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School Accountability Report Card
About This School
Contact Information (School Year 2018—19)
Last updated: 1/29/2019
School Description and Mission Statement (School Year 2018—19)
Vaughn is a large, urban, full-service, public charter school that provides maximum learning opportunities to students (Preschool- Grade 12) so they will be successful academically, physically, and socially; specifically, Vaughn will:
- Prepare students to master grade level standards, think critically, and be ready for post-secondary learning
- Reduce social stressors that negatively impact child and family development, including poverty.
- Create a professional and caring community among staff, families, and community.
- Become a model for school reform locally, nationally and globally.
Our students will possess proficient literacy skills, English fluency and technological competence. They will demonstrate knowledge and application of the arts, cultures, literature, history and social science, health, mathematics, communication, science, problem solving, and work ethic. They will value friendship, responsibility, cultural diversity, quality of life and respect for the democratic processes. They will become well informed of our interconnected world, pursue higher education and seek a professional career.
All teachers are continual learners, collaborators, and innovators who implement quality instruction and classroom management to achieve well-defined outcomes. They seek to maintain the highest professional and ethical standards and effective instructional techniques. They recognize and value the importance of each student’s uniqueness and strengths. They are visionaries who are sensitive to the cultures, values and other needs of their students.
Our school is a community learning center which focuses on the active participation of families and community as a resource that supports student achievement. We foster student and family education and well-being and we recognize that strong community and family life is positively linked to educational excellence.
COMMUNITY NEED FOR CHARTER SCHOOL
For 25 years, Vaughn Next Century Learning Century Learning Center has served a resilient community of students and families in the Northeast San Fernando Valley. Nearly 100% of students attending Vaughn qualify for free or reduced lunch, hundreds of students and families struggle through the daily hardships associated with being homeless, and the large majority of students will be the first in their families to graduate high school and to continue their education in a university of other post-secondary program. Vaughn is more than a school in the eyes of the local community. It is a space wherein students can truly learn in a safe and supportive space, both relative to physical and social-emotional security. The school serves as a critical hub for community resources, providing a home for numerous partner agencies that offer services ranging from a robust selection of after school student programs, parent education courses addressing academics, health and well-being, ESL, etc., and access to medical, social, and counseling services. Vaughn promotes educational equity and the belief that every student, without exception, can succeed.
Vaughn conducted numerous school-wide self-studies, and, informed by stakeholders representing students, parents, and members of the community, and Vaughn’s Board of Directors, Vaughn Next Century Learning Center has committed to achieving the following goals over the new charter term (2018-2023):
- Goal#1: Vaughn NCLC will maintain high academic standards, increase achievement, and work toward proficiency in English-Language Arts and Mathematics for all students.
- Goal#2: Vaughn NCLC will maintain high academic standards, increase achievement, and work toward proficiency in English Language Arts for all limited-English proficient students.
- Goal#3: Vaughn graduates will be globally competent, digitally literate, and will be prepared with the 21st century skills necessary to succeed in life, college, and career.
- Goal#4: Vaughn NCLC will cultivate a positive school culture and system of supports for student personal and academic growth.
Each of the aforementioned goals are aligned to Vaughn’s LCAP and are accompanied by specific outcomes that the school and its stakeholders will use both to measure progress and to serve as sources for consistent reflection and iterative improvement . Moreover, these new goals reflect Vaughn’s commitment to serving the “whole student,” placing equal focus on and investment in academic achievement for all students, providing targeted services and support for Vaughn’s significant population of English Language Learners (as well as students in all significant subgroups), in preparing students with the skills and knowledge necessary to succeed in a 21st century characterized by globalization and ever evolving technology, and in continuing to promote a supportive and safe school culture and climate that will foster positive social and emotional development
The assessment process at Vaughn is composed of a variety of measures that allow us to monitor the learning of our students and accurately meet individual learner needs. In the 2013-2014 school year, grades K-11 adopted NWEA Measures of Academic Progress (MAP) Benchmark assessments that are administered 2-3 times per year. NWEA is based on a growth model that allows teachers to examine data and tailor instruction to the needs of individuals or small groups of learners. An additional benchmark that is used by Grades 2-12 is the Scholastic Reading Inventory (SRI) which is administered 3-4 times per year. This assessment measures students reading comprehension via online, adaptive software. Moreover, teachers frequently engage students in more discrete, daily/weekly forms of assessment. These range from a simple exit ticket to a basic quiz to measure student progress in understanding of content or mastery of skills. With increased access to technology, Vaughn teachers frequently utilize Google Apps for Education (Google Suite), and, in particular, Google Forms, to create a range of interactive quizzes, daily checks, exit tickets, or other digital measures of student progress in learning. Assessment via Google Forms, among other digital tools, offers a significant benefit relative to timely analysis of student performance, individual or whole group analytics, and the means by which data can be quickly collected, organized, and analyzed allows teachers to identify trends in student performance.
The State adopted test for English Learners (CELDT/ELPAC) test is administered each year in 2017-108 ( Fall and Spring) to monitor the growth of our English Language Learners progress towards proficiency.
In grades K-5, universal screening for progress towards basic reading and mathematics skills occur every 6-8 weeks with data reviews held shortly after to examine needs of grade level and individual classes.
All students in grades 3 to 11th participate in all mandate State testing ( SBAC, CAST, CAA) as required. Results from all State testing are analyzed and key areas of focus are determined for the following year in developing our staff development calendar.
Vaughn’s curriculum and instruction, as well as assessments and school-wide learner outcomes, are aligned to the Common Core State Standards. Unit plans are shared with curriculum coordinators/lead teachers who can assist with resources. Our teachers work collaboratively with the lead teachers and curriculum coordinators to develop units that will give students an opportunity to demonstrate their learning and understanding
All teachers are using Aeries Grade book which helps to track and monitor students’ progress towards standards. Informal formative assessments are embedded into all classes and occur on a regular basis throughout the week. Weekly assessments allow teachers and students to track progress and to make necessary changes to instruction in subsequent weeks.
School leaders and staff make decisions and implement strategies that focus on all students achieving the expected academic standards. Vaughn recognizes the need to use assessment results to make changes in the school program and professional development activities.
Last updated: 1/29/2019
Student Enrollment by Grade Level (School Year 2017—18)
|Grade Level||Number of Students|
Last updated: 1/29/2019
Student Enrollment by Student Group (School Year 2017—18)
|Student Group||Percent of Total Enrollment|
|Black or African American||0.6 %|
|American Indian or Alaska Native||%|
|Hispanic or Latino||98.6 %|
|Native Hawaiian or Pacific Islander||%|
|Two or More Races||0.0 %|
|Student Group (Other)||Percent of Total Enrollment|
|Socioeconomically Disadvantaged||97.7 %|
|English Learners||26.4 %|
|Students with Disabilities||6.7 %|
|Foster Youth||0.5 %|