachers

School2016—17

School2017—18

School2018—19

District2018—

19

With Full Credent ial 57 46 50

Without Full Credent ial 0 0 0

Teachers Teaching Outside SubjectArea of Competence (w ith fullcredent ial)

0 0 0

0.0 1.0 2.00

10

20

30

40

50

60Teachers with Full Credential

Teachers without Full Credential

Teachers Teaching Outside Subject Area of Competence

Indicator2016—

172017—

182018—

19

Misassignments of Teachers of EnglishLearners

Total Teacher Misassignments*

Vacant Teacher Posit ions

2016—17 2017—18 2018—19-1.0

-0.5

0.0

0.5

1.0Misassignments of Teachers of English Learners

Total Teacher Misassignments*

Vacant Teacher Positions


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School Facility Conditions and Planned Improvements

The Charter School of San Diego's resource centers are except ionally attract ive, clean, safe, and orderly. Every resource center is fully equipped w ith studentcomputers linked to the internet, teacher laptop computers, audio-visual equipment, individual teacher telephones, bookshelves, textbooks, storage, alarmsystems, smoke detectors, tables, chairs, and teacher desks.


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B. Pupil Outcomes

State Priority: Pupil Achievement

The SARC provides the follow ing 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 SummativeAssessments for students in the general educat ion populat ion and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] andmathematics given in grades three through eight and grade eleven. Only eligible students may part icipate in the administrat ion of the CAAs. CAAs items arealigned w ith alternate achievement standards, which are linked w ith the Common Core State Standards [CCSS] for students w ith the most significant cognit ivedisabilit ies); and

The percentage of students who have successfully completed courses that sat isfy the requirements for entrance to the University of California and the CaliforniaState University, or career technical educat ion sequences or programs of study.

CAASPP Test Results in ELA and Mathematics for All StudentsGrades Three through Eight and Grade Eleven Percentage of Students Meeting or Exceeding the State StandardThe Charter School of San Diego is designated by the state as a Dashboard Alternat ive School Status (previously ASAM) school. DASS schools have at least 70% of theschool’s total enrollment comprised of groups that are at high risk of dropping out of school. These groups include students who are suspended, expelled, wards of thecourt, pregnant/parent ing, recovered dropouts, and/or habitually truant.

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 forstat ist ical 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 thetotal 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 part icipated in both assessments.

SubjectSchool

2016—17School

2017—18District

2016—17District

2017—18State

2016—17State

2017—18

English Language Arts / Literacy (grades 3-8 and 11) 44.0% 45.0% 53.0% 55.0% 48.0% 50.0%

Mathematics (grades 3-8 and 11) 14.0% 18.0% 43.0% 45.0% 37.0% 38.0%


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CAASPP Test Results in ELA by Student Group Grades Three through Eight and Grade Eleven (School Year 2017—18)CAASPP Assessment Results – English Language Arts (ELA)

Disaggregated by Student Groups, Grades Three Through Eight and Grade Eleven

Note: ELA test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the total number ofstudents who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achievedLevel 3–Alternate) on the CAAs divided by the total number of students who part icipated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 307 291 94.79% 44.67%

Male 144 130 90.28% 37.69%

Female 163 161 98.77% 50.31%

Black or African American 20 19 95.00% 5.26%

American Indian or Alaska Nat ive

Asian -- -- --

Filipino -- -- --

Hispanic or Lat ino 166 158 95.18% 36.71%

Native Hawaiian or Pacific Islander -- -- --

White 77 74 96.10% 62.16%

Two or More Races 23 20 86.96% 70.00%

Socioeconomically Disadvantaged 187 177 94.65% 40.11%

English Learners 63 58 92.06% 24.14%

Students w ith Disabilit ies 44 42 95.45% 9.52%

Students Receiving Migrant Educat ion Services

Foster Youth -- -- --


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CAASPP Test Results in Mathematics by Student GroupGrades Three through Eight and Grade Eleven (School Year 2017—18)CAASPP Test Results in Mathematics

Disaggregated by Student Group, Grades Three Through Eight and Grade Eleven

Note: Mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The “Percent Met or Exceeded” is calculated by taking the totalnumber 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 part icipated in both assessments.

Note: Double dashes (--) appear in the table when the number of students is ten or less, either because the number of students in this category is too small forstat ist ical accuracy or to protect student privacy.

Note: The number of students tested includes all students who part icipated in the test whether they received a score or not; however, the number of students testedis not the number that was used to calculate the achievement level percentages. The achievement level percentages are calculated using only students who receivedscores.

Student Group Total Enrollment Number Tested Percent Tested Percent Met or Exceeded

All Students 309 291 94.17% 17.87%

Male 143 130 90.91% 19.23%

Female 166 161 96.99% 16.77%

Black or African American 21 20 95.24%

American Indian or Alaska Nat ive

Asian -- -- --

Filipino -- -- --

Hispanic or Lat ino 166 157 94.58% 13.38%

Native Hawaiian or Pacific Islander -- -- --

White 78 74 94.87% 31.08%

Two or More Races 23 20 86.96% 15.00%

Socioeconomically Disadvantaged 188 177 94.15% 14.69%

English Learners 62 57 91.94% 12.28%

Students w ith Disabilit ies 44 42 95.45% 7.14%

Students Receiving Migrant Educat ion Services

Foster Youth -- -- --


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CAASPP Test Results in Science for All StudentsGrades Five, Eight and High SchoolPercentage of Students Meeting or Exceeding the State StandardHtml.RenderAct ion("SarcDescript ion", new { sect ionID = 80, cdscode = ViewBag.Cdscode });

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

Note: The 2016–17 and 2017–18 data are not available. The CDE is developing a new science assessment based on the Next Generat ion Science Standards for CaliforniaPublic Schools (CA NGSS). The new California Science Test (CAST) was pilot-tested in spring 2017 and field-tested in spring 2018. The CAST w ill be administeredoperat ionally during the 2018–19 school year. The CAA for Science was pilot-tested for two years (i.e., 2016–17 and 2017–18) and the CAA for Science w ill be field-tested in 2018–19.

Note: Science test results include the CAST and the CAA for Science. The “Percent Met or Exceeded” is calculated by taking the total number of students who met orexceeded the standard on the CAST plus the total number of students who met the standard (i.e., achieved Level 3–Alternate) on the CAA for Science divided by thetotal number of students who part icipated on both assessments.

Career Technical Education (CTE) Programs (School Year 2017—18)

Career Technical Education (CTE) Participation (School Year 2017—18)

Courses for University of California (UC) and/or California State University (CSU) AdmissionCSSD maintains a comprehensive course list of UC A-G approved courses. The majority CSSD's high school students enrolling are behind in credits and not on track tograduate w ith their 4-year cohort. The majority enroll w ith courses completed at their previous school that did not meet the UC A-G requirements.

SubjectSchool

2016—17School

2017—18District

2016—17District

2017—18State

2016—17State

2017—18

Science (grades 5, 8, and high school) N/A N/A N/A N/A N/A N/A

Career Technical Educat ion (CTE) opportunit ies vary according to the students’ goals. Their career apt itudes and interests are discussed w ith the student andparents and become part of the Pathways Personalized Educat ional Plan (PPEP). CSSD offers more than 20 CTE courses in either an independent study or onlineenvironments. Eleventh and twelfth grade students research career paths and post-secondary career opt ions to compile an electronic portfolio as part of arequired senior course called “Pathways Exhibit ion". Counselors, teachers, career resource speakers, administrators and parents provide assistance in theeducat ional and career decision making process. Because of the flexibility in this school’s schedule, students are able to work while tradit ional schools are insession, which broadens the range of job opportunit ies available. The school allows students the freedom to part icipate in community events and encouragesthem to volunteer. In order to broaden their experience and prepare students for the transit ion from school to career, students who remain at The CharterSchool of San Diego unt il graduat ion are required to earn two credits in either Service Learning or in our state approved General Work Experience Educat ion(WEE) courses. In this way, students have the chance to experience the world outside school as either volunteers or while learning a vocat ional skill on their pathto becoming College and Career Ready.

Measure CTE Program Participation

Number of Pupils Part icipat ing in CTE 738

Percent of Pupils Complet ing a CTE Program and Earning a High School Diploma --

Percent of CTE Courses Sequenced or Art iculated Between the School and Inst itut ions of Postsecondary Educat ion --

UC/CSU Course Measure Percent

2017—18 Pupils Enrolled in Courses Required for UC/CSU Admission 89.9%

2016—17 Graduates Who Completed All Courses Required for UC/CSU Admission 11.5%


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State Priority: Other Pupil Outcomes

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

Pupil outcomes in the subject area of physical educat ion

California Physical Fitness Test Results (School Year 2017—18)

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 forstat ist ical accuracy or to protect student privacy.

GradeLevel

Percentage of Students Meeting Four of SixFitness Standards

Percentage of Students Meeting Five of SixFitness Standards

Percentage of Students Meeting Six of SixFitness Standards

7 21.4% 19.6% 10.7%

9 23.3% 16.7% 7.5%


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C. Engagement

State Priority: Parental Involvement

The SARC provides the follow ing 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 2018—19)

Parents become involved in their children’s educat ion at The Charter School of San Diego from the beginning. Parents are a part of the init ial meet ing w ith theteacher, when they learn school requirements. Together w ith the student, they develop each student 's unique Pathways Personalized Educat ional Plan (PPEP).Parents are encouraged to call and make appointments at any t ime; parents are involved in their child’s educat ion on a daily/weekly basis. Parents are encouragedto give feedback through the annual LCAP parent survey, open houses, senior exit orientat ion meetings, master agreement signings, board meetings, andgraduat ion.


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State Priority: Pupil Engagement

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

High school dropout rates; andHigh school graduat ion rates

Dropout Rate and Graduation Rate (Four-Year Cohort Rate)Please Note: The Charter School of San Diego is a DASS school. As an alternat ive opt ion, many students enroll w ith CSSD to address credit deficiencies before returningto a tradit ional school or deciding to stay w ith CSSD to complete their coursework. Often these students are not on track to graduate w ith their four-year cohort.

For the formula to calculate the 2016–17 adjusted cohort graduat ion rate, see the 2017—18 Data Element Definit ions document located on the SARC web page athttps://www.cde.ca.gov/ta/ac/sa/.

IndicatorSchool

2014—15School

2015—16District

2014—15District

2015—16State

2014—15State

2015—16

Dropout Rate 10.8% 5.6% 3.5% 3.3% 10.7% 9.7%

Graduat ion Rate 31.7% 38.8% 0.0% 0.0% 82.3% 83.8%

IndicatorSchool

2016—17District

2016—17State

2016—17

Dropout Rate 6.7% 3.7% 9.1%

Graduat ion Rate 33.8% 0.0% 82.7%

Dropout/Graduation Rate (Four-Year Cohort Rate) Chart

2014—15 2015—16 2016—170

5

10

15

20

25

30

35

40Dropout Rate

Graduation Rate


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https://www.cde.ca.gov/ta/ac/sa/

Completion of High School Graduation Requirements - Graduating Class of 2017 (One-Year Rate)Please Note: The Charter School of San Diego is a DASS school. As an alternat ive opt ion, many students enroll w ith CSSD to address credit deficiencies before returningto a tradit ional school or deciding to stay w ith CSSD to complete their coursework. Often these students are not on track to graduate w ith their four-year cohort.

Student Group School District State

All Students 54.2% 81.9% 88.7%

Black or African American 58.7% 78.4% 82.2%

American Indian or Alaska Nat ive 66.7% 73.1% 82.8%

Asian 57.1% 87.1% 94.9%

Filipino 40.0% 89.2% 93.5%

Hispanic or Lat ino 52.7% 77.9% 86.5%

Native Hawaiian or Pacific Islander 71.4% 82.8% 88.6%

White 54.8% 87.2% 92.1%

Two or More Races 53.5% 84.4% 91.2%

Socioeconomically Disadvantaged 50.9% 80.4% 88.6%

English Learners 23.8% 38.8% 56.7%

Students w ith Disabilit ies 40.0% 51.6% 67.1%

Foster Youth 0.0% 66.7% 74.1%


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State Priority: School Climate

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

Pupil suspension rates;Pupil expulsion rates; andOther local measures on the sense of safety

Suspensions and Expulsions

School Safety Plan (School Year 2018—19)

School School School District District District State State State

Rate 2015—16 2016—17 2017—18 2015—16 2016—17 2017—18 2015—16 2016—17 2017—18

Suspensions 0.0% 0.1% 0.1% 3.4% 3.4% 3.5% 3.7% 3.7% 3.5%

Expulsions 0.0% 0.0% 0.0% 0.1% 0.1% 0.1% 0.1% 0.1% 0.1%

Suspensions

2015—16 2016—17 2017—180.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0School Suspensions

District Suspensions

State Suspensions

Expulsions

2015—16 2016—17 2017—180.00

0.02

0.04

0.06

0.08

0.10

0.12School Expulsions

District Expulsions

State Expulsions

The safety plan is updated and approved annually. It includes disaster procedures, procedures for safe entry and exit of pupils, procedures for serious disciplinaryproblems, lockdown procedures, loitering law, going to and from school safely, zero tolerance policy, emergency resource information, emergency disaster kit , andemergency quick reference guide. A sexual harassment policy, child abuse report ing procedures, school dress codes and the school discipline policy are alsoincluded. Regular safety drills are conducted and recorded three t imes per year.


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D. Other SARC InformationThe information in this sect ion is required to be in the SARC but is not included in the state priorit ies for LCFF.


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Academic Counselors and Other Support Staff (School Year 2017—18)


*One Full T ime Equivalent (FTE) equals one staff member working full t ime; one FTE could also represent two staff members who each work 50 percent of full t ime.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2016—17)


Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor

Academic Counselor 3.0 479.0

Counselor (Social/Behavioral or Career Development) N/A

Library Media Teacher (Librarian) N/A

Library Media Services Staff (Paraprofessional) N/A

Psychologist 0.7 N/A

Social Worker N/A

Nurse 0.5 N/A

Speech/Language/Hearing Specialist N/A

Resource Specialist (non-teaching) 11.0 N/A

Other 2.0 N/A

Level Total Expenditures Per PupilExpenditures Per Pupil

(Restricted)Expenditures Per Pupil

(Unrestricted) Average Teacher Salary

School Site $12404.0 $1984.0 $10420.0 --

District N/A N/A -- $80798.0

Percent Difference – School Site and District N/A N/A -- --

State N/A N/A $7125.0 $80764.0

Percent Difference – School Site and State N/A N/A -- --


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Types of Services Funded (Fiscal Year 2017—18)

Teacher and Administrative Salaries (Fiscal Year 2016—17)

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

As a 501c3 non-profit corporat ion, Student Success Programs, Inc. has full authority and discret ion in the management of all its fiscal matters. The lat itude todetermine the use of funds is accompanied by an obligat ion to remain revenue neutral and to submit an audited financial report annually to the District . More thanhalf of the funds the school receives go to cert ificated instructors who work direct ly w ith students. Funds are also used for purchasing up-to-date instruct ionalmaterials and technology.

Category District Amount State Average For Districts In Same Category

Beginning Teacher Salary $46,124 $47,903

Mid-Range Teacher Salary $70,086 $74,481

Highest Teacher Salary $95,262 $98,269

Average Principal Salary (Elementary) $131,580 $123,495

Average Principal Salary (Middle) $135,867 $129,482

Average Principal Salary (High) $148,932 $142,414

Superintendent Salary $275,000 $271,429

Percent of Budget for Teacher Salaries 36.0% 35.0%

Percent of Budget for Administrat ive Salaries 5.0% 5.0%

Teacher Salary Chart

Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary0

20000

40000

60000

80000

100000

Principal Salary Chart

Average Principal Salary

(Elementary)


(Middle)


(High)

0

25000

50000

75000

100000

125000

150000

175000


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https://www.cde.ca.gov/ds/fd/cs/



Advanced Placement (AP) Courses (School Year 2017—18)


*Where there are student course enrollments of at least one student.

Professional Development

Subject Number of AP Courses Offered* Percent of Students In AP Courses

Computer Science 0 N/A

English 10 N/A

Fine and Performing Arts 0 N/A

Foreign Language 0 N/A

Mathematics 0 N/A

Science 0 N/A

Social Science 16 N/A

All Courses 26 1.5%

The Charter School of San Diego offers its workforce a comprehensive professional development system. The system is based on student achievement data,California state mandates, federal regulat ions and mandates, and the best pedagogical pract ices. In short, the plan provides a school w ithin a school for thepurposes of teaching and learning to deepen teachers’ content know ledge, and to increase teachers’ know ledge of the standards and instruct ional methodsbased on student results in an independent study environment. It was designed to fulfill CSSD's professional development needs to produce a rigorous academicand professional experience for teachers, clerical and classified staff. In addit ion, all personnel are encouraged to attend seminars and workshops offered by localuniversit ies, the San Diego County Office of Educat ion (SDCOE), and professional associat ions. Staff part icipates in regular professional development based on theneeds of students and organizat ional outcomes as out lined in the Strategic Plan and the Local Control Accountability Plan. At a holist ic level, CSSD's professionaldevelopment also provides support for all employees to develop skills and techniques crucial to their personal lives as they work toward a healthy work/life balance.The school adheres to the requirement for the annual number of school days dedicated to staff development per Educat ion Code 33126(b)(9).


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