1

Executive Summary School Accountability Report Card, 2007-08

For Animo Justice Charter High School

Address: 1655 E 27th Street, Los Angeles, CA 90011 Phone: 323-232-6205
Principal: William Herrera Grade Span: 9-11

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community
members with a quick snapshot of school accountability. The data presented in this report are reported for the 2007-08
school year, except the School Finances and School Completion data that are reported for the 2006-07 school year. For
additional information about the school, parents and community members should review the entire SARC or contact the
school principal or the district office.

About This School

The school’s goal is to prepare ethnically and economically diverse students for college, leadership, and life through
innovative instruction, a rigorous curriculum, and the use of technology. We aim to achieve our mission by creating a
student-centered environment that unifies the efforts of family, community, and school to foster life-long learning, cross-
cultural competency, social responsibility, and academic excellence. Our school follows Green Dot’s “Six Tenets”:
1. Small, safe personalized schools
2. High expectations for all students
3. Local control with extensive professional development and accountability
4. Parent Participation
5. Get every dollar into the classroom; and
6. Keep schools open later for community use.

Ánimo Justice is its third year of existence and currently serves 380 9th, 10th, and 11th grade students. Next year, we will
complete our expansion to a comprehensive 9-12th grade high school servicing a maximum of 550 students. Ánimo
Justice is currently staffed by a Principal, Assistant Principal, College & Career Counselor, and 20 extremely passionate
teachers.

Student Enrollment Teachers

Group Enrollment Indicator Teachers

Number of students 278 Teachers with full credential 10
African American 9.0% Teachers without full credential 3
American Indian or Alaska Native 0.0% Teachers Teaching Outside
2
Asian 0.0% Subject Area of Competence
Filipino 0.0% % Taught by
91%
Hispanic or Latino 91.0% NCLB Compliant Teachers
Pacific Islander 0.0% % Taught by non
9%
White (not Hispanic) 0.0% NCLB Compliant Teachers
Multiple or No Response 0.0%
Socioeconomically Disadvantaged 94.6%
English Learners 50.4%
Students with Disabilities 6.8%

School Facilities

Summary of Most Recent Site Inspection

2

Green Dot Public Schools makes great effort to ensure that all of its school facilities are clean, safe, and functional within
the available resources. Green Dot’s school operations and real estate development departments work with each
school site to: 1) regularly monitor and inspect that all facilities meet appropriate standards for cleanliness, safety and
function; 2) supervise the maintenance, repair, or upgrade of facilities; and 3) plan and manage any and all corrective
actions. See section IV for more information on the school’s site inspection.

Repairs Needed
See section IV for more information on repairs needed.

Corrective Actions Taken or Planned

See section IV for more information on corrective actions taken or planned needed.

Curriculum and Instructional Materials School Finances

Pupils Who Lack Expenditures

Textbooks and Per Pupil
Instructional (Unrestricted
Core Curriculum Areas Materials Level Sources Only)
Reading/Language Arts 0% School Site $9,760
Mathematics 0% District $5,300
Science 0% State $4,545
History-Social Science 0%
Foreign Language 0%
Health 0%
Visual and Performing Arts 0%
Science Laboratory Equipment 0%
(grades 9-12)

Student Performance Academic Progress

Students Proficient
and Above on
California
Subject Standards Tests Indicator Result
English-Language Arts 14% 2008 Growth API Score
569
Mathematics 3% (from 2008 Growth API Report)
Science 16% Statewide Rank
2
History-Social Science 21% (from 2007 Base API Report)
2008-09 Program Improvement
Not in PI
Status (PI Year)

School Completion Postsecondary Preparation

Indicator Result Measures Percent

Graduation Rate N/A Pupils Who Completed a Career
Technical Education Program and N/A
Earned a High School Diploma
Graduates Who Completed All
Courses Required for University of
N/A
California or California State
University Admission
 School Accountability Report Card
Reported for School Year 2007-08
Published During 2008-09

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information
about the condition and performance of each California public school. More information about SARC requirements is
available on the SARC Web page at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents
and community members should contact the school principal or the district office.

I. Data and Access

DataQuest
DataQuest is an online data tool located at http://dq.cde.ca.gov/dataquest/ that contains additional information about this
school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic
system that provides reports for accountability (e.g. Academic Performance Index [API], Adequate Yearly Progress [AYP],
test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners.

Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State
Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis.
Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on
availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

Contact Information (School Year 2008-09)
This section provides the school’s contact information.
School District
School Name Animo Justice Charter High School District Name Los Angeles Unified School District
Street 1655 E 27th Street Phone Number 213-241-4500
City, State, Zip Los Angeles, CA 90011 Web Site www.lausd.net
Phone Number 323-232-1857 Superintendent Ramon Cortines
Principal William Herrera E-mail Address [email protected]
E-mail Address [email protected] CDS Code 19-64733-111617

School Description and Mission Statement (School Year 2007-08)

This section provides information about the school, its programs and its goals.
The Ánimo Justice Charter High School community is committed to implementing innovative, effective, and dynamic
teaching practices, techniques, and methods. Clear expectations and high standards of all students, teachers and
families, will lead to academic and personal success. By applying the use of resources, technology, and
family/community involvement, we will ensure the cultivation of an empowered youth. Aligned with the Green Dot
mission, our goal is to prepare students for college, leadership, and life.

Mission Statement:
Ánimo Justice Charter High School will develop an educational culture, by guiding students to become responsible,
empowered, and independent learners. Our school community will work collaboratively to prepare students to achieve
their academic potential and become agents for social change.

Opportunities for Parental Involvement (School Year 2007-08)

This section provides information about opportunities for parents to become involved with school activities.
Families are invited and expected to participate in their children’s educational experience at Ánimo Justice Charter High
School. Family involvement in a student’s education is one of the most important ingredients to student success, and
this school is committed to actively integrating parents and guardians into all aspects of their children’s educational
experiences. In keeping with this goal, a majority of our parents complete the required 35 hours of service every year.

Education programs for parents are important because many of them are unfamiliar with what a college preparatory high
school experience is like. For example, we host monthly parent workshops, ranging from topics such as using Power
School (our online grading system), Reality of Getting Your Child into College, to Utilizing Community Resources to
Improve our Neighborhoods. In addition to monthly parent workshops, we have set up 5 parent committees (Hosting
Social Events, Fundraising, Parent Advisory, Communication, and the Parent Volunteer) to facilitate and ensure parent
involvement.
Student Enrollment by Grade Level (School Year 2007-08)
This table displays the number of students enrolled in each grade level at the school.
Grade Level Number of Students Grade Level Number of Students
Kindergarten Grade 8
Grade 1 Ungraded Elementary
Grade 2 Grade 9 164
Grade 3 Grade 10 114
Grade 4 Grade 11
Grade 5 Grade 12
Grade 6 Ungraded Secondary
Grade 7 Total Enrollment 278

Student Enrollment by Group (School Year 2007-08)

This table displays the percent of students enrolled at the school who are identified as being in a particular group.
Percent of Percent of
Group Group
Total Enrollment Total Enrollment
African American 9.0% White (not Hispanic) 0.0%
American Indian or Alaska Native 0.0% Multiple or No Response 0.0%
Asian 0.0% Socioeconomically Disadvantaged
Filipino 0.0% English Learners
Hispanic or Latino 91.0% Students with Disabilities
Pacific Islander 0.0% n/a n/a

Average Class Size and Class Size Distribution (Secondary)

This table displays, by subject area, the average class size and the number of classrooms that fall into each size category
(a range of total students per classroom).
2005-06 2006-07 2007-08
Avg. Number of Avg. Number of Avg. Number of
Subject
Class Classrooms Class Classrooms Class Classrooms
Size 1-22 23-32 33+ Size 1-22 23-32 33+ Size 1-22 23-32 33+
English N/A N/A N/A N/A 22.7 3 3 23.3 4 7
Mathematics N/A N/A N/A N/A 27.2 5 24.6 3 6 1
Science N/A N/A N/A N/A 27.2 5 25.1 2 8
Social Science N/A N/A N/A N/A 34.0 1 2 23.4 6 4

III. School Climate

School Safety Plan (School Year 2007-08)
This section provides information about the school's comprehensive safety plan.
The school is developing a comprehensive safety plan for our new building to ensure the health and safety of our
students. This plan is available at the school site, and includes the following:
• Emergency Preparedness
• Fire Prevention Plan
• Hazard Communication Plan
• Pest Prevention Plan
• Injury Illness Prevention Plan
• Blood-Borne Pathogens Plan
• Chemical Hygiene Plan

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at
the school and district levels for the most recent three-year period.
 School District
Rate
2005-06 2006-07 2007-08 2005-06 2006-07 2007-08
Suspensions N/A N/A N/A 9.8 8.4 7.6
Expulsions N/A N/A N/A 0.1 0.1 0.1

IV. School Facilities

School Facility Conditions and Planned Improvement (School Year 2008-09)
This section provides information about the condition of the school’s grounds, buildings, and restrooms based on the most
recent data available, and a description of any planned or recently completed facility improvements.
Determination of repair status is based on the most recent inspection. Planned or recently completed facility
improvements are detailed in the table below. Additional information about the condition of the school facilities may be
obtained from the school.

School Facility Good Repair Status (School Year 2008-09)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good
repair status.
Repair Status Repair Needed and
Item Inspected
Good Fair Poor Action Taken or Planned
Gas Leaks X
Mechanical Systems X
Windows/Doors/Gates (interior and exterior) X
Interior Surfaces (walls, floors, and ceilings) X
Hazardous Materials (interior and exterior) X
Structural Damage X
Fire Safety X
Electrical (interior and exterior) X
Pest/Vermin Infestation X
Drinking Fountains (inside and outside) X
Restrooms X
Sewer X
Playground/School Grounds X
Roofs X
Overall Cleanliness X

Overall Summary of School Facility Good Repair Status (School Year 2008-09)
This table displays the overall summary of the results of the most recently completed school site inspection.
Facility Condition
Item Inspected
Exemplary Good Fair Poor
Overall Summary X

V. Teachers
Teacher Credentials
This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those
teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on
the DataQuest Web page at http://dq.cde.ca.gov/dataquest/.
School - Teacher Core Subjects District - Teachers
Teaching % Taught by % Taught by
Year Without Without
With Full Outside NCLB Non-NCLB With Full
Full Full
Credential Subject Area of Compliant Compliant Credential
Credential Credential
Competence Teachers Teachers
2008-09 12 7 4 81% 19% //// ////
2007-08 10 3 2 91% 9% 32,624 3,161
2006-07 7 0 0 100% 0% //// ////

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2007-08)
This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who
are assigned to the school and the average number of students per academic counselor. One FTE equals one staff
member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Average Number of
Number of FTE
Title Students per
Assigned to School
Academic Counselor
Academic Counselor 0 n/a
Library Media Teacher (Librarian) 0 n/a
Library Media Services Staff (paraprofessional) 0 n/a
Psychologist 0 n/a
Social Worker 0 n/a
Nurse 0 n/a
Speech/Language/Hearing Specialist 0 n/a
Resource Specialist (non-teaching) 0 n/a
Other 6 n/a

VII. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials (School Year 2008-
09)
This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other
instructional materials used at the school, and information about the school’s use of any supplemental curriculum or non-
adopted textbooks or instructional materials.
Percent of Pupils
Quality, Currency, and
Who Lack Their Own
Core Curriculum Area Availability of Textbooks and
Assigned Textbooks and
Instructional Materials
Instructional Materials
Quality and Availability are
Reading/Language Arts 0%
Good
Quality and Availability are
Mathematics 0%
Good
Quality and Availability are
Science 0%
Good
Quality and Availability are
History-Social Science 0%
Good
Quality and Availability are
Foreign Language 0%
Good
Quality and Availability are
Health 0%
Good
Quality and Availability are
Visual and Performing Arts 0%
Good
Quality and Availability are
Science Laboratory Equipment (grades 9-12) 0%
Good

VIII. School Finances

To be provided by LEA

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2006-07)
This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other
schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with
average teacher salaries at the district and state levels. Detailed information regarding school expenditures can be found
at the Current Expense of Education Web page at http://www.cde.ca.gov/ds/fd/ec/ and teacher salaries can be found on
the Certificated Salaries and Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
Total Average
Level Expenditures Teacher
Per Pupil Salary
School Site $9,760 N/A
District n/a $62,407
Percent Difference – School Site and District n/a N/A
State n/a $65,008
Percent Difference – School Site and State n/a N/A

Types of Services Funded (Fiscal Year 2007-08)

This section provides information about the programs and supplemental services that are provided at the school through
either categorical funds or other sources.
N/A

Teacher and Administrative Salaries (Fiscal Year 2006-07)

This table displays district salaries for teachers, principals, and superintendents, and compares these figures to the state
averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent
of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed
information regarding salaries may be found on the Certificated Salaries and Benefits Web page at
http://www.cde.ca.gov/ds/fd/cs/.
State Average
Green Dot
Category For Districts
Amount (2008-09)
In Same Category (2006-07)
Beginning Teacher Salary $47,364 $40,721
Mid-Range Teacher Salary $64,178 $65,190
Highest Teacher Salary $80,992 $84,151
Average Principal Salary (Elementary) n/a $104,476
Average Principal Salary (Middle) n/a $108,527
Average Principal Salary (High) $93,750 $119,210
Superintendent Salary $207,500 $210,769
Percent of Budget for Teacher Salaries 29% 39.90%
Percent of Budget for Administrative Salaries 15.7% 5.50%
IX. Student Performance
California Standards Tests
The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The
CSTs include English-language arts (ELA) and mathematics in grades 2 through 11; science in grades 5, 8, and 9 through
11; and history-social science in grades 8, and 10 through 11. Student scores are reported as performance levels.
Detailed information regarding CST results for each grade and performance level, including the percent of students not
tested, can be found on the Standardized Testing and Reporting (STAR) Results Web page at http://star.cde.ca.gov. Note:
Scores are not shown when the number of students tested is 10 or less, either because the number of students in this
category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported
that would deliberately or inadvertently make public the score or performance of any individual student.

CST Results for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state
standards).
School District State
Subject
2005-06 2006-07 2007-08 2005-06 2006-07 2007-08 2005-06 2006-07 2007-08
English-Language Arts N/A 24% 14% 29% 31% 35% 42% 43% 46%
Mathematics N/A 11% 3% 31% 31% 35% 40% 40% 43%
Science N/A 15% 16% 23% 27% 36% 35% 38% 46%
History-Social Science N/A N/A 21% 20% 20% 24% 33% 33% 36%

CST Results by Student Group – Most Recent Year

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding
the state standards) for the most recent testing period.
Percent of Students Scoring at Proficient or Advanced
Group English- History-
Mathematics Science
Language Arts Social Science
African American 13% 0% 12% 33%
Hispanic/Latino 14% 3% 16% 21%
Other Ethnicities N/A N/A N/A N/A
Male 12% 2% 16% 22%
Female 15% 3% 16% 20%
Economically Disadvantaged 14% 3% 16% 20%
English Learners 5% 1% 8% 13%
Students with Disabilities 0% 0% 0% 0%
Students Receiving Migrant
N/A N/A N/A N/A
Education Services
California High School Exit Examination
The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the
grade 10 results of this exam are also used to establish the percentages of students at three proficiency levels (not
proficient, proficient, or advanced) in ELA and mathematics in order to compute Adequate Yearly Progress (AYP)
designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found
at the CAHSEE Web site at http://cahsee.cde.ca.gov/. Note: Scores are not shown when the number of students tested is
10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student
privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or
performance of any individual student.

CAHSEE Results by Pass Status for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in English-language arts and
mathematics.
School District State
Subject
2005-06 2006-07 2007-08 2005-06 2006-07 2007-08 2005-06 2006-07 2007-08
English-Language Arts N/A N/A 59% 67% 66% 70% 77% 77% 79%
Mathematics N/A N/A 58% 62% 61% 66% 76% 76% 78%

CAHSEE Results by Pass Status for Student Groups – Most Recent Year
This table displays the percent of students, by group, achieving at each performance level in English-language arts and
mathematics for the most recent testing period.
ELA Math
Group
% Pass % Pass
All Students 59% 58%
African American 67% 33%
Hispanic or Latino 59% 59%
Other Ethnicities N/A N/A
Male 50% 55%
Female 67% 61%
Economically Disadvantaged 59% 58%
English Learners 43% 51%
Students with Disabilities 0% 20%
Students Receiving Migrant
N/A N/A
Education Services
California Physical Fitness Test Results (School Year 2007-08)
The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade
level the percent of students meeting the healthy fitness zone on all six fitness standards for the most recent testing
period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels,
may be found at the Physical Fitness Testing Web page at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown
when the number of students tested is 10 or less, either because the number of students in this category is too small for
statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or
inadvertently make public the score or performance of any individual student.
Percent of
Grade Level Students Meeting
Healthy Fitness Zones
5 N/A
7 N/A
9 0%

X. Accountability
Academic Performance Index
The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in
California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be
found at the API Web page at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A
statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a
statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The
similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools
rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100
similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90
of the 100 similar schools.
API Rank 2005 2006 2007
Statewide N/A N/A 2
Similar Schools N/A N/A 9

API Changes by Student Group – Three-Year Comparison

This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most
recent API score. Note: "N/A" means that the student group is not numerically significant.
Growth API
Actual API Change
Group Score
2005-06 2006-07 2007-08 2008
All Students at the School N/A N/A -51 569
African American N/A N/A
American Indian or Alaska Native N/A N/A
Asian N/A N/A
Filipino N/A N/A
Hispanic or Latino N/A N/A -50 572
Pacific Islander N/A N/A
White (not Hispanic) N/A N/A
Socioeconomically Disadvantaged N/A N/A -47 575
English Learners N/A N/A -56 564
Students with Disabilities N/A N/A
Adequate Yearly Progress
The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:
• Participation rate on the state’s standards-based assessments in English-language arts (ELA) and mathematics
• Percent proficient on the state’s standards-based assessments in ELA and mathematics
• API as an additional indicator
• Graduation rate (for secondary schools)
Detailed information about AYP, including participation rates and percent proficient results by student group, can be found
at the AYP Web page http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria (School Year 2007-08)

This table displays an indication of whether the school and the district made AYP overall and whether the school and the
district met each of the AYP criteria.
AYP Criteria School District
Overall No No
Participation Rate - English-Language Arts Yes Yes
Participation Rate - Mathematics Yes Yes
Percent Proficient - English-Language Arts No No
Percent Proficient - Mathematics No No
API No Yes
Graduation Rate Yes Yes

Federal Intervention Program (School Year 2008-09)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two
consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or
graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year
that they do not make AYP. Detailed information about PI identification can be found at the AYP Web page at
http://www.cde.ca.gov/ta/ac/ay/.
Indicator School District
Program Improvement Status Not in PI In PI
First Year of Program Improvement N/A 2004-2005
Year in Program Improvement N/A Year 3
Number of Schools Currently in Program Improvement n/a 333
Percent of Schools Currently in Program Improvement n/a 40.40%

XI. School Completion and Postsecondary Preparation

Admission Requirements for California Public Universities

University of California
Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires
that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully
completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all
eligible students are adequately prepared for University-level work. For general admissions requirements please visit the
University of California Web site at http://www.universityofcalifornia.edu/admissions/general.html.

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are
specific high school courses; grades in specified courses and test scores; and graduation from high school. Some
campuses have higher standards for particular majors or students who live outside the local campus area. Because of the
number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all
applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high
schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements
please visit the California State University Web site at http://www.calstate.edu/admission/.
Dropout Rate and Graduation Rate
This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for
which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed
information about dropout rates and graduation rates can be found on the DataQuest Web page at
http://dq.cde.ca.gov/dataquest/.
School District State
Indicator
2004-05 2005-06 2006-07 2004-05 2005-06 2006-07 2004-05 2005-06 2006-07
Dropout Rate (1-year) N/A N/A 5.7 5.5 5.0 7.8 3.1 3.5 4.4
Graduation Rate N/A N/A N/A 65.7 62.9 66.0 85.0 83.0 79.5

Completion of High School Graduation Requirements

Students in California public schools must pass both the English-language arts and mathematics portions of the California
High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2007-08 school
year in grade 12, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the
percent who met all state and local graduation requirements for grade 12 completion, including having passed both
portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be
found at the CAHSEE Web page at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not
numerically significant.
Graduating Class of 2008
Group
School District
All Students N/A 78%
African American N/A 13%
American Indian or Alaska Native N/A 15%
Asian N/A 15%
Filipino N/A 17%
Hispanic or Latino N/A 13%
Pacific Islander N/A 15%
White (not Hispanic) N/A 16%
Socioeconomically Disadvantaged N/A 14%
English Learners N/A 11%
Students with Disabilities N/A 5%

Career Technical Education Programs (School Year 2007-08)

This section provides information about the Career Technical Education (CTE) programs and lists programs offered at the
school.
N/A

Career Technical Education Participation (School Year 2007-08)

This table displays information about participation in the school’s career technical education (CTE) programs.
Measure CTE Program Participation
Number of pupils participating in CTE N/A

Percent of pupils completing a CTE program N/A

and earning a high school diploma

Percent of CTE courses sequenced or N/A

articulated between the school and institutions
of postsecondary education
Courses for University of California and/or California State University Admission
(School Year 2007-08)
This table displays, for the most recent year, two measures related to the school’s courses that are required for University
of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in,
and completion of, courses required for UC/CSU admission can be found on the DataQuest Web page at
http://dq.cde.ca.gov/dataquest/.
UC/CSU Course Measure Percent
Students Enrolled in Courses Required for UC/CSU Admission 100%
Graduates Who Completed All Courses Required for UC/CSU Admission N/A

Advanced Placement Courses (School Year 2007-08)

This table displays, for the most recent year, the number of Advanced Placement (AP) courses that the school offered by
subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment
in AP courses can be found on the DataQuest Web page at http://dq.cde.ca.gov/dataquest/.
Number of Percent of Students
Subject
AP Courses Offered In AP Courses
Computer Science 0
English 1 5
Fine and Performing Arts 0
Foreign Language 1 6.6
Mathematics 0
Science 0
Social Science 0
All courses 2 44

XII. Instructional Planning and Scheduling

Professional Development
This section provides information on the annual number of school days dedicated to staff development for the most recent
three-year period.
Ánimo Justice Charter High School has developed a comprehensive and rigorous professional development program
that is led by the principal and the Instructional Leadership Team. The Instructional Leadership Team is composed of the
assistant principal and all department chairpersons. The principal and assistant principal are the instructional leaders of
the school and guide professional development: Below are the key components of the program:

• Peer Observation: Periodic observations of a colleague to observe and debrief on best practices in the
classroom.
• Ten full days of professional development for school staff to plan for the year, reflect on best practices and
analyze data.
• Summer retreat: A two day retreat for school staff to evaluate progress, reflect, and adjust the school’s plan for
the upcoming school year.
• Weekly staff development: A late start is provided each week so that 80 minutes of professional development
can be built into the school day. In addition, another 40 minutes of professional development is built into the
Friday late start schedule every week.
• Green Dot Public Schools-wide staff development: Content area teachers meet to share best practices.
• New teacher orientation: two day intensive professional development session for all new teachers held before
the start of the school year.

A comprehensive professional development program is in place for Green Dot administrators which includes the
following:

• Coaching: Cluster Directors provide individualized coaching sessions for each school site administrator twice a
month. These coaching sessions are focused on the supervision of instruction.
• Key Results: Cluster Directors facilitate a Key Results session at one of their schools each month. During
these sessions, the principals within the cluster go to another school in the cluster for 3 hours. During this time,
 the host principal provides a focus question for the session centered on instruction. Principals walk through
classrooms with this focus question in mind and provide the host principal with feedback about this focus
question. These sessions help principals share ideas with regards to the supervision of instruction and all
principals to generate next steps to be taken at their school sites as a result of what they see at the host school.
95/5: There is a full-day professional development session for principals and assistant principals once a month. These
sessions are focused on the themes the cluster directors are most relevant based on their coaching sessions.